Integration booklet Sector Specific Details Metallurgy
Integration booklet Sector Specific Details
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Challenges for integrating NEETs
Recommendations for integrating NEETs
Integration of NEETs
Best practices in Metallurgy
Do I wish to acquire a specific skillset and enter the workforce?
r s fo
ay w h at
ing n r lea
my life will continue as it currently is!
Social inclusion actors
Social protection dept.
seek guidance from community
reference document: integration brochure
Sourcing & indentification phase Integration phase
Appropriate Agency/Association Reference documents: Integration booklets
Acquire employability skills*
*Adaptability for work Respect for authority/rule Motivation Self confidence
social referent/mentor Acquire sector specific employment skills in training centre social referent/mentor
Subsidised job (work experience) short term employer
“on-the-job” “off-the-job” Integration phase
Further education and/or training
At work: Acquire sector specific employment skills
Skilled Competent worker
Introduction In Europe the so-called NEETs (Not in Education, Employment or Training) are considered as one of the most problematic groups in the context of youth unemployment. Thus, according to Eurostat, in 2011, 7,5 million people aged between 15-24 years and 6,5 million people aged between 25 and 29 years were excluded from the labour market and education system in Europe. In 2012 the population of NEETs reached a level of around 15 million among those aged 15â€“29 (Eurofound, 2012a). This is an enduring problem at national level. The NEETS are one of the European priorities in terms of employment and inclusion of young people across Europe.
The policies implemented by Member States to ensure a greater participation of young people in education and employment involve a wide range of different initiatives. These policies often intervene at different points along the pathway to employment, which describes young peopleâ€™s journey through formal education and their transition into the labour market and employment.
Source: Eurofound (2012:108)1
NEETs Young people not in employment, education or training: Characteris-
tics, costs and policy responses in Europe http://www.eurofound.europa.eu/ sites/default/files/ef_publication/field_ef_document/ef1254en.pdf
This booklet will help supportive employers and
For many young people, this pathway from
career guidance professionals to enable NEETs to
education to employment is not straight, and
make informed decisions about future career paths
those who become NEET have gone astray so-
and have a better understanding of how, in the
mewhere along the way. Policies tackling the
future, occupational inclusion in metallurgy/engineering industry can be achieved. This will result in
NEET problem are therefore either preven-
optimal benefit for the individual, the employer and
tative interventions that keep young people
from leaving this pathway or interventions that tackle the issue of bringing young people ‘back
them assisting NEETs in gaining entry-level
on track’ to continue their way, develop their
employment opportunities and/or access into
skills and participate actively in society.
the Metallurgy sector.
The aim of this Integration Booklet is to pro-
This Integration Booklet is the result of the
vide potential employers and training agency
close collaboration, co-operation and the
staff with general information that will help
sharing of experience between companies and youth training centres during the research phase of this project. Some of the “best practice” examples given will show how NEETs might be introduced into the metallurgy/engineering sector, and thereby encouraged to pursue a career path in this technically challenging and important industry.
for integrating NEETs
Integrating NEETs may be challenging for se-
or employment can unlock the inherent poten-
veral reasons, (educational, behavioural and
tial within the individual, benefitting the emplo-
professional) however, our research shows
yer, society and the individual;
that it can be very rewarding for both the
• The NEETs generally lack self-esteem, which
employer and the individual.
is necessary in order for them to visualise
These challenges may be:
themselves as future competent skilled workers;
• The NEETs may have a very low level of education and have difficulties in understanding
• Mobility issues and transport to and from
and in expressing themselves, which remains a
work may pose practical challenges.
