Stéphane GAVRILOFF
Portfolio

Introduction

 

Not a day goes by without the employment issues being addressed at the present time. Over the years, I feel that the discourse does not really change, it is necessary to better accompany, the accompaniment also changes name, it is said global, reinforced, guided, or even followed. If the name changes, the people accompanying the accompanying tools and the way to accompany (in individual interview) do not change much.
Yet, during the last 23 years of assisting people in their search for career guidance, training and employment, I have been particularly challenged by two experiments. These are two experiments in which I imagined and implemented an accompaniment in a collective form. This type of accompaniment is not ordinary because the support provided today in the field of vocational guidance is essentially carried out in an individual form by means of interview between two persons. The accompanying actions of the professional project may sometimes offer group sessions but with little interactivity. In the field of job-search assistance or in the field of vocational guidance, counseling is the result of more than one analysis. In the past, the job seeker is looking for information , Explanations, and then lists of trades. (Annex No. 1). Has career guidance, as it exists, with an analytical approach not shown its limits?
There are few meetings in the form of exchanges and discussions which could be opportunities to compare experiences, ideas and opinions, especially between the youngest and the oldest.
My research topic is related to the study of the effects of interactions that occur during collective accompaniment sessions of people looking for work or in a professional transition. Does the meaning and number of interactions produce an effect that transforms the way of seeing and amplifies the result? Is group counseling an opportunity to see a situation from another angle and, more importantly, to apprehend it in a more objective way, which one gaze does not necessarily allow?
My gaze stops at two experiments characterized by a collective accompaniment of questions of vocational guidance (I. Collective accompaniment of questions of vocational guidance).
But should we learn from others or learn for ourselves through others? The exploration of the concept of learning inevitably leads to that of accompaniment and since in my experimentation, its main quality is to be collective, these first two concepts orient us towards the concepts of cooperation and collaboration.
If the development of collective support, according to the systemic approach, can help to support the construction of professional projects, then this must be verifiable. Does the group discussion allow for a different learning, more adapted to the societal context? And if so, how? How and under what conditions? Is the exchanges conference an application of the idea of ​​"collective intelligence"? (III)

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Conclusion

Synthesis of observations

The monthly work conference that I have been working with people looking for a job for several years is a means of coaching in a collective way. It informs, facilitates choices and accompanies the projects of professional reorientation of its participants. Due to the typology of the participants, who are often more than fifty years old and the evolution of the labor market, 90% of the companies have fewer than ten employees, these projects are mainly in the creation and takeover of companies.
My initial question is about collective coaching, is it well suited to facilitate the realization of these projects? I chose to ask the question at the meeting I organized in January 2017. Without mentioning the collective nature of the accompaniment, without informing the participants in advance, A dozen people about career guidance. With their agreement I filmed and then retranscribed the exchanges anonymously.
On reading the transcript, I identified and isolated the information, the words used, which evoke the orientation or the professional reorientation. I classified them according to their typology, exchanges can be declarative and informative, produce interactions, be answers or justifications or establish links between the individual and his environment (companies, institutions, schools). The subject of the debate has become a social problem in a context where changes, changes in the labor market are accelerated and the benchmarks are lost.
The collective accompaniment of questions of professional reorientation constitutes a means of exchanging and confronting opinions which find expression in the personal problems encountered by the participants.
For Michel, the internship at the end of studies appears to have been decisive for the continuation of the professional career, especially in the major groups where the evolution is possible by changing jobs. Choosing an internship during initial training can sometimes influence a career, a lifetime. There are now and now transitions "today we can no longer do that, but there are vocational training". It also appears that many young people seem not very well to know what to do, there is sometimes a social and family pressure, career guidance is called complex. "We choose a year and a half before the patent what we do after the third". The tracks are specialized too early: "she fell in a second literary when she wants to go in S". "She is in the wrong second", "the kids and their parents are asked to choose branches and it is true that these branches are conditional." We try to get the individual into boxes "he's in boxes". However, not everyone agrees. "The initial choice does not condition all life, it is absolutely false". Is career guidance for teachers who assess and influence specialization and field of study? For others "we want to impose a trajectory on us, there is a dominant paradigm and we lock up our young people in this dominance", yet there are tools. One wonders, perhaps there has been a dominant paradigm, perhaps it is an effect of the consumer society, perhaps there have been castes and networks that facilitate recruitment. But it is probably different today because of social change and work. "There is a third of young people who know what they want to do." "If the family is close and can help it is capital". "What is important is the level of education attained. It's hard to know what you want to do when you're a pre-teen. " "We have many examples of reorientation in our group, the reorientation is difficult but it is possible". "It's not simple and the reorientation is a path full of pitfalls". "There are sectors that put things in place to help orient oneself, there is the associative fabric, there is also the balance of skills, there are many changes in the trades".

