1. Research seminar on Work Inclusion Competence Center for Work Inclusion (KAI) HiOA, 21. – 22. March Introduction, day 1
Øystein Spjelkavik
Ø. Spjelkavik

3. Inclusion Skills Competence
“Giving support to jobseekers with complex support needs so that they can participate in regular work
“requires knowledge and skill, which we can summarize under the term inclusion skills competence. “
Inclusion skills competence “ consists primarily of social, health and educational knowledge of clients’ support needs and relevant guidance methods.”
In addition, inclusion skills competence consists of knowledge of how ordinary workplaces can be used for people with complex support needs to get jobs and develop in jobs” (Spjelkavik 2014:39-40).

4. Inclusion Skills Competence
Professional (social, health, educational) knowledge about the client
Knowledge of the use of ordinary work places for the sake of inclusion for people with extensive assistance needs
(Spjelkavik 2011, 2012, 2014; Frøyland & Spjelkavik (ed) 2014)

6. People with complex support needs
Mental, physical, social – often in combination
Growing number of young people in unstable life situations, not coping in school, often never been in work, low motivation and self esteem, often withdrawing from support
Often long careers in labour market measures, pre vocational training, clarification, placements, courses, disability benefit
Marginalisation

7. Supported Employment
Well documentet, both in RCTs, numerous effect studies, qualitative studies, and in several systematic reviews
The Employment Specialist
Place then train

8. SUPPORT SYSTEM CLIENT/JOB SEEKER EMPLOYER/WORKPLACE SUPPORT
R E L A T I O N
CLIENT/JOB SEEKER
EMPLOYER/WORKPLACE
reduce risk
coping, trust
natural supports
job development
(Schafft & Spjelkavik 2014)
Place Train Model for Inclusion Skills Competence

9. Challenges
Implementation on a larger scale, other target groups, different organisations:
Can one method fit all? Is evidence based practice and monitoring of fidelity a way to secure ”best practice” or is it a surrender to New Public Management?
How to avoid new forms of Sheltered Workshops?
How to avoid the return of the «Jobreadiness Paradism»?
Why is «place-train» so often a disguised form of «place and pray»?
What is the implication of «outreach» – how to deal with those that withdraw from support?

10. Challenges
What does «zero exclusion» mean? – Is there more attention on clients’ individual motivation than on mastery and coping at the work place?
How can natural supports at the work place deal with lack of motivation, inexperience and low self esteem?
Employment Service or Job Development?
Long term effect? - Job tenure/retention?
How can the our professional educations (social, health, teaching etc) support the work inclusion processe at the workplaces (compare the role of occupational therapists)?
How can work inclusion become learning processes at the workplaces?

11. Organizational Work Environment and Work Inclusion
The role of social support in the Job Demands-Resources Model to reduce stress in work inclusion processes (Karasek 1979)
Organizational conditions for coping in inclusion processes – how to create good conditions for the psychosocial and organizational work environment and for organizational learning (Sørensen & Grimsmo 2001)
Work environment as predicator for maintaining employment- how to support the development of social identity; from “I can cope” (individual) to “we can cope” (van Dick et al. 