barrier for many applicants; • The NEETs may lack practical work experience; • NEETs may have diﬃculties in accepting the disciplines and structures of the workplace and may lack motivation; • Oﬀering a NEET a possibility of training and/
for integrating NEETs
Considering the above mentioned challenges,
NEETs, and not only during the integration
and on the basis of the research and interviews
conducted with relevant stakeholders during
â€˘ Set up both information sessions and guidan-
the ANEETs projects, recommendations in
ce centres. An outreach team put in place is
order to successfully source, identify and eventually integrate young NEETs are listed below:
useful to drive information sessions that allow the training centres to inform and educate
Sourcing and identification of NEETs
candidates for training. In addition, a guidance
â€˘ Sourcing of NEETS should be done primarily
centre could be put in place to make available a details of local training initiatives and local
with social inclusion actors. Close relations-
hips between companies, training centres and social actors were found to be very effective. It is important that the needs of companies, and upcoming job opportunities, are known to local social actors and training centres. â€˘ It is important that companies are involved in the whole process of the recruitment of
It is important that the recruitment of NEETs
the goals of the company and the candidate’s
are made by a qualified and professional
person who is familiar with NEETs, and their
• It is necessary to create real interactive dyna-
mics between the world of business and trai-
• Monitoring the progress of the NEETs before
ning centres, so that feedback can be brought
and during the contract. It is essential to con-
to the training centres, this will enable centres
duct regular evaluations of the individuals’ pro-
to respond in a timely manner to any difficul-
gress. During the process, is essential to focus
on: motivation, interpersonal skills, technical skills, as well as a strong collection between
• A key requirement of the person in charge of the process is that he/she should have foresight, ability and flexibility, to be able to identify possible problems as soon as possible, and to be able to put appropriate corrective actions and the necessary resources in place quickly to resolve any issues arising.
The entire training process is recorded and verified on the NEETs passport. Indeed the indicative list of employability and employment skills are listed below and should be recorded in the passport: Employability skills
• Team building
• Safety awareness
• Workshop Theory and practice
• Functional mathematics
• Health and Safety in the workplace
The detailed flowchart already shown, outlines general best practices as agreed by the ANEETs project.
Examples are shown below to outline current “best practices” across employers in the EU partner countries.
Boliden Tara Mines
Boliden Tara Mines is an underground mine, Europe’s largest zinc mine and the world’s ninth largest. At the Tara mine, which was acquired by Boliden in early 2004, production has been under way since 1977. Over the years, more than 80 million tonnes of ore have been mined. Approximately 2.6 million tonnes of ore for zinc and lead concentrate production is mined and concentrated every year. Through both exploration and acquisitions the ore reserve and mineral resources have been increased. In recent years, Tara has focused on improving its cost position, measured as cash cost, through investments designed to boost productivity and cost-saving measures. Boliden Tara Mines employees 600 employees in Ireland.
The company has a very rigorous selection process for recruitment of formal engineering apprentices. These young people are recruited locally and are suitably academically qualified for the particular craft apprenticeship. In addition, the company requires proper aptitude, strength of character and a good work ethic as basic requirements. The selected candidate undergoes the formal structured apprenticeship which features periods of both “on-the-job” and “off-the-job” training. Progress is closely monitored throughout the entire process, and a dedicated HR specialist is readily available to help with any difficulties should these arise. All supporting information regarding training, including all tests completed and their results, and additional achievements and/or specialisms are recorded in the Apprentice Logbook. These entries are verified independently by the training provider and/or the company. It is common practice in Ireland that apprentices upon successful completion of the training are encouraged to broaden their practical experiences by working in other companies. This allows new skills and work experiences to be gained. A young person at this stage of their skills development is often referred to as a “journeyman” and when this informal process is completed, only then are they regarded as a “master craftsman”.
Details of the BP (best practice)
Tara mines are very aware of their position within the local community and society. They have, and adhere strictly to, their comprehensive Social Corporate Responsibility policies. Knockumber Road, Navan,Co. Meath Eoghan O Neill, HR Manager +353 46 90 82 00 Eoghan.email@example.com
Garatge Plana Mercedes Benz Girona Dealer and authorized Mercedes-Benz company with more than 70 years of experience in the automotive world. They sell new vehicles, second hand cars, vans and motorhomes, as well as providing comprehensive service for trucks. They also repair and spray paint on vehicles. Description
Mercedes Benz has 4 plants in the Girona area: Girona, Blanes, Vilamalla and Montràs. They are specialized: • The unit we work with in Girona deals with sales and post-sales on repair of bodywork and painting of cars, trucks and vans. • Sales and post-sales of cars and vans only in the other three plants. It’s a company-wide facility and programme: • The first week is spent at the computer studying (on line) procedures, Trade Mark information, all MB models, plus job risks, safety and security procedures, etc. • Up to 2-3 months working alongside an experience person, never alone • Up to 3 months of working autonomously under supervision, usually in the technical maintenance of vehicles unit • At this stage, the employee is evaluated: attitude, adaptability, motivation. A minimum score of at least 80% is required to continue training.