What I analyze

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Career guidance is all about us, it's complex, it was already thirty years ago, it is a little more today because of the reorientation that is an additional problem. Parents play an important role in encouraging, directing and referring their children, provided they are present. Our society is full of wounds, divorces and periods of unemployment, wounds that must be thought, but wounds of injured subjects who can not always be able to accompany their children. And even if they can accompany us, are we sure that our influence does not lead us to jobs that seem interesting to us but which perhaps do not correspond to the desires and abilities of those for whom we choose. We, parents, influencing the professional choice, have we contributed to accompany towards the passion and the professional flourishing?
Eric concludes the conference as follows: "I think that in the exchanges that there is like that between us there is one thing that can be interesting, that is interesting, is that each one has an experience, Potential projects, and in the possible projects it may be the start of a track for the person who listens to the project of the other and we saw him in the group, people who have pitched a track, A project of another to do something different ".

The debate made it possible to verify that there is a consensus among the twelve participants on the analysis of the difficulties encountered in the reorientation and vocational guidance. If the opinions may be different at the beginning of the meeting, an adjustment is made after the expression of opinions sometimes contrary, sometimes complementary. The peer-to-peer experience of finding a job is a source of information from professional paths. This is a primary interest of the debate. Peer-to-peer quality is probably an element that facilitates listening and values ​​points of view. The more participants there are, the more varied and different experiences are. They are reflective because they are close to a lived reality and inspire respect. The group interacts without even the intervention of the moderator, opinions are discussed, moderated. The individual makes his own opinion, identifies avenues of solution, ideas and especially relativise his difficulties. It is another interest of the debate that helps build trust and places the participant in an active situation.
The recommendations

Is the group approach an opportunity to see a situation from another angle and, more importantly, to apprehend it in a more objective way, which one view does not necessarily allow?

In the interlocutory situation of accompaniment and dialogical ruses, on the subject of Some Reflections on the Paradigm of Dialogue, Noël Denoyel asks the question: "Who has ensured the continuous training of artisans since the dawn of time? The apprentices, of course, could be answered in the tone of the joke; Because the tutorial dialogue that takes place between the master and the apprentice allows the artisan to disintegrate his own know-how and experiential learning by verbalizing them and accompanying the apprentice in mastering the gestures of the craft ".
On the occasion of this dissertation and my research, I found myself in a situation to ask myself the same question, in connection with my professional activity: Who ensures the permanent training of employment counselors? Job seekers of course!
What job seekers bring to their counselor in charge of coaching can be provided to other job seekers. Noël Denoyel reminds us that this intelligence of the context and the interaction developed by each one is reinforced in two, the dialogue allows to see more. Imagine to twelve participants, or more, the effect that interaction can produce!

Why a need for interactions? Over the last decade, the number of jobseekers has grown steadily, with worrying constancy. This evolution stems directly from the evolution of the economic and industrial fabric of France which has changed considerably. We are in the midst of social change, a period of transition. The crisis which for 30 years has seen the multiplication of relocations and the appearance of the Internet has profoundly changed society and the world of work. Most of the national production is now carried out by the TPI, SME and PMI, the remuneration capacities are not the same as those offered by the large companies. The problem of management of career paths leads to imagine and conceptualize another way of approaching the relationship to work by means of an accompaniment whose operationality implies taking into account these new data.

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Our labor market is changing, the nature of labor supply and demand is changing in favor of greater professional versatility in smaller firms. Beyond this evolution of the labor market at very high speed, when we look at the interactive demographic maps of our country on the website of the National Institute for Demographic Studies, we can notice two characteristics.
The population is concentrated in some departments to the detriment of others. Over the years, the concentration is increasing. The variation of populations by department can now be very important and increases when approaching the coasts of the ocean. The average age of the population increases.
Depending on the geographical situation, there are very strong disparities in the labor market and in employment. They result from the ability of the inhabitants of a given place to consume goods and services. This capacity is qualitative, it is the average age of the consumer who induces a predisposition to consume certain products and services (insurance, healthcare, home automation, security need). This capacity is quantitative, since the volume of consumption of individuals varies according to population and geographical location.
These transformations of the labor market influence career orientation and reorientation, which are complicated by an accelerated evolution of trades and jobs. In a few years, the shops selling and renting video cassettes have been replaced by other shops selling software and computer programs, themselves replaced by the online purchase and downloading on the Internet. The current state of economic information delivered in a global, national and international way is no longer perfectly adapted to the determination of choice in order to satisfy needs which present very different local specificities from one department to another.
How to better inform in order to adapt the labor market to the contingency in local development?
The work conferences I have been working on for a number of years at Pôle Emploi can be a means of transferring knowledge, especially between job seekers who are confronted with a particular problem, but also between those who have experience with those who have a lot of experience less.
It can be argued that young people are more effective when experienced employees are present to train them. The transfer of knowledge is a major management challenge for companies. If seniors represent a real growth driver for our economy, France ranks only in 24th place (out of the 34 OECD countries) in terms of employment for those over 55 (Source: "In the administration , One is senior from 50 years, "PwC, ACPE, Le Monde, According to the latest study" PwC Golden Age Index: how well are OECD economies adapting to an older workforce? Montaigne).

It would be interesting for Pôle emploi to create two levels of encounters and exchanges that correspond to two different and complementary approaches.
The first level of encounter is that which was realized at the Afpa in the early 2000s (an approach that seems to me to be constructivism and inspired by the theory of learning by Jean Wiliam Fritz Piaget that I present in My portfolio). It is a meeting with little interactivity, but a lot of information that will facilitate reflection. It is a time when people will get to know each other, it is a stage that precedes trust and which is rich in data, information on the labor market. It is a step dedicated to the valorization of services and resources, in favor of support in the search for employment and accompaniments offered by Pôle emploi. For example, it is a question of informing about career development counseling, the validation of learning outcomes (VAE), training schemes, the excellent set-up period ( PMSP) or pre-recruitment training (AFPR), etc.
The second level of encounter is the one I realized at the Pôle emploi of Tours from the years 2010, a decade later. This is the action I currently organize in the form of a monthly exchanges meeting. It is a time to be more interactive, a conference about the labor market, in which the actors know each other and behave like experts who can progress with the support of the other. An approach inspired by the thinker Lev Semyonovich Vygotski and who values ​​the systemic analysis presented in my portfolio).

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It is the association, the union of the two levels of organization that follows and enslave each other will allow the production of an interesting analysis on the complexity of the world of work and its evolution. This discerning and shared perspective makes it possible to identify leads and solutions more easily and more quickly than those which could be identified by a single individual, even accompanied by a specialist in career guidance. It is the association of the two organizations which seems to me to be an illustration of the idea of ​​"collective intelligence" which Dewey expresses in his theory of collective action.
The professional development advice offered by Pôle emploi can be the instrument that will contribute to the success of this program. It is an opportunity to carry out or update a diagnosis, in individual interview, in order to prescribe the collective action best suited to the personal situation of the job seeker. The first step is to use a more informative approach and approach that will facilitate reflection, or to directly prescribe a more interactive approach that will foster progression through the support of other job seekers.
The individual will either be at the heart of the learning process in the situation of listening to information about the local labor market, which he assimilates in order to be able to accommodate himself (Piaget). Then, like Vygotsky, who insists on the social context and emphasizes the effects of social interaction, the job seeker will be placed in the construction and elaboration of knowledge about the labor market and its evolutions . It will be the construction of knowledge (the one that brings solutions), but with the others.

Our social transition is brutal and rapid. The number of people to be accompanied is important and there is a strong need for support in a context where changes and changes in the labor market are accelerated and the benchmarks are lost. There is a need for local information to facilitate the realization of a diagnosis which will make it possible to find or create a professional activity adapted to its environment.
In conclusion, I propose three quotes from the conference: "We have many examples of reorientation in our group, the reorientation is difficult but it is possible" (Brigitte), "There are sectors that put into practice There is also the balance of skills, there are many changes in the professions "(Patrick)," I think that in the exchanges he There is one thing that can be interesting, that is interesting, is that each one has an experience, each one of them announces his possible projects and in the possible projects this may be the start of a Track for the person who listens to the project of the other and we saw him in the group, people who have pitched a track from one project to another to do something different "(Eric) .

Collective accompaniment develops, empowers and contributes to the development of autonomy. If its development can be ensured, then it is necessary to proceed in stages or steps. Not all individuals develop the same desire for group exchange and coercion is a barrier to free discussion. We must accompany, encourage and prepare individuals. To succeed, there is a kind of clutch to be set up, a kind of mechanism that will allow a progressive mating of the individual to the group. Professional advice from Pôle Emploi?

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