On Friday 17th February 2017, the EmployID team comprising Jenny Bimrose, Deirdre Hughes, Pablo Franzolini and John Marsh, co-delivered a highly interactive peer coaching workshop to 15 participants from the Local Employment Support Network (LESN), the National Centre for Guidance in Education (NGCE) and the University of Limerick. The team introduced the EmployID Peer Coaching framework and EmployID Academy resources. There are 25 local employment services in the LESN, employing over 300 staff.
EmployID is a research project aiming at supporting public employment services and their employees in adapting to the changes to their world of work by facilitating the development of their professional identities.
The GfA Spring conference brings together researchers from the field of occupational sciences and a growing number of adjacent disciplines. This year, taking place at FHNW in Brugg-Windisch, Switzerland, the conference theme was ‘Socio-technical design for digital change - creative, innovative, meaningful.’ This represented an ideal opportunity to present a fresh view on competence management, drawing on public employment service (PES) experiences in EmployID and the German national project ‘ChampNet’ with differing perspectives from industrial production companies.
Christine Kunzmann & Andreas Schmidt discussed with the audience a revision of their competence management model (2016) based on key interventions in both projects. The model addresses key challenges, such as: (i) the trend towards personalisation of competence development; (ii) the resulting shift from efficiency for large number of employees to effectiveness for specific topics and areas; (iii) the shift of priorities from an all-encompassing competence catalogue towards a small set of hard-to-describe and experience-centred critical competences; and finally (iv) the role of deep learning, particularly with respect to professional identity transformation. The contribution was well received and complemented perspectives on how to shape change in the light of 4.0 digitisation and industry.
Several partners of the EmployID consortium presented the project at LEARNTEC, the major fair and conference on learning technologies in Germany. This was part of an overall strategy to sustain the project's results. Particularly, the fair was used to test hypotheses for generating a market offering beyond the project's inner scope and to engage in conversation with potentia partners and customers.
EmployID presented an overview on learning technologies and professional identity transformation as well as key results of the projects' pilots as part of the applications' forum. The session was well attended with around 50 participants.
At the booth, we had many discussions with participants from various backgrounds, and it was particularly noted that one of the strengths of our work is that we have been able to connect technology to actual learning in organizations. The concept and approach of the project is applicable to a much wider scope. Particularly, universities were interested in the peer coaching concept and tool and plan to integrate it into their courses as an example for online learning.
LEARNTEC is the leading fair on learning technologies in Germany. Every year, over 7,250 HR decision-makers and IT managers from all over the world come to the trade fair and convention in Karlsruhe, where they can find out about the possibilities of digital learning from over 250 exhibitors from 14 countries and look for concrete solutions for imparting and managing knowledge. In recent years, the focus has also been expanded to include the digitisation of school and higher education.
LMI App presented to government officials, researchers & managers in careers and employment suppport
Members of the EmployID project team (Jenny Bimrose (University of Warwick), Deirdre Hughes and Graham Attwell (Pontydysgu) and Zoey Wareing (Department of Work and Pensions) presented at a major dissemination event in London on 1st December, 2016. The event was organised by University of Warwick and funded by the Department of Education to promote the effective use of high quality labour market information in careers and employment support. Members of the EmployID team presented on the LMI App, developed by the EmployID project team. The App is based on the UK ‘LMI for All’ data portal. It has been piloted in DWP, through the EmployID project, over the past two years, formally evaluated and will be rolled out for use across the organisation in 2017. The event was attended by government officials, researchers, managers, and practitioners, with the EMMA MOOC promoted.
On Monday, 24th October, 2016, Jenny Bimrose was invited to present at two different forums for careers and employment professionals in Oslo, Norway
Vox: National Agency for Lifelong Learning
The brief for this keynote presentation was ‘Labour market information (LMI) and careers/employment counselling’. A key focus for the presentation was the EmployID project, with its focus on supporting the professional identity transformation of counsellors located in Public Employment Services, through the development of desktop applications designed for use by PES practitioners on LMI, first in the UK, now in Slovenia. The presentation was attended by practitioners, managers, researchers and representatives of different Ministries and was well received.
Second e-guidance and e-governance seminar: Nordic countries
Immediately after this first presentation in the morning, Jenny travelled to a second venue in Oslo after lunch to give a similar presentation as the keynote at the ‘Second e-guidance and e-governance seminar’ for the Nordic countries. With the focus of the seminar being on e-guidance and e-governance, a good deal of interest was shown in the pioneering work of EmployID in piloting and implementing LMI applications into practice with counselling professionals.
EmployID had the unique opportunity to present an overview of its intermediate results to a meeting of all European PES representatives. The presentation particularly focused on the experiences gained from the various trials at the Employment Service of Slovenia (Urša Dolinar, ESS), the Croatian Employment Service (Katarina Ćurković, HZZ), and the Department of Work & Pensions (Zoe Wareing, DWP). Jenny Bimrose from University of Warwick gave a brief overview of the history of the project with its roots in the PES-to-PES Dialogue, and Deirdre Hughes advertised the EmployID MOOC and the Associate Partner Event at Tallinn 2017
The presentation was well received, and interest was shown from additional PES in joining the project at this stage and to work together on a sustainability strategy.
Slides will be posted soon.
EmployID has taken a workplace learning perspective on learning analytics and has become an important voice in the emerging conversations on the subject. The Raconteur magazine has published an article on Learning Analytics and interviewed Graham Attwell as part of the research: "The first potential of analytics is to make learning visible, so it can be made more effective"
This year's MATEL edition in Lyon, France (organized by EmployID members Christine Kunzmann, Carmen Wolf, and Andreas Schmidt) with more than 20 participants focused on the further developing the ideas of patterns (see an introduction into the insights from previous workshops), particularly on the challenges in dealing with motivational and affective issues in a systematic way.
A larger part of the discussion covered the spectrum of intrinsic and extrinsic motivation and the interindividual differences, particularly in the context of formal education. Does it depend on the subject, such as the usual argument that for many students learning maths cannot be fully achieved through measures focussed on intrinsic motivation? Does it depend the formal context around, such as hierarchically and strictly organized companies, or the strict bachelor and master programmes that make students focus on credits and minimizing their efforts? Or does it depend on the individual identity and presumed compatibility of the topics to learn with the image of oneself so that motivation might come from helping students developing their (future professional) identity? This would mean that we need to widen the scope of interventions to address motivational aspects in both workplace learning and formal education.