• After the first year, the new employee can start trade training. This consists of: maintenance technician, systems technician and diagnose technician. The process is comprehensive and requires completion of all sections of the programme, to become a full employee. Then as you gain more responsibility/experience, the salary reflects this. • At this stage, to keep their status, employees have to attend training on new models and new motors presentations. • Participating in continuous education programme is important. • Finally they can undertake specialisation process.
Main steps of the programme Thereâ€™s a company-wide programme, methodology and on line system, consisting of: 1. Apprenticeship programme: One week studying (on line) general procedures, Trade Mark general information, job risks, safety and security procedures, etc. Up to 3 months working with an experience person, never left alone. Up to 3 more months working autonomously under close supervision, usually in the technical maintenance of vehicles unit. At this point, employability skills of the trainee are evaluated: attitude, adaptability, motivation, etc. 2. After one year, the new employee can start his/her Trade Training. It consists of: Details of the BP maintenance technician, systems technician and diagnose technician. (best practice)
A great deal of emphasis is placed on participating in the continuing education programme 3. Finally they can undertake a specialisation process. Duration of the programme The Access Programme (1-2) takes about 6 months, but can be done faster if the apprentice is enthusiastic and shows full commitment. The company have the capacity to include 2 apprenticeships at a time. The trade training and the specialisation programme depends on the employee, how much they study, how they develop within the company. No employee will remain in the company without going through these 3 steps. GARATGE PLANA MERCEDES BENZ GIRONA Ctra. Nacional II, km. 711 Fornells de la Selva - Spain
http://bit.ly/1OQdHv8 Ricard Ventura - Post-selling service +34 972476969 firstname.lastname@example.org
Institut Montsoriu High school of Arbúcies provides secondary education and Vocational Education and Training, VET. A number of body car industries in Arbúcies, (this area Spanish leader in the sector) asked for changes to be made in the late 90’s in order to fulfil the education needs of the evolving industrial environment. Car Description
body builders created a new professional curriculum in the existing VET public centre in Arbúcies. Since 1998 they had specialized in the construction and assembly of buses meeting the need for skilled workers by the 4 companies in the area. There are 10 companies in Spain that manufacture bus bodies, and 4 are in the little town of Arbúcies, near Girona. The High school has an agreement with these four manufactures of buses companies and the Education Department of the Catalonia Government. This agreement includes workshops in working in the company, but also the four companies supply the high school with facilities and the necessary machinery to conduct a good quality training. The student of the first course follows an
initial theoretical and practice courses in the High school, and then he follows a practical training in the company for 350 hours. It is essential for the student to be suitable in both these areas to approve the course. The second and third course, the student makes the same, but the student now has a contract practices in the company. The student has a tutor of the high school and a responsible worker in the company during the period he is in VET program. The students who are integrated into the programme may be young people
Details of the BP
who had difficulties/bad experiences at school. Most of them had a traumatic
experience of compulsory education; many of them felt they were “useless”. A first important stage is to rebuild confidence and self-esteem.
