Advising, an indispensable element in training students.

Usefulness of POSDRU grants.

L.I. DUNGAN1, L.M. CERNESCU2, M.HERMAN1, F. POPESCU1

1 University Politehnica Timisoara, Department of Mechanical Machines, Equipment’s and

Transportation, Blvd. Mihai Viteazu no.1, Timisoara

2 University “Ioan Slavici” of Timisoara, Paunescu Podeanu 144 Street, Timisoara

ROMANIA

Abstract: The present work aims at improving the ability of innovation of institutions for education and training

through advisory activities for students in order to prepare them for society and for the environment.

In this paper are presented efficiency analysis of career counseling activities in the framework of a European

project. Demonstration of the appropriateness of professional counselors will be made on the basis of a pilot

group of students advising in career as part of a European project, co-financed by the EUROPEAN SOCIAL

FUND, Sectoral operational program Human Resources Development 2007-2013, Priority axis no.2 "Linking

learning with lifelong labor market", Major field of intervention no. 1.3 “Transition from school to life”,

Project title: "Partnership developed for advice and practice of students in order to increase their employability-

CONPRACTIS", Contract no.: POSDRU/189/2.1/G/156607.

Counselling and career guidance are important for students in order to gain the relevant skills and competencies

for a job and the right attitude towards work, sense of responsibility, gaining practical experience in the

workplace, the ability to solve new problems and to understand the context in which action must be taken; the

ability to adapt to any working conditions, the provision of "affective competence" relevant, appropriate social

skills. Many studies and European statistics highlight the relationship of dependency between the welfare

economy and education level but, at the same time, draw attention to the danger of "scatter" one of the most

valuable resources-human resources.

Correspondence between the quality of vocational training, on the one hand, and the requirements of the labor

market on the other hand, is essential in a knowledge-based economy.

Research shows that the unemployment rate among young people may cause permanent sequelae, such as an

increase in the risk of being unemployed in the future, low levels of future earnings, loss of human capital, the

transmission of poverty from one generation to another or a lesser motivation.

One of the reasons identified is the lack of experience to submit to the interview, on condition that the student

does not have the experience of another job, but neither-and leverages and presents it in a way convincing

powers and abilities held when â when attending the interview.

Key-Words: - motivational advice, innovation, competences, students, grants.

1. Introduction

The company, which is constantly changing, the

need for knowledge is marked by rapid, complete,

and accurate to reality in order to take responsible

decisions, timely, reliable and fast.

The volume of information that must be stored and

processed on computer use is increasing, and it is

essential in any work activity.

In a society in the process of modernization, where

demand for services is constantly growing, in

addition to the computer science competence,

becomes necessary and specialized human

competence in order to ensure efficiency and

competitiveness.

2. Problem formulation,

CONPRACTIS Innovation

Competence is defined, according to the Romanian

Occupational Classification, as a person's ability to

use and combine the knowledge, skills and attitudes

that are specific to certain values demonstrating

personal and professional to accomplish work

activities to the quality level specified in an

occupational standard.

Counseling model in 4 successive stages to follow

are:

 stimulation of innovative learning ability, which

is consistent with the rapid social change of the

contemporary society;

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 securing a permanent feed-back, having the

opportunity to redesign the work depending on the

previous sequence;

 fostering logical thinking and imagination;

 stimulate open and sincere communication;

 developing a personal portfolio to submit to an

interview for a position compatible with the powers

held by the student.

Methodology of the advisory process has been

Project-based learning. Work-based learning

projects (Project-based Learning (PBL)) represents

a model for long-term activities, interdisciplinary

and student-oriented, integrated into the situations

and real world practices.

The method is relevant because it is based on real-

world activities, where students relate to work in a

real way, having the opportunity to use and develop

skills and knowledge.

The method emphasize student’s ability to create

major works and their need to be evaluated, aiming

to increase the innate desire of students to learn, and

having the ability to control the learning process.

The ability to choose and control the process, and

the chance to collaborate with fellows amplify

motivation.

The effectiveness of the method is given to the

constructive approach of learning by the fact that in

a group there are different individuals with different

learning styles and capacities, which come from

different social backgrounds.

