Advice on career guidance to the participants of the Cotentin PLIE — 2017 (Q3692424): Difference between revisions
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Project | Project Q3692424 in France | ||
Revision as of 21:09, 25 November 2021
Project Q3692424 in France
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | Advice on career guidance to the participants of the Cotentin PLIE — 2017 |
Project Q3692424 in France |
Statements
26,547.6 Euro
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26,547.6 Euro
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100.00 percent
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1 January 2017
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31 December 2017
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Maison de l'Emploi et de la Formation du Cotentin
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_Le conseil en orientation consiste en une aide individualisée à l'élaboration de projet et adaptée à chaque participant du PLIE._ _Cette aide s'amorce avec la demande au moins implicite d'orientation de la personne, et donc au repérage de cette demande par le référent du PLIE. L'analyse de cette demande conditionne la motivation sur la durée de la réflexion en orientation du participant._ _Le travail d'aide à l'orientation est adapté en terme de contenu et en durée pour chaque participant car la maturation d'un projet et de pistes d'action ne peut être qu'individuelle._ _Ce temps peut aussi être lié à un besoin de règlement de situations connexes (freins, besoin de délais de réflexion, nécessités économiques (et « petits boulots ») par exemples) qui ne constituent pas intrinsèquement des impossibilités mais favorisent le projet quand elles se règlent._ _Les outils utilisés par la conseillère Mife/Cité des métiers s'appuient sur les méthodes d'orientation éducative (éducation des choix) favorisant une réflexion sur Soi (exploration de ses expériences, qualités, critères de choix, valeurs, motivations..) et sur les Environnements (connaissance des opportunités du territoire, évolution des métiers, repérages des situations favorables ou de risques de blocages..) et un rapprochement de ces champs dans un contexte réaliste pour la personne et son environnement personnel (familial, social, culturel)._ _De ces confrontations de point de vue ressortent des atouts et des freins pour l'atteinte des objectifs (voire des intentions) de la personne. De là peut se décliner un ensemble d'actions voire un plan d'actions déterminé et adaptable, réactualisable._ _Ce plan d'actions doit être abordé comme une anticipation de l'avenir, et de fait doit comporter dans sa définition de possibles adaptations (ou hypothèses de changements) face aux événements futurs._ _Ce n'est que dans la confiance mutuelle entre les trois parties (participant, référent, conseillère en orientation) que peut s'inscrire un tel travail et il est nécessaire que chaque partie en soit pleinement consciente et y adhère._ _C’est aussi une approche humaniste basée sur le non jugement et la reprise de confiance en Soi, assertivité qui fait souvent défaut à ces publics en situation de recherche dans un environnement de plus en plus complexe._ (French)
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The first step of an insertion path, COOP’AGIR Interfringue is agreed by the State as Workshop and Site of Insertion. The salarie association accompanies and trains people particularly remote from the labour market (low level of qualification and mastery of basic knowledge, lack of work experience, road accidents, long-term unemployment, accumulation of barriers to access to employment such as housing, budget, health, debt, beneficiaries of social minimums, etc.). The mission of the integration site is to propose a return to work close to the ordinary working conditions, adapted to each individual situation, which allows everyone to reconnect with the values of “work” and professional knowledge (team work, pace of work, respect for working hours, instructions and regulations related to work, self-confidence, social link, gestures and postures,...) to acquire basic knowledge, to develop and develop transferable skills, to identify and remove barriers to access to employment, to develop and target a professional project. This individualised process and the provision of Interfringue services aim to promote access to more sustainable employment or access to training/qualification. Interfringue’s economic activities enable employees in integration to professionalise and develop professional knowledge, skills and skills in the areas of sales (shopping, customer reception, merchandising, cash-dressing), production agents (sorting, handling, quality control, packaging), shopping (order preparation, handling) and transport (driver/deliverer positions). The acquisition of skills and the progress of each employee in his or her job are attested and evaluated by Interfringue’s management team throughout the integration process. This allows each employee to value them to potential future employers. Individualised socio-professional support is organised around two types of action, which can be offered to employees in integration, in a complementary or consecutive manner, depending on the maturity and stage of progress of their professional project: work on the development of the professional project and the gateway to the enterprise and access to employment and/or qualification: * Action 4 X plus (1st stage) * Action Espaces des métiers (2nd stage) **_Action Course 4 x Plus_** The first stage of the Interfringue integration pathway, this support aims to welcome long-term jobseekers, encountering different barriers to accessing employment and to offer them a job, a professional and professional setting contributing to the success of a stage of their integration. This specific socio-professional support is offered under the first insertion contract (CDDI at 26 hours per week). This support is based on the ADVP method. 4 axes will be worked collectively or individually: * _Working on social skills and removing barriers to employment._ * _ Adapt to a job._ * _Reply, identify and formalise skills acquired and to be acquired._ _Promoting access to basic knowledge._ _ Operational objectives_ Use work situations and company visits to enable employees in integration: —to become familiar with and to know the occupations inherent in the vocational streams — to position oneself on a job and to understand its peripheral requirements and constraints — to test and validate a professional project which commits them to a job — to evaluate his professional skills and competences related to the job concerned (in particular by integrating the transferability of certain skills) -to prepare the first level of qualification of the profession concerned and/or the pre-required for entry into qualifying training — to confront the reality of the trade by a period of immersion in a company -to obtain a first recognition of skills in the profession concerned (see certifying them by an outside body). 4 steps will be proposed 1. positioning on the business area with evaluation of the project 2. valorisation and acquisition of skills 3. research of a company for a period of immersion in the company and activation of job search and situation under normal working and production conditions 4. validation of a first level of qualification/skills. _**Action Espace des Métiers**_ Once the professional project has been defined, it is necessary to be able to validate it. This is why it will be proposed to employees in Interfringue’s integration a complementary action to confront the professional project of each participant with the constraints and requirements (English)
25 November 2021
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Identifiers
201700309
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