Some of them are early school leavers, nevertheless basic literacy and mathematic knowledge are needed to have access to the programme. There are more than 200 students involved each year in this programme. The programme has duration of three years, however some students need to repeat one or more years. On the second and third year of course, the students have the same amount of time between theoretical and practical learning, both off and on the job, and moreover have a contract of practices in the company. The contract is determined by the success of the student. In order to transmit motivation, responsibilities and to emphasis their contribution successful students Details of the BP (best practice)
receive pay. This pay can be understood as a first salary but also as reward and an incentive to continue on a successful career. The student has a tutor from the high school and a responsible worker in the company during the period he is in VET program. The tutor are very skilled identifying the specific difficulties some young people might be confronted with. The programme has a very high rate of success, 95% of the students that finish their training find a job, most of the time within the company they have learnt their skills. The companies have been very pleased with this collaboration. The incorporation of young people has reenergised the workforce in the companies with new young skilled workers who are already, well integrated within the company. Even more, the energy and enthusiasm brought by these new employees is much appreciated and valued within the companies. Professional School MONTSORIU Passeig Dr. Carulla, sn, 17401 ArbĂşcies - Spain
Josep Masanas +34 972860154 email@example.com
Beulas BEULAS is a family firm which started operations in 1934 and has grown constantly through three generations. 1934 – 1936 - Ramon Beulas & Narcis Pujol created Beulas Bodyworks. They were building bodyworks made of wood, taking advantage of the surrounding wooded area. Their staff was 12 employees in the 30s; during the Spanish Civil War, Beulas built ambulance bodies for the army. After the war, bodyworks were personalised on demand, producing some 6 units a year. The 1950’s were years of transition; the company reached 40 employees, and build bodyworks made from wood, metallic, and mixed ones. In 1963-66 the area of the company is extended with 900 additional square meter added. Chassis Description
with the front engine and rear engine are then produced, with a length of 12 m and 59 seats. In 1975-77, a new bodywork was created with its own design and personality, named BEULAS 75. The factory premises were again enlarged to some 10,000 square meter. In 1988 – 1992, a new extension of the factory of 4000 square meter was added and the total number of workers increased to 96. 1993 – 1999 was a period of the export growth (Germany, England). Beulas started participating in International Fairs. In 2005, the staff of the company was 190 employees and produced 200 units every year. New models incorporate important technologic improvements. Their main export product is currently small 18-35 seats coaches. Considering the important number of companies working within the me-
tallurgic/engineering sector, and more specifically on the construction of body cars and buses a solution to grow/expand the workforce of the local businesses was needed. Together with the Dept. of Education of the
Catalan Govt., they designed an Alternation path in order for the companies to attract the skilled people they needed to meet the new business Methodology
demands. Beulas has an agreement of collaboration with the Institut Montsoriu. This agreement includes holding workshops in the company, also the companies will supply to the high school with proper facilities to conduct high quality training. The students follow initial theoretical courses at the high VET school, and then practical training path at the company (350 h). Evaluation is integrated to cover both areas. After the very first year, the student follows about
Details of the BP (best practice)
the same plan, but they have an internship contract when in the company. They are assigned a tutor from the school plus a responsible official from the company. They are given all the tools, materials and the flexibility they need to be responsible for their combined tasks. After 3 years they can become part of the staff of the company and some may decide to go to the university to study for an Engineering degree. BEULAS S.A.U Carrer Riera Xica, s/n, 17401 ArbĂşcies - Spain
http://beulas.net/ Dolors Beulas - Business Director +34 972860400 firstname.lastname@example.org
ArcelorMittal With annual achievable production capacity of approximately 92.5 tonnes of crude steel, and 209,000 employees across 60 countries, ArcelorMittal is the world’s leading steel and mining company. With an industrial presence in 19 countries, they are the leader in all major global steel markets including automotive, construction, household appliances and packaging, with leading research and developDescription
ment and technology, sizeable captive supplies of raw materials, and outstanding distribution networks. Their core philosophy is to produce safe, sustainable steel. In so doing, their top priority is safety and their goal is to be the world’s safest steel and mining company. As a company, they are committed to their promise of ‘transforming tomorrow’. Guiding them in this are the values of sustainability, quality and leadership. ArcelorMittal works closely with the training centres in advance. Once they’ve decided a short list of candidate, they contact the possible candidates by phone and ensure they are sufficiently motivated and suitable for the job.