The pattern for conduct of consulting process

involved 4 successive stages, namely:

 E.1. Basic competencies specific to occupations

of engineer-computer usage;

 E.2. Core competencies specific to occupations

of engineering-measurement tools;

 E.3. Trans-occupational powers-teamwork,

PBL;

 E.4. Trans-occupational personal-marketing

expertise.

Figure1: Consulting process stages [1]

3. Problem Solution

The first stage i.e. "The development of the basic

occupations specific powers of engineer-computer

usage" provides the framework within which it can

be the relevance offer of various educational

disciplines (related program of study).

The organization is represented by a workshop with

duration of 5 days, to update the powers of

computer use, specific to the field of engineering

and preparing students to support an employability

test with practice sample.

The second stage i.e."Development basic

occupations specific powers of engineer-measuring

instruments" offer students the opportunity to

demonstrate the practical skills which they hold

relating to the use of measuring instruments,

considered by employers one of the core

competencies for every engineer, being a condition

of employment at the knockout. The organization is

represented by a workshop, lasting 5 days for

updating the basic powers of any engineer and

preparing students to support an employability test

with the samples. Way of organizing knowledge and

use of measuring instruments and control.

The third stage i.e. "Development trans occupational

powers-teamwork, PBL" has targeted the Top 10

powers of employers, such as teamwork, leadership,

communication and presentation, project

management, creative and motivating others.

Most students hold those powers to a certain level

and they usually have been gained without

awareness of learning processes. These powers are

not explicit objectives of rule sessions, classes,

subjects, but their components are found in almost

all interactions of formative type.

This step followed on the one hand, enable this can

partially dormant powers, on the other hand,

awareness of their importance from the perspective

of employers and providing support for the

inclusion in the employment portfolio, personal and

professional presentation of these values.

How to organize an interactive session with the

presumed duration of 3 days, in the residential

system, using the methodology of PBL (project

based learning) through which one observes in

practice and strengthen the presentation skills,

communication, teamwork, leadership, project

management, and more.

Fourth-stage development of personal competences

of trans-occupational - marketing "assumed

completion of counseling and exploitation of the

results” obtained previously for the purpose of

entering it. This phase involved establishing an

individual's portfolio, which contains:

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 Updated CV, euro pass format, in Romanian and

English language;

 A letter of intent for employment adapted to the

specific requirements of an employer;

 feed-back from a simulated interview;

 Vision document;

 Transition report, which is a custom feed-back

profile for each student, observed and demonstrated

on the route advice. The organization consisted in a

workshop whereby each student has completed the

entire employment Portfolio.

A. THE VALUE ADDED

Feed-back sheets provided information gathering

based on perceptions, regarding issues related to the

participants, the contents, the Organization of the

sessions, as shown from the primary analysis below.

These elements are already structured around

questions from feed-back sheets and represent an

expression of the value added by activity organized,

and which may constitute landmarks for the future

transfer of their normal practice [2]. This transfer is

necessary to be moderate, coordinated through

experiential sessions coupled with individual

coaching sessions.

I liked

Are aspects which can be enhanced through the

atmosphere, and thus may increase the

attractiveness and effectiveness

of the learning

process?

These details can be greatly increased

the motivation of the participants-

just repeated,

integrated in teaching these elements. Their

portability in practice is the solution for ensuring

a high level of participation of students in their

own training and development.



Freedom of speech and feedback in free

speech. What I had learned.



That revival of the game that turned us grumpy

faces into smiles and joy, somewhat amusing and

enjoyable interviews.

 The aggressiveness of the interview. The way

you have been interviewed, some colleagues

seemed pretty pressured as well as the fact that I

dared more.

 The mode of the day. That I got feedback from

the interview.



That we have been offered the opportunity to

see how it really is

a job interview, so be

prepared.



Sample interview. The fact that no interview

was not like the other.



That was interactive, we could make jokes and

seriousness of the game.

 Teamwork, ideas that I could offer help, being

in front of many people and at the same time.

These things are a problem in my life.



The fact that we were involved, and I even

made the front of opponents.



