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They are possible strategies to develop the competences of people who have
demonstrated not to have in the System of Evaluation and Recognition of
competences. The strategies can be divided in off-the job development
(training) and on-the job development.

  Off-the job training (formal learning).
   Following the learning programs to develop a competence or a part of a

   On-the job development (formal and informal learning)
    Some personal development activities could be prepare at work to develop
    competentes. Some tools are:

    -   Personal development activities.
    -   Coaching on the job.
    -   Learning in groups.


DESCRIPTION        A training course is a performance with some specific
                   learning objectives, program of contents and length, usually
                   common for all the attendants. Training can take place
                   attending or not attending at a classroom, using or not
                   telematic means.

DEVELOPMENT a good training action, really effective and with an impact
/ STAGES    on the result of the company, a group of questions should
            be identified:

                   -   The need, problem or project that must be solved,
                       improved or prepared; the other factors, apart from
                       training, that influence the problem or situation to know
                       to what extent training will contribute to their solution
                       and what other actions should also be done.

                   -   The changes that should be made of the behaviour or
                       way of working of the involved workers,

                   -   The knowledge or skills these workers should develop to
                       change their behaviour or their way of working.

                   -   The workers that should attend the training.

                   -   The way to evaluate the impact of training:
                             - On the knowledge of the workers taking part
                             - On their behaviour or way of working

                   -   The most suitable didactic strategies.

DESCRIPTION     It consists in conversations between a “coach” or “trainer”
                and some “coachees” or “trainees”, in order to improve the
                performance of the later. The “coach” can be a superior, a
                more experienced worker or one with more competences in
                the company, or someone external to the company
                specialised in using this technique. By means of these
                conversations, the “coach” helps the employees to identify
                their strong and weak points and how to overcome them by
                means of positive feed-back based on observation. It is an
                activity that improves performance in a permanent way.
                During the conversations, both parts acquire commitments
                for the development of certain skills, attitudes or
                behaviours, reflecting on what can contribute to the
                “coachee” improving his/her performance.

DEVELOPMENT For an effective coaching process, it is necessary to:
            - Identify what we are willing to achieve. Knowing what we
               want is the origin of a changing process. Sometimes, the
               workers are not satisfied with their professional
               results… by they do not know exactly what they want.
               To get better results, both for the workers and for the
               company, it is useful to start by defining what one

                -   Identify how to obtain what one wants. To know what
                    one wants is the starting point, but it is not enough. It is
                    also necessary to develop an action plan, a map guiding
                    step by step from the starting point to where we are
                    willing to arrive, from the present results to the results
                    that are really important for the worker and the

                -   Start the action. To know what one wants to do to
                    achieve the objective is very important, but it is not
                    enough. To succeed, it is necessary to use an action

                -   Know if the results meet the objectives. To know what
                    one wants to reach, to know how to get it and start
                    action are good ways to get new results but they are not
                    enough. It is also necessary that the actions the worker
                    or the team start come closer and closer to the defined

DESCRIPTION     The working environment is considered as another mean for
                people training. Working training is a space encouraged for
                the companies to contribute to complete their workers’
                integral training, mainly of the new ones.

            The worker acquires the knowledge, skills and/or abilities
            required to carry out the tasks constituting his/her working
            post. It encourages working adaptation and complimentary
            preparation to acquire specific knowledge and skills
            allowing efficaciously assuming the functions inherent to
            his/her working post. The main advantage of this method is
            that the worker learns with the present team and at his/her
            working environment.
DEVELOPMENT To carry out training sessions with workers, the following
/ STAGES    steps can be followed:

                -   Ask the worker to tell you how he/she feels at work. It is
                    advisable not to get satisfied with a surface answer and
                    ask the worker to deepen and seriously reflect. The not
                    expressed problems can spoil all the training.

                -   Verify the achieved progresses. Discover what the worker
                    has done since the last meeting: if the worker is closer to
                    achieving the agreed objectives, if he/she has learnt
                    some new skills, if something new has happen that can
                    affect the next session or his/her plans in the long

                -   Previously explain the agenda for the day, which the
                    topics for the session are. It is convenient to analyse
                    specific, immediate, concrete (affecting the working post)
                    topics, as well as more general ones (company). It is very
                    important not to lose view of the long term objectives.

                -   Think in terms of future, in the sense to foresee what
                    the workers will do before the next session. Consider the
                    possibility to assign tasks, to improve the existing skills
                    or analyse the points related to the workers’ professional

DESCRIPTION -   Accompaniment is a modality in which the employee
                (junior) receives support from other experienced worker
                (senior) in the execution of his/her new post. It consists on
                the development of usual tasks by the junior in presence of
                the senior. The accompaniment nowadays is used to teach
                the employee useful behaviours and pre-determined
                answers within the working post.
            -   In this kind of process, it is important as the first element
                that the senior adopts the role of practical instructor of the
                different tasks, as well as the active element supporting
                technically and humanely the new worker or the less
                experienced worker.

DEVELOPMENT -       Clearly defining the expectancies of the junior and the
/ STAGES            mutual commitments senior-junior. Establishing where
                    and how to start. It is important to take into account the
                    level of cultural, social and individual development of
                    the person that is going to be accompanied.

                -   Defining the situation, the changing needs, identifying
                    and evaluating problems, defining changing objectives
                    and target(s), considering alternatives, effects, costs,
                    risks and resistance. In order to that information is
                    gathered by means of interviews, questionnaires,
                    observation, meetings…

                -   Evaluating the junior worker’s changing and learning

                -   Defining the strategy of accompaniment to carry out, the
                    action points, support, tactics…

                -   Establishing the length of accompaniment. Although
                    there is no determined deadline to develop an
                    accompaniment program, the practice indicates us that
                    its length depends on the complexity of the task.

                -   Establishing an accompaniment evaluation: controlling
                    the results, self-evaluation by the junior, evaluation by
                    the senior.

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