Then during the hiring phase, they work with the tutor in order to meet the the expectations of the company. At the selection phase they use a personal fitness test. Once the candidates are selected they then set up an individual file, and this document will be updated all through the apprenticeship, in collaboration with the tutor and the HR department.
The number of young people integrated in the programme each year is 40. Here are the main actors involved in the management of the training program of the NEETs/vulnerable youth : 1. The Dunkerque Training Centres partners 2. The National Branch of Metallurgy 3. 1 tutor in the on the job phase Here are the main steps of the programme: • The first month of training is dedicated to environmental risks/seDetails of the BP (best practice)
curity on the dangerous sites • They then assign the first basic tasks such as assisting the workers on the site • Depending on the educational level they will then be assigned the tasks with variable difficulty. The Duration of the programme is variable. Depending on the programme, 3 years for a bachelor pathway but they can shorten the professional bachelor into two years if the conditions of the young meet some criteria. The added value of the recruitment of a NEET/vulnerable youth is that through this activity the company is an active actor for the change in society and shows a strong sense of citizenship Dunkerque HR Department ,3031 rue du Comte Jean - CS 52508, F-59381 Dunkerque Cedex 1 France,
http://corporate.arcelormittal.com/ Sylvie Guillardeau HR Responsible Mobility recruitment +33 3 2829 7770 email@example.com
PSA Peugeot With 200 years of industrial history, PSA Peugeot Citroën is solidly anchored in French territory Group. The Group produced 919,900 vehicles in 2013. This represents a contribution of 4.5 billion euros to the country’s trade balance. 85% of its engines and gearboxes and 33% of its cars are manufactured in France. Description
In 2013, PSA Peugeot Citroën sold more than 2.8 million vehicles, of which 42% went outside Europe. While maintaining a strong local presence in France with 83,930 employees, and in Europe excluding France with 62,664 employees, the Group has chosen to develop in three priority areas: China, Latin America, and Russia. These geographic areas, are the main drivers of global growth and those where mobility needs are greatest. The company has a strong and proven CSR policy strictly linked with the territory. They promote diversity and social cohesion. They work “hand-in-hand” with local social actors and the employment centre and the HR policy is engaged in reaching the 25% of permanent contract hiring apprentices or former apprentices in 2016.
The trainers are trained on the specific needs of the disadvantaged people and they are accompanied by apprentices’ administrator and use an intergenerational approach. These are specific full-time job inside the company. The apprentices are encourage to obtain professional certificates and to network with apprentices’ colleagues and ex apprentices of the company. The jobs offered are related to the shortage occupations of the territory.
In 2014 51 young people have been recruited and 68 have finalised their apprenticeship program. The People involved in the management of the training program of NEETs / vulnerable are: 1. A Labour nurse 2. A physiotherapist 3. 3 HR responsible actors 4. A tutor The main steps of the programme are the following: Details of the BP (best practice)
The first phase is a pre training phase funded by the regional council and by the employment office and its aim is to validate the employability skills. Then the second phase is an internal training in PSA Peugeot. This training â€œon-the-jobâ€? is led by the tutor, a labour nurse and a physiotherapist and features workplace safety. The duration of the programme is 8 weeks (5 weeks for the employability skills and 3 weeks on the job). At the end of the period if there is a positive response from the candidate, then a minimum 6 months contract is offered. The added value of the recruitment of vulnerable youth is mainly that the company can use its resources to enable their professional inclusion with its well trained workers. 45 Rue Jean Pierre Timbaud 78300 Poissy
http://www.psa-peugeot-citroen.com/en Xavier GUISSE, HR Director and CSR Responsible +33 6 70 21 02 06 firstname.lastname@example.org
FUNOC Since 1977, FUNOC - Formation pour l’Université Ouverte de Charleroi (Training – Open University - Charleroi) has developed a series of training schemes for young and low-skilled adults and with little Description
education in the Charleroi area. Each year within FUNOC, more than a thousand people have the opportunity to train and qualify. FUNOC develops actions to attract the attention of NEETs in the disadvantaged areas of Charleroi, by working on culture, painting and street art at the same time. • Professional rehabilitation: all training aims to give people greater opportunities to find or regain employment. • Reintegration into skills training: FUNOC acts as a “bridge” between those who want skills training and training centres that require certain prerequisites.