The fact that the discussions were free, I could

tell his own opinion.



I've found the ability to analyze texts at first

gla

nce and that this has caused me to be more

courageous.



Today's Challenges, from cooking contest until

the final test to change the team.



That I realize that it may more and that gives

me confidence in myself.

 Interactive Manner in which he conducted the

activity.

 The duel between the teams. The lightness in

communication. The fact that we were placed

facing a confrontation with the (debate).

 Diversification of teaching style.

I was upset

It is worth noting that the number of aspects

which have disturbed is visibly lower than that of

those who have been appreciated. Should be

encouraged to identify free opening all the

elements which can be improved!

 The lack of hot water, and (for a fe

w hours on

the first day) that he took the shower during the

presentation.



Anything related to this course, maybe just the

fact that I don't have enough courage.

 That ends today.

 That did not participate in interviewing several

colleagues.

 I was Not upset anything.

 The fact that I was not prepared on the subject.

 I didn't have enough time.

 Not bothered me nothing. There have been so

many positive things that, if there were negative

and realize them.

 I felt a slight mental fatigue.

 I'm too hung up on me. A little tension.

 Personal Mode of expression.

I would like to ask

It is the space provided to participants to

formulate questions that have not received

sufficient space and that can be resolved over time

and integrated in future sessions. In order for this

item to be effective, it is necessary to demonstrate

their utility through the immediate response to the

remarks on the first day! Such openness will be

encouraged for recommendations and for

observing the mode of conduct and progress of

the sessions.



Opinions about our developments. We did the

interview?

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These are questions repeated often and can be

associated with a distrust of the participants, with

the need for them to receive constructive feedback

and real!

 When do these challenges?



How important is communication capacity

expression for someone who wants to get away?



What we write to professional experience on

your resume if you don't have than high school

and faculty? / How to prepare myself for the next

future interviews?



What effect does the communication time for

an interview on the employer?



Where we can participate in the classes of

knowledge and personal development?



How long does a debate of ideas among

multinational companies?

 When more such courses and organized

training sessions?



Is there any skill or competence which might

be more important than all the others?

 I was all settled with where I had doubt.

 I would like to know how I could improve the

quality. This activity made me to dream about I’m

reaching an important person in a big company or

in my own company.

 When more come?

 If you can come?

How could I control stage fright

, how

communication?

I recommend to organizers

Constitutes a concrete and feedback directly to the

address of the Organization and from which one

can

distinguish several categories of

recommendations:

Desire to attend similar sessions



To do so, and in the city of meetings and in

more detail.

 To continue these projects on a longer period.

 Still in Print To such trainings are increasingly

more often for all the students, even the smallest.

 To organize such courses and trainings.



To continue with these exercises for students.

Matter a lot to us and help us in life, I hope and I

believe that.

 Let us participate more often in such activity.



Let us announce when and where they are

doing such activities.



To organize more activities like this to help me

in my personal development.

 To organize such competitions.

 To extend the program.



The continuation of this type of activity.

Aspects of the correlation and professionalism

during the sessions praised

 To keep trucking.

 Good luck!

 To keep trucking.

 Continue to do what I do.



To be happy with what they have been unable

to achieve through this trip.

 To remain as enthusiastic and to organize such

activities / Not to quit this profession because it's

really good.



Kept to congratulate them and recommend

them to support such projects with a large number

of students.

 To focus more on personal development and on

the initiative in the business.

 To continue so.

B. VALIDATED PILOTED MECHANISMS.

Pilot model proposed by counselling out synthesis

powers and skills demonstrated during the route

guidance along the way to offer varied contexts for

students to receive personalized feedback regarding

their chances of employability as well as a

perspective on skills that can be improved in the

future.

Counseling concept defined in four steps aiming at

complementarity and trans-occupational powers as

part of employability.

The pattern can be subject to a validation process, in

relation to the succession of stages and the

methodology used as well as a validation process

impact, through which it would be possible to

measure the effects of these complex interventions

at the level of beneficiaries, students.

