Battery of Instruments

The following battery of instruments (filled-in by the adults) are required for the elaboration and exploration of the information corresponding to the reception, diagnosis, information and guidance, decision, and referral phases, in addition to those applied during the RVCC process

INSTRUMENT NUMBER 1 | APPLICATION FORM

INSTRUMENT NUMBER 2 | SELF-CONCEPT

Prestige Leadership Self-concept – the adult’s perception of him/herself and the idea that results from it, that shapes his/her person. In order to explore and identify personal characteristics, interests, values and beliefs, skills and competences, the adult will be confronted with several cards (with images and phrases from magazine clippings and newspapers) spread out on a table. The adult will be asked to select up to 3 cards that reflect and support his/her personal description/presentation.

INSTRUMENT NUMBER 3 | TEMPLATE FOR THE ELABORATION OF THE CURRICULUM VITAE

Self-concept – the adult’s perception of him/herself and the idea that results from it, that shapes his/her person. In order to explore and identify personal characteristics, interests, values and beliefs, skills and competences, the adult will be confronted with several cards (with images and phrases from magazine clippings and newspapers) spread out on a table. The adult will be asked to select up to 3 cards that reflect and support his/her personal description/presentation.

INSTRUMENT NUMBER 4 | GROUP DYNAMICS: “MAKE A DOLL”

The activity is designed to last between 50 to 90 minutes and have a minimum number of 10 adults. The facilitators (2) introduce the activity and state that the work is based on communication and start by dividing the group in two (group A and B) and then go on to explain the steps of the activity.

INSTRUMENT NUMBER 5 | GROUP DYNAMICS: “TEAM NEGOTIATION”

The activity is designed to last between 50 to 90 minutes and have a minimum number of 10 adults. The facilitators (2) introduce the activity and state that the work is based on communication and start by dividing the group in two (group A and B) and then go on to explain the following steps: The activity is designed to last between 60 to 90 minutes and has a minimum number of 6 adults. The facilitator presents the activity and informs the group that he/she in conjunction with another colleague, will be an observer of the activity. The 6 adults are organised in a circle and the facilitator begins to present the fictitious situation.

INSTRUMENT NUMBER 6 | WORKSHEET: INFORMATION SOURCES

Newspapers and magazines, employment centres and the internet, among others, can be very useful sources of information when it comes to “want ads” and the labour market. These provide the public with information about the most wanted jobs, employer demands and the labour market’s current situation, as well as, obtain detailed information about certain fields.

INSTRUMENT NUMBER 7 | MY LIFE STORY

The aim of this activity is to awaken memories and help the adult with the elaboration of his/her autobiographical memory by exploring all formal, non-formal and informal lifelong learning experiences.

INSTRUMENT NUMBER 8 | INDIVIDUAL CAREER PROJECT

INSTRUMENT NUMBER 9 | LIFE PROJECT

INSTRUMENT NUMBER 10 | RVCC PROCESS DOCUMENTS – DECODED REFERENCES

The following decoded references are instruments, which have been adapted based on the training references of each key competence area found in chapter 5, that provide practical examples of the Nuclear Generators’ proposed themes. These are simplified tools that contain examples from everyday life and are easy to interpret and understand

INSTRUMENT NUMBER 11

The objective is to show, through open discussion, that the adult has organizational capacity in his/her daily life. Personal and professional organization is directly linked to the achievement of objectives, according to the establishment of goals, strategies and action plans.

INSTRUMENT NUMBER 12

Organizational skills consists of the implementation of plans and current affairs by providing and using resources, and coordinating the work of people in a subordinate position, undertaking activities aimed at improving the functioning of the organization and ensuring its maximum effectiveness and creating, integrating and organizing team activities.

INSTRUMENT NUMBER 13

Organizational skills – capacity of organizing actions properly, the information provided is complete, the form and content are well structured, and any requests made by the adult are justified and relevant.

INSTRUMENT NUMBER 14

Organizational skills – the adult shows capacity by presenting him/herself and his/her ideas clearly and with ease, justifying them and marking them relevant for the company.

INSTRUMENT NUMBER 15

The objective is to observe and assess whether the adult has effective communication. This is assumed to be the one that effectively achieves its objective – transmits the message clearly, using different types of communication channels. Indicate if the adult can relay the information in a manner understood by the recipient without altering the message, transmitting it without removing or adding anything in order to provide a sharing/ negotiation of interests.

INSTRUMENT NUMBER 16

Communication skills – consist of the ability to convey clear and precise information, the ability to understand the statements of others, the ability to listen and communicate with the speaker, have proper presentation and behaviour adapted to the situations and standards.

INSTRUMENT NUMBER 17

Using interviews as an assessment tool.

INSTRUMENT NUMBER 18

Appropriate written and spoken communication.

INSTRUMENT NUMBER 19

The objective is to show, through open discussion, that the adult has a notion of the concept and what it implies. Team management presupposes a guarantee that all the needs of employees/collaborators are met and that these people occupy the positions and functions that they can exercise. Good people/team management leads to the struggle for the same goals and consequently to success.

INSTRUMENT NUMBER 20

Ability to manage people – this ability requires undertaking activities aimed at improving the workflow, facing difficulties and looking for new challenges, building commitment and supporting employees in achieving their goals.

INSTRUMENT NUMBER 21

In a competency-based interview, the adult will be asked to describe situations he/she has faced in the workplace.

INSTRUMENT NUMBER 22

The objective is to verify, through an open discussion, that the candidate, in addition to knowing how to read and write information in a virtual environment, knows how to use technologies indiscriminately, does so consciously, seeking to remove or use all information in a productive way. The aim is to assess whether the candidate understands and uses, in a positive and critical manner, the information created and used in the new technologies’ era.

INSTRUMENT NUMBER 23

Technical literacy – entry level technical skills that allow a non-computer user to begin using technology effectively and that serve as a starting point for the development of more advanced skills. The knowledge needed to use technology responsibly, effectively and efficiently; to access, create, manage and communicate information.

INSTRUMENT NUMBER 24

Masters presentation tools, such as PowerPoint, Prezi, and several others. Shows great proficiency in the use of these tools and knows how to create a specific design for the presentation. Adult should know how to use the computer and projector. If technical difficulties should happen, the adult should be able to solve the difficulties encountered.

INSTRUMENT NUMBER 25

The objective is to explore and show that the adult is creative in the various aspects of his/ her life. Being creative implies having the ability to create, produce, reinvent or innovate according to interests. At a professional level, creativity is the differentiating element, which leads to business success and provides the adult with a reward and/or recognition.

INSTRUMENT NUMBER 26

Creativity – it is understanding of complex situations and relationships, and connections between them, recognition of irregularities, and formulation of strategies based on available data, analysis of the situation and anticipated trends.

INSTRUMENT NUMBER 27

During interviews, competencies are the sets of behaviours that facilitate the performance of work tasks. Asking questions based on the competences regarding technical skills allows the panel to assess whether the technical skills and qualifications cited in the application have been applied by the adult in the past. This assessment takes place when the adult provides concrete evidence of the knowledge, he/she has acquired during past experiences.