• The self-confidence recovery and “re-socialisation” to find a new dignity, and the strength to explore new learning pathways. • “Social rating”: An expected outcome is to enable participants to acquire skills to act and participate in society as full citizens. A better understanding of economic, social and cultural mechanisms enable them to make responsible choices.
• Number of young people integrating training : 1500 (about 20 % are NEETs) • Number of tutors/trainers: Trainers, integration oﬃcers, guides for employment (20) Details of the BP (best practice)
• Number of NEETs integrating the training: 30 • Programme (main features): Awareness raising, information, and guidance, classroom workshops, works on school-construction sites, traineeships. The programme lasts 12 weeks (3 sessions per year) • Added value of working with NEETs: Social and professional integration, making the link, enabling young people to re-evaluate their environment. F.U.N.O.C, Avenue des Alliés, 19 6000, Charleroi, Belgique
www.funoc.be Joëlle Van Gasse (Director) +32 497 03 90 82 email@example.com
AUDI Brussels S.A/N.V The brand Audi has an assembly site in Brussels for the production of Audi A1 cars. AUDI Brussels produced 116,250 cars and had 2,513 employees in 2015. The company is currently training 31 apprentices. Based on good practices and the German long-standing Description
experience with apprenticeship, the training project developed in Brussels is considered by the AUDI Belgium branch as a great success. Indeed, the company considers itself as a pioneer in this field in Belgium. This specific training project is part of their corporate social responsibility policy. This policy has been specifically adapted to the factory in order to foster territorial anchoring. The training project developed by AUDI Brussels focuses on two types of professions where the company experiences labour shortages: installation technician and maintenance technician. The project was set up by the company in order to: • Respond to the labour shortage problem at the source, by getting
directly involved in the training process. • Initiate a “win-win” situation; providing employment for young people as well as having candidates fitting perfectly the company’s needs in terms of knowledge and competencies for jobs related to their field of activity. • Train young people for qualified jobs which required a high technical level.
• Number of young people integrating the training : 31 • Number of tutors/trainers: 29. They are themselves installation or maintenance technicians. As most of them did not have any pedagogical skills, a programme called “train the trainer” has been developed in cooperation with Belgian-Luxemburgish-German Chamber of Commerce AHK debelux, in order to give them basic knowledge in this area. • Number of NEETs integrating the training: n.a. Details of the BP (best practice)
• Programme: Close-cooperation with two associated schools. High school students who choose to follow this specific educational pathway divide their time between school and the company. During the two first years of the apprenticeship, they are in the company 300 hours per year and the rest of the time at school. In their last year, students are for 90% of the programme immersed in the company or in training rooms equipped by the company, where they follow practical and theoretical courses. • Added value of working with NEETs: Being a reliable partner for public authorities and an active company in terms of corporate social responsibility. AUDI Brussels S.A/N.V Boulevard de la 2ème armée britannique, 201 1190 Brussels, BELGIUM
http://www.audibrussels.com Andreas Cremer (Secretary General) +32 2 348 2402 firstname.lastname@example.org
L’Outil L’Outil is a so-called “training company through work” (Entreprise de formation par le travail –EFT). This type of company has the capacity to provide training in real work situations (on site or/and in workshops). They offer individual support in order to help people facing integration difficulties to have access to the labour market. These companies are considered as part of the social economy. Description
“Training companies through work” have to receive an agreement from the region to be able to operate under this status. They conform to specific criterions set up by decree: their trainees must be over 18 years old, should be registered as job seekers and should not be holding a certificate of higher secondary education. L’Outil trains 30 young people which are alienated from the workplace in professions linked with building renovation and art metalwork. At the beginning, the trainee works on his/her professional project with an inclusion worker. During the training period, evaluations are made on the social and the technical side, which can lead to the readjustment of the choices made at the beginning.