Counseling process has used a set of tools

developed specifically to this intervention and

account has been taken of the time limitation of

interventions. It was confirmed that it would

increase the effectiveness and benefits of impact

type if the process could be conducted over a longer

period. The PBL-project based learning might be

defined as a distinct stage with support for

implementation of a project in the real context.

The results measured by the feedback of the

participants immediately and directly relevant to the

level of perception in relation to the participation

process and reflects the mood immediately after

carrying out sessions. This context must be borne in

mind when interpreting the results, and they of

course constitute limits the generalization of results.

C. IMPACT ON THE TARGET GROUP

We chose items from feed-back forms, which

expresses directly or indirectly effects on the target

group.

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May be worth a detailed analysis and distribution of

deep those effects, immediate-term and medium-

long term, than the distribution of cognitive aspects

in respect of the field vs. behavioral vs. that of

practical skills.

What surprised me?

These aspects can be musical works as an

expression of different work arrangements within

the framework of the sessions offered in relation

to working arrangements enshrined in the current

educational activity.

Observations can be recovered by staff from

education to adequacy, update techniques with

aspects that were appreciated by students and that

can increase the attractiveness and effectiveness

of activities.

About the lecturers and networking

 Near the front of the speakers.

 His enthusiasm, their story, how you combine

work with play, but especially their success.



I had the opportunity to put into practice what I

learned.

 The story of our two guests.

 The fact that it was rehearsed for the interview.

About relevant content and inviting the

involvement

 Interviews.

 The fact that the interview was very serious.

 Interview Simulations were super.



The fact that we were put into a new situation,

by conducting the interview.



I was surprised how tough it can be to a job

interview.

 The fact that I had to go out in our area for your

comfort and to participate for an interview.

About teaching and learning techniques and

their effects



I was surprised a lot of conditions to work in a

team, I'm not expected to do something so

concrete, to carr

y out minor things from

something quite interesting.



The fact that we were put in a situation where I

have never been, and I surprised myself.



The fact that in today's meetings have been

allowed to express ourselves freely.

 The fact that I was made to choose teams, since

the teams were already formed (note, it has gone

from a random choice to the one decided by the

designated leader)

 That I was made to debate a topic.



The fact that I changed a part of thinking and

take to think it is a change for the better.



Sorts of activities, I was surprised at a few

times.

 The activities of the team of today.

 The fact that we learn basically.

 Competition.



The fact that I had the opportunity to compete

amongst ourselves.Sample pros

and cons. The

way I

managed to communicate between

ourselves with the method debate

I would like to retain it for me

This item is for representative addressed and is

especially noticeable with the distinct perception

the participants feed-back for cognitive-

behavioral attitudinal aspect and

of practical

skills.

Cognitive aspects



Important things in connection with the

conduct of an interview.

 The things I have to be careful in an interview.



Useful Information for launching into a

commercial company.

 How important is each competence and skills

that you can get from any at least satisfactory.



I would like to remain with as much because

my knowledge will be helpful in the future.



That there are plenty of things that are

supposed to improve.

 The things that you need to develop in order to

achieve success.



The notion that you can harness to gain an

advantage in a communication.



That there are people with different ideas and

beliefs.

Aspects of practical skills

 I use my service flaws.

 The steps that you need to cover him for the

interview. The fact that I had the opportunity to

experience the best thing about my interview.

 Experience the interview today.

 To get out of proteins expressed will mount.



You must identify the field I feel best, more

fulfilled and that to make me want to get up in the

morning.

Attitudinal behavioral aspects

 That I have to do in life what I like, what

makes me happy, but at the same time what I

needs.

 Everything can

said in connection with the

interview, how I should behave myself.

 The fact that I can overcome the condition.

 How important is it to you know you blogger.

 How to treat me.



To participate in as many interviews for my

personal development in communication.

 All the best from these exercises, to extract all

relevant information to me and the way those

lovely people to be.



The fact that nothing is impossible and that we

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all possessed unknown to me.

 Self-confidence and self-

control are very

important. You have worked continually to

emotional intelligence.

 Aptitudes developed today.

 All the things I've done.

 To get out of my scope (for comfort).

I recommend-myself

This question is aimed at infor

ming the

subsequent reflections

at the individual level,

through the establishment of certain components

of the personal vision with concrete targets.

Indirectly these elements can be interpreted and

concrete effects to the level of participants in the

opening area, mobilization, engage

ment in the

process of personal development!



To turn defects into qualities and to get out of

my spherical hull.



To experience more, to be better at interviews

in the future and let me control my emotions in

public.

 To apply what I learned / To be honest with

me.



To change something in my life, to realize

something in my field or maybe something what I

like more, realizing that over time.

 To begin to say all that I pass through my head

without fear, because I think I should learn just

so.

 To start today not tomorrow everything I want.

 To work on important details in an interview.

 I try to be relaxed in some situations.

 To be: open, friendly, Extrovert, conscientious,

mentally balanced (the schema of the OCEAN).

 Let me put the point of the expression. To be

more audacious.



To give back never, no matter how difficult the

task would be accomplished.

 To assimilate more.



To implement all the requests received, to

change something in my life and I hope to be

successful and to realize something.

 I mobilize myself to be more responsible in

my development.



Let me focus on developing skills and

competence that currently does not define me.

 I have confidence in myself.

 To work continually at the trust in me and the

emotional intelligence. Let me not be afraid to

make a choice.

 To assimilate the information to which they had

access, and to do great things in the future.



To be more communicative, talking without

deductions, often feel that they can longer.



To assimilate more information in the future.

 To apply these things in the future.

 To put myself up to date with the news. To

correct and improve your vocabulary.



To make as many duels and information

exchange and to be more dedicated.

 To be attentive to things learned here and apply

them.

D. SUSTAINABILITY

For the purpose of making the project sustainability

through the replay, expansion of interventions that

have proven usefulness, or other projects, either

through alternative resources at institutional level

we opted for a structuration of information in a

standard format, which then will allow their

integration into various forms of applications for

financing or directly support the development of

operational plans.

Frame structure of projects for expansion was

achieved in workshops with the participation of the

most involved experts in deployment.

The recommendations are represented according to

the structure below:

 Targets and general purpose-with measurable

indicators;

 That are defined for the problem identified at the

level of the target group;

 For which they were generate the proposed

possible solutions, based on those piloted and

validated by the project implementation process;

 Activities structured and results of these

categories effectively defined results together with

the resources required for the implementation of

activities.

We kept the methodology -based on the cycle of

four stages, which has SHOWN EFFECTIVENESS

in TERMS of OBJECTIVES and

ATTRACTIVENESS FROM the PERSPECTIVE of

the participants.

4. Conclusion

We should keep the category methodology:

Items that are kept: Counseling course in four

stages.

Innovative complementary elements: Lifecycle

with session for members of the companies together

with the staff of the University.

The definition of a distinct unit of PBL, for a real

problem, with actual (REAL) project design &

implementation.

5 Acknowledgement

This work was partially supported by the strategic

grant POSDRU/189/2.1/G/156607 of the Ministry

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of Labor, Family and Social Protection, Romania,

co-financed by the European Social Fund –

Investing in people.

References:

[1] CONPRACTIS - Transition report, No.1,

Timisoara, 2015

[2] CONPRACTIS - Transition report, No.2,

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[3] Brodie, L s.a. - Work in Progress: Developing

and Evaluating Tutor Training for

Collaborative Teaching, Frontiers in Education

Conference, 2012

[4] Dan-Maniu, D s.a - THE BUSINESS

COMMUNITY TO SUPPORT THE

TRAINING OF PROSPECTIVE

STUDENTS/EMPLOYEES, Conference

Proceedings Balkan Region Conference on

Engineering Education & MSE, 2012, Pages:

213-218

[5] Kuehne, LM s.a. - Practical Science

Communication Strategies for Graduate

Students, CONSERVATION BIOLOGY,

2014, Volume: 28, Pages: 1225-1235

[6] Wakimoto, DK, s.a - Graduate student

perceptions of eportfolios: Uses for reflection,

development, and assessment, INTERNET

AND HIGHER EDUCATION, 2014, Volume:

21, Pages: 53-58

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