Module 3 - Practical methods in the coaching process

Module 3

Title: Practical methods in the coaching process

Responsible partners

 

ZGURA-M / INTERPROJECTS

Aims and  Overarching Objectives of the module

SE Coachers can / knows how to:

  • Use wide range of tools such as activities, tests and worksheets while providing SE services to clients with different types of disabilities
  • Select relevant and the most appropriate tools among available ones having in mind personal needs and capacity of each client with disability
  • Utilise the provided tools to achieve clients’ personal objectives
  • Provide relevant and reliable feedback based on the results shown by each client within the period of implementation of SE services
  • Prepare an action plan based on the identified knowledge, skills, capacity and gaps.
  • Determine the necessarily steps that will lead to the successful finding of the most suitable for the client job based on his/her resources and abilities.
  • Ensure the quality of implementation of all 5 stages of the supported employment concept.
  • Suggest additional trainings in terms of enhancement of digital competence of the client with disability (if necessarily)

Summary of the module content and table of content items

This module offers a variety of tools that are meant to facilitate the job coaching process in its implementation. It is important to know that the suggested tools are recommendable and it is not supposed that all of them should be used in the sessions with each client. The SE coacher has the opportunity to choose only those who are applicable for the individual case and action plan of the client. The SE coacher should remember that the clients’ personal attributes, skills and capacity should be leading points when s/he is making a decision which of the provided tests, worksheets and activities could be implemented.

 

The content of the module follows the structure of the SE model with its five stages – engagement, vocational profiling, job funding, and employer’s engagement and on/off the job support.

The authors of the module provide dedicated practical methods for each one of the five stages.

At stage 1 Engagement we are providing activities, worksheets and tests which aims firstly to serve as an ice-breaker activities allowing them to know better each other at the very beginning of the process. Different activities and tests are related to personality of the client like his/her motivation, self-determination, willingness to achieve personal and career goals. There is also a test which will evaluate the type of the clients’ behaviour in stressful situations.

At stage two – Vocational profiling the authors provides worksheets which will check clients’ potential, his/her strengths and attributes. In addition there are tests which will serve as appropriate tool to the SE coacher in terms of use of body language and level of verbal and non-verbal communication of the client with disability. The SE coacher will be able to recognise areas for improvement of vocational skills in order the clients confidently to present themselves in a professional and convincing manner that grabs an employer’s interest.

At stage three – Job finding we offer number of methods that are centred to increasing the level of competitiveness of the client and his/her preparation for real meeting with employer or HR manager. It contents of test and activities for job preparation, suitable image and behaviour during interview, channels for searching for a job and worksheets for development of job application documents. This section ends with dedicated worksheet providing guidance and hints in terms of what the employers / HR manager seek during the job interview.

The module continues with stage four – Employers’ engagement which consists of suitable ways to approach the employers. In addition the SE coacher will be equipped with guidance material in terms possible adaptations of the workplace. This section also provides tips how to communicate and work with employees with disabilities which is very important stage of the client’s inclusion into the working environment. This sections ends with brief overview of advantages of being socially responsible employer which the SE coacher could suggest as an incentive for hiring of employee with disability in the company.

Last but not least section five – On/off the job support consists of tips focusing on job retention and improvement of performance at the work place. In addition this chapter is providing useful test for review possible ways of the client to deal with conflicts at the workplace. This section contains mentoring programme framework which could be helpful in companies where the working process requires an extended period of adaptation.

The module ends with three appendixes which are optional. The SE coacher could suggest them to the client if certain gaps in the area have been identified as a result the practical implementation of the module. 

Training workload

1. Theoretical part (hours): 10 hours

2. Practical part (hours): 50 hours

3. Assessment (hours): 0 hour

Educational resources required

1. PC, laptop or tablet.

2. Internet access.

3. E-mail account

4. Printer

Learning pathways

1. Face to face: 5 hours

2. E-learning: 5 hours

3. Practice: 50 hours

4. Internship: 0 hours

Previous knowledge

1. To be literate, have basic knowledge on disability and social affairs.

2. Good communication skills.

3. Basic ICT skills.

4. Ability to cooperate with others.

5. Positive attitudes and ability to express empathy towards people with disabilities.

6. Basic knowledge in the field of working with clients with special needs.

Compulsory completion of modules:

M1 Disability awareness

M5 Supported employment basis

M6 Attitudes and approaches

M8 Career guidance - labour market methods

Learning outcomes

Knowledge:

  • Structured methodological framework for practical implementation of SE coaching process
  • Plethora of different types of tools which will support SE coacher’s daily work
  • Structured additional trainings in terms of acquision of basic digital competence and launching social media accounts.
  • Use of serious games which facilitate employability

Skills:

  • Ability to select relevant and reliable tools at different stages of the SE process
  • Ability to provide feedback for further improvement of the soft skills and professionals competencies of the client with disability
  • Ability to apply different approaches based on specific needs and resources of each particular client with disability
  • Ability to recognise the strengths, weaknesses and limitations of each client
  • Ability to support client to overcome mismatches among personal desires, realistic opportunities and peculiarities of the local labour market.

Attitudes:

  • Improved confidence in terms availability of different types of practical resources that can ensure high quality of provision of SE services to clients with disabilities.
  • Increased ability to make comprehensive profiling of the clients.
  • Increase level of qualification to conduct SE services
  • Increase confidence that the process of SE will ended up with finding of a paid work for the client with disability.

ECVET/ECTS points

ECTS = 2 credit; ECVET = 10% weight

Assessment (type)

Case based exam