Beginnjahr 2014 Abschlussjahr 2018


durchführende Institutionen


ProjektleiterInnen+Ansprechpersonen MitarbeiterInnen
Ländercode Deutschland, Großbritannien, Österreich, Slowenien, Spanien Sprachcode Deutsch, Englisch, Slowenisch, Kroatisch
Schlagwörter Deutschkollaborative Tools, Arbeitsmarktrelevanz, Coaching, MOOC, Veränderungen der Berufsbilder, kollaboratives Lernen, Arbeitsmarktservices, Reflektion
Schlagwörter Englischsocial learning, Coaching, peer coaching, professional identity, Labour Market Information, peer learning, MOOC, peer reflection

Bringing employees into the position of shaping change instead of merely reacting is one of the key missions of the EmployID project. Towards that end, focus of professional learning and human resource development needs to target “deeper learning” and to shift away from training skills towards facilitating the transformation of the professional identity of employees, both individually and collectively. In the context of Public Employment Services (PES), EmployID has investigated how technology-enhanced learning approach can provide this facilitation in the form of social learning programmes, complemented by labour market information tools as well as reflection, and peer coaching. In the context of PES, EmployID has investigated how technology-enhanced learning approaches can provide this facilitation in the form of social learning programmes, complemented by labour market information tools as well as reflection, and peer coaching.

EmployID is a research project aiming at supporting public employment services and their employees in adapting to the changes to their world of work by facilitating the development of their professional identities.



A mix of data collection methods that helped to support the EmployID evaluation model and indicator framework was applied. Here a portfolio of qualitative and quantitative instruments were defined and can be applied according to the different context of our PES partners. Subjective methods like interviews of self-assessment scales of individual actors and questionnaires have been amended with objective data collection instruments coming from the usage of the EmployID tool suite (e.g. analysis of usage patterns, social networks, content). 



The highlights after 3 years are:


  • The ongoing pilots in Croatia on introducing peer coaching and the reflective community in Slovenia have continued to grow to almost 100 participants for each case, and evaluation activities could gather insights into their effects. Recently the roll-out of the peer coaching online course to Slovenia and the reflective community to Croatia have started. 
  • The second social learning programme (“MOOC2”) at the Department for Work and Pensions (DWP, chapter 6) with 68 Work Coaches has yielded rich qualitative and quantitative data on facilitation activities in the online course. A trial on the LMI tool has involved around 150 Work Coaches in addition to the MOOC2 participants and contributed to concrete plans for a national roll-out.

  • The project, as a lighthouse project in the area of supporting learning for PES practitioners, was given the exceptional chance of presenting its intermediate results to the PES Network of all European PES as part of an Advisors for European PES Affairs (AFEPA) meeting in Brussels in October 2016 as a result of which several PES’ have expressed and confirmed interest to cooperate (in addition to the ones that the project is already engaged with).

  • Both PES Ireland and Estonia as existing associate PES partners have pinned down plans with the consortium on introducing peer coaching and are holding discussions about further approaches. Other associate PES activities are pending.

  • The project has attracted interest from the International Development Bank for supporting PES in Latin America. As a result, the EmployID MOOC which is scheduled to start end of March, is also going to be run in Spanish on the edX platform, and negotiations about providing support for the use of Labour Market Information in Chile are underway.

  • As a result of several discussions, the project has developed a shared understanding of sustainability as a broad concept of making activities and results of the project live on without the project’s funding. 

Erhebungstechniken und Auswahlverfahren

European Public Employment Services (PES) and their employees are facing fundamental challenges to the delivery of efficient and effective services and the need to change their strategies to combat high unemployment, demographic change in increasingly uncertain and dynamic labour markets. This does not only require developing new professional skills related to new tasks, but poses for more profound developmental challenges for staff members. Three of these changes relate to understanding the changing world of work; a 'turn' towards coaching; and the increased importance of relations with employers. The staff need to learn new ways of working, with a major challenge being to enhance the power of collaborative (peer) learning in order to support staff in accomplishing their goals. All these changes are linked to transforming professional identity, which requires learning on a deeper level that is often neglected by continuing professional development strategies. EmployID makes its contribution here; that PES practitioners’ learning related to professional identity transformation needs to be facilitated through social learning approaches and the nurturing of social learning networks, which include the following:  Reflection as a way of turning one’s own and others’ experiences into general insights on multiple levels, both from an individual and a collective perspective  Peer coaching as a way of helping learners in changing their behavior through a structured process  Social learning programmes as a way of engaging learners with new topics, other perspectives, and conversations around it.

Related to these challenges – which have to be addressed at multiple levels, there have been extensive consultations with PES over what aspects of EmployID they see as innovative and what topics they might want investigated as candidates for a palette of options for learning and development for PES staff. The consultations have taken place not only within the project, but also with associate partners, e.g., at the large associate partner event in London in October 2015 with members of the associate partner network. This broad view has allowed the project to consolidate the feedback into a single set of core constructs:  Career Adaptability – supporting individuals to manage their careers in changing labour markets (ability to support individuals in how they envisage the future (concern); the extent to which they take responsibility for their own development (control); ability to explore visions of possible future selves (curiosity); and belief in their ability to solve problems and to succeed (confidence) (Savickas & Porfeli, 2012)  Changing / Transitional Labour Markets – understanding the nature of changes in the labour market and world of work and being able to convey the need for clients to understand the implications of these changes.  Employer Engagement – working directly with employers and with employer bodies, local/ regional economic development agencies etc.Peer Support / Peer coaching – being able to support the learning and development of colleagues, including through peer coaching  Stress management / Resilience – consideration of how to cope with stress in the short to medium-term and develop greater resilience across the life-course (career)  Addressing the digital agenda (including e-communication) – preparing for the digital future of some PES services and developing the e-communication skills to support the learning and development of staff both individually and collaboratively  Identity transformation – changing how PES practitioners see their own roles and how others see them.

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Soziales Umfeld (Gesellschaft, Kultur, Sprache und Religion)
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