The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

Public Employment Services (PES) in Europe are authorities that attempt to match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are among the main challenges with which PES practitioners, as a direct interface between jobseekers and employers, have to deal. They have to support career adaptability of their clients as well as to enhance and transform their own individual and collective professional identities in order to cope successfully with the challenges of a changing labor market. As part of the research project EmployID, we are exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical and learning support tools. Key to successful professional identity transformation is continuous learning. Individuals may take on the role of facilitators for the learning of others as well as being facilitated by peers, technology and environment.

[1]  Alan Brown,et al.  A dynamic model of occupational identity formation , 1997 .

[2]  M. Daudelin.  Learning from experience through reflection , 1996 .

[3]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[4]  Barbara Kieslinger,et al.  Applying Participatory Methods to Address Motivational Aspects in Informal Workplace , 2011, Int. J. Adv. Corp. Learn..

[5]  Steve Whittaker,et al.  Echoes from the past: how technology mediated reflection improves well-being , 2013, CHI.

[6]  David Guile,et al.  Putting Different forms of Knowledge to Work in Practice , 2012 .

[7]  Martin Dyke,et al.  The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity , 2006 .

[8]  S. Billett.  Learning through work: workplace participatory practices , 2004 .

[9]  W. Heinz.  From Work Trajectories to Negotiated Careers The Contingent Work Life Course , 2003 .

[10]  D. Boud,et al.  Reflection, turning experience into learning , 1985 .

[11]  Geraldine Fitzpatrick,et al.  Reflecting on reflection: framing a design landscape , 2010, OZCHI '10.

[12]  D. Leutner,et al.  Is it Merely a Question of “What” to Prompt or Also “When” to Prompt? , 2009 .

[13]  Pieter Jan Stappers,et al.  Co-creation and the new landscapes of design , 2008 .

[14]  Jenny Bimrose,et al.  Resilience and career adaptability: Qualitative studies of adult career counseling , 2012 .

[15]  M. Eraut.  Non-formal learning and tacit knowledge in professional work. , 2000, The British journal of educational psychology.

[16]  Ronald Maier,et al.  Organizational Learning from the Perspective of Knowledge Maturing Activities , 2013, IEEE Transactions on Learning Technologies.

[17]  A Kitson,et al.  Enabling the implementation of evidence based practice: a conceptual framework. , 1998, Quality in health care : QHC.

[18]  H. Ibarra.  Working Identity: Unconventional Strategies for Reinventing Your Career , 2003 .

[19]  Susanne G. Scott,et al.  Enhancing Reflection Skills Through Learning Portfolios: An Empirical Test , 2010 .

[20]  Alan Brown,et al.  The Role of Career Adaptabilities for Mid-Career Changers. , 2012 .

[21]  Michael Prilla,et al.  Fostering Collaborative Redesign of Work Practice: Challenges for Tools Supporting Reflection at Work , 2013, ECSCW.

[22]  Simone R. Kirpal.  Researching work identities in a European context , 2004 .

[23]  Yehuda Baruch,et al.  Multiple Commitments: A Conceptual Framework and Empirical Investigation in a Community Health Service Trust , 2002 .

[24]  B. Uzzi,et al.  Economic Sociology in the New Millennium , 2000 .

[25]  Christine Kunzmann,et al.  Integrating Motivational Aspects into the Design of Informal Learning Support in Organizations , 2009 .

[26]  Robert O. Briggs,et al.  Facilitation Roles and Responsibilities for Sustained Collaboration Support in Organizations , 2012, J. Manag. Inf. Syst..

[27]  Catherine M. Beise,et al.  Facilitation and group support systems , 1993, [1993] Proceedings of the Twenty-sixth Hawaii International Conference on System Sciences.

[28]  J. Frascara.  Designing Effective Communications: Creating Contexts for Clarity and Meaning , 2006 .

[29]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[30]  Geraldine Cotter,et al.  Practice as learning , 2016 .

[31]  Andrew Clement,et al.  A retrospective look at PD projects , 1993, CACM.

[32]  Michael Prilla.  User and Group Behavior in Computer Support for Collaborative Reflection in Practice: An Explorative Data Analysis , 2014, COOP.

[33]  J. Lave,et al.  Understanding Practice: Perspectives on Activity and Context , 1996 .

[34]  C. Hogan.  Understanding Facilitation: Theory & Principles , 2002 .

[35]  Ronald Maier,et al.  Effects of interventions into improving knowledge maturing , 2011, i-KNOW '11.

[36]  Patricia Santos,et al.  Scaling Informal Learning: An Integrative Systems View on Scaffolding at the Workplace , 2013, EC-TEL.