Cadru de competențe
Ce competențe ar trebui să aibă un “Job Coach” profesionist pentru a sprijini un student aflat în situație de risc?
Cadrul de Competență JJC a fost dezvoltat ca urmare a unor cercetări în 5 țări cu privire la literatura actuală în legătură cu aptitudinile de mentoring și coaching, precum și munca extensivă de teren cu profesorii, angajații & angajatorii.
Am identificat competențele cheie cele mai apreciate și le-am prezentat ca fiind cele mai dorite rezultate de învățare pentru un student sau un ucenic în rolul de JJC.
Acestea sunt afișate într-un cadru de competențe care îl ajută pe un furnizor de învățare să elaboreze un program de training pentru JJC.
Un profil al cursului poate fi, de asemenea, adaptat pentru a realiza Profilul individual al elevului/studentului și pentru a răspunde diferitelor sisteme naționale din întreaga Europă.
Aici veți găsi o versiune completă si interactivă a Cadrului de competențe. Aceasta descrie diferitele etape ale dezvoltării pentru fiecare competență.
O versiune cu o singură pagină oferă o privire rapidă asupra cadrului de competențe. Informații suplimentare sunt, de asemenea, oferite pentru a vă ajuta să utilizați cât mai bine competențele din programul de formare.
Descarcă Versiunea scurtă a Cadrului de Competențe
Descarcă Versiunea completă a Cadrului de Competențe
| Competence Area |
EQF Step 1 |
EQF Step 2 |
EQF Step 3 |
EQF Step 4 |
|---|---|---|---|---|
| The ability to be unbiased / non-judgmental | …recognises individual and cultural differences and accepts them as such. | …explains the added value of cultural or individual differencesfor the organisation culture. | ...is willing and able to handle cultural differences in the workplace effectively. | Promotes respect and appreciation for diversity and individual differences in the workplace. |
| The ability to motivate the coachee | …is ambitious, goal-oriented, creative and motivated and is aware of his/her own qualities and weaknesses. | …knows the importance to encourage others to be ambitious and to learn from their own successes and mistakes. | …shows respect for the ambition, motivation and dedication of the coachee and supports coachee to use his/her talents and to overcome mistakes. | Able to encourage the ambition, motivation and dedication of the coachee. |
| Being capable of building a strong relationship with the coachee | …is aware of his own role as JJC and the role of different actors involved in supporting the coachee. | …understands the objectives of the different actors involved and the preconditions for cooperation. | … works to establish strong relationships with the coachee and other relevant actors involved. | Able to build an effective relationship with coachee and other relevant support persons at school and at the workplace. ...can also set limits to his/her support: knowing who to refer to if coachee is unable to solve the problems or has problems outside the workplace. |
| Competence Area |
EQF Step 1 |
EQF Step 2 |
EQF Step 3 |
EQF Step 4 |
|---|---|---|---|---|
| Confidentiality, empathy, sensitivity | ...respects the ethical principles regading any information obtained as part of the coaching activities. | …knows what is expected of the way in which a coach deals with confidential information. | … supports the coachee in a reliable and appropriate way with attention to his/her needs. | Able to build an empathic, trusting relationship with the coachee as best basis for guidance. |
| Reliability | ...is aware of the specific requirements related to the role of a coach.. | …understands a coach has to be available on request of coachee. | …responds to questions of the coachee by being cooperative and available. | Able to provide a reliable helpline for coachee during the practice in the workplace. |
| Punctuality | …understands the importance to help coachee to fulfil his or her duties on time. | …knows the agreements with employer and the assignments related to the education program of the coachee. | …indicates timely deadlines of agreements and assignments regarding education program or the workplace. | Able to support coachee to fulfil the agreements made and accept the consequences. |
| Competence Area |
EQF Step 1 |
EQF Step 2 |
EQF Step 3 |
EQF Step 4 |
|---|---|---|---|---|
| Negotiation, advocacy and mediation skills | …Identifies main negotiating points of a given issue. | …understands the most important themes that form a source for conflict in the workplace. | …assists the coachee in handling conflicts in the working environment. | Able to assist coachee to solve conflict in the workplace. |
| Openness to ideas / Creativity | …recognises the value of other points of view and ways of doing things. | …understands how to communicate with openness for ideas of others. | …maintains continuous, open and consistent communication with others. | Able to shows openness to ideas and creativity in communication with coachee. |
| Has the knowledge of working conditions and responsibilities and the ability to transfer experiences | …has experience in the educational an professional field. | …knows what is expected from coachee at his practice in the professional field. | …transfers own experience to coachee if applicable. | Able to transfer own experiences and knowledge of educational assignments and working conditions and responsibilities. |
| The ability to track progress | …knows what is expected from coachee during his assignments in the workplace. | …recognises coachee’s needs, interests and problems. | …helps coachee in making progress. | Able to track progress in view of the tasks coachee has to perform. |
| Critical thinking skills | …distinguishes between critical and irrelevant pieces of information. | …gathers information from a variety of sources if coachee is confronted with problems. | …uses this information to assist coachee to reach a conclusion. | Able to use critical thinking skill to support coachee to solve problems. |
| Competence Area |
EQF Step 1 |
EQF Step 2 |
EQF Step 3 |
EQF Step 4 |
|---|---|---|---|---|
| The ability to empower the coachee | …recognises the importance to avoid worrying and to reduce non specific anxiety and to develop strategies to build self-esteem. | …knows how to assist coache to reach hisher individual and learning targets and goals effectively. | …assists coachee in using his/her talents and skills and to develop self-awareness. | Enables coachee to develop successful strategies to cope in the formal environment of an organisation or company. |
| The ability to value success | …recognises the importance to value success. | …knows how to avoid worrying or reduce non specific anxiety and value success. | …works to support coachee to identify what is going well in the workplace and his/her contribution to positive outcomes. | Able to support coachee to evaluate and qualify own results in the workplace and what has been learned during the work. |
| Has the patience of discussing the coachee's uncertainties | …recognises the importance to let coachee overcome uncertainties whilst looking for possibilities instead of holding on to embarrassment or insecurity. | …knows how to let coachee overcome problems whilst reaching solutions for work processes. | …helps coachee to learn to accept refusals from the organisation or company who do not wish to participate in their proposals or solutions. | Able to let coachee develop an overall resilience in order to navigate changes in their professional or working place environment. |
| Guidance | …recognises that an empathic, trusting relationship between JJC and coachee is the basis for guidance. | …makes arrangements with the coachee about what it takes to be able to complete the course and practice training in the company successfully. | …helps coachee to solve work- or study related problems or changes. | Able to support coachee to develop an overall resilience in order to navigate changes in their professional or working place environment. |
| Competence Area |
EQF Step 1 |
EQF Step 2 |
EQF Step 3 |
EQF Step 4 |
|---|---|---|---|---|
| Giving feedback and criticism | …endorses the importance of giving feedback in a positive way. | …knows the rules and effects of positive and negative feedback. | …can give feedback to coachee in a safe, comfortable and productive way. | Able to give (and receive) feedback and criticism. |
| Communication skills (Verbal and non-verbal language, Writing skills) | …recognises that there are diverse ways of communication (verbal and non-verbal language, writing skills, social media). | …knows the importance of understanding the other persons way of communication. | …uses diverse communication skills and the most effective ways to communicate with coachee. | Able to use diverse communication skills (verbal and non-verbal language, writing skills, social media). |
| The ability to establish contact | …understands the importance of networks and contacts with people in to the professional field. | …knows how to build and maintain a network. | …assists coachee establish contact with people in the professional field and to build his/her own network. | Able to build and maintain networks and contacts with people who are, important to achieve work-related goals. |
| Coaching techniques | …understands that there are specific expectations with regard to how the coach deals with a coachee. | …knows how to define ambitious, but realistic, personal goals with coachee. | …assists coachee to efficiently achieve personal goals and to complete work assignments. | Able to use coaching techniques tailored to the coachee in question. |
| The ability to ask the right questions and help the coachee reach his/hers own potential | …identifies that the way a question is asked (partly) determines the answer. | …knows different ways of asking questions (open and closed questions), their characteristics and effects. | …uses open questions to assist coachee in reaching his/her goals. | Able to ask the right questions and help the coachee reach his/hers own potential. |
COACHING
EXPERIENCE
GUIDANCE
INTERNSHIP
Partnership