The pedagogical team meets once a month. The mentor in charge of the trainee explains and shares his progress and his difficulties with the other team members. The goal of these meetings is to have a shared vision, as a pluralist approach allows for a better understanding of the qualities of the trainee and his difficulties.
L’Outil is the first step in the professional development of the young trainee where he/she acquires “know-how-to-be” and “know-how skills”. Once this first step is completed, the pedagogiMethodology
cal team helps the young trainee to develop further his/her professional project. The trainee can choose to either follow a graduating training, or complete immersion within a company through a work placement. • Number of young people integrating the training: 30 • Number of tutors/trainers:: 6 (one trainer for 5 trainees) • Number of NEETs integrating the training: n.a.
Details of the BP (best practice)
• Programme: Professional project worked with an integration officer. Social and technical assessments of the trainee, freedom of reorientation, regular meetings with the team of trainers. • Added value of working with NEETs: It is a way to develop solidarity mechanisms, building a strong and reinsuring environment for the trainee to rely on. CISP-EFT l’Outil du CPAS de Namur Rue Asty Moulin, 5
5000 Namur, Belgium Dewinter Annick (manager) +32 4 96 21 99 76 and +32 81 40 81 25 email@example.com
Industrial Carrocera Arbuciense S.A., Indcar Industrial Carrocera Arbuciense (Indcar) is a Spanish private company specialized in the manufacture of bus structure for passengers and vans adaptations. Indcar was founded in 1888 by Francesc Queralt Roca. Since the very beginning the company has been dedicated to the production of Description
body cars, starting with the production of stagecoach made of wood. The production started at Arbúcies and has never left. Indcar work hard on the innovative aspect of their products and production systems in order to be able to fulfil the expectation of their international customers, delivering the quality, safety, and comfort required by the market. The company core values are technology, safety, design, and environment. Indcar have been working with the Montsoriu Institut at Arbúcies and the Education Department of the Catalonia Government, to design “Simple Alternation” training program. The programme is composed of a theoretical and practical curriculum. While the students put in a total of 350 hours of practice each year during three years at Indcar, the students also validate theoretical knowledge at the Institute. In a case of success after
the first year the student is offered a contract with an income. It is clearly stated that the students are in a period of training and they need support, they don’t come to work but to learn. Indcar does the monitoring, but this is done informally, this is used to give a final evaluation. One of the most important assets for Indcar are its employees and this is the reason why they are working to implement measures to improve communication at all levels and in both directions. For several years the group Indcar commitment to internal communication as one of the main tools of
change and people management. The main objective of this plan is to encourage internal communication and create places for convergence among the various stakeholders. It also seeks the setting of corporate Methodology
culture integration and the achievement of annual targets derived from the strategic plan the company. The company has developed in recent years a series of initiatives that must consolidate its social responsibility and sustainability. The company employs 150 people and trains between three to four students each year. Indcar provides one mentor to each student. Even so, the tutors are chosen taking into account two key aspects. First a deep understanding of the production process is important, often a person with responsibilities on a department or an area of production might be designated to take care of the apprenticeship. Moreover, the mentor has to be
Details of the BP
excellent communication skill in order to establish a fruitful and positive
dialogue with the student. Also for the success of such programme it is important to maintain a good contact with the Montsoriu Institut. The integration of students within the company has been so far a mutual benefit, on one hand the student provides technical expertise to the company and on the other the company provides a professional training to the students. The majority of cases is a positive experience. The proof of this is that many students are now working with the company. INDUSTRIAL CARROCERA ARBUCIENSE S.A. PolĂgon Industrial Torres Pujals, 4, 17401 ArbĂşcies - Spain
http://www.indcar.es/en Judit FerrĂŠs - Human Resources +34 972860165 firstname.lastname@example.org
Graphic Design: Mireia Puigderrajols
Published on Aug 25, 2016
Published on Aug 25, 2016
ERASMUS+ 2014-2016 project. This Integration Booklet is the result of the close collaboration, co-operation and the sharing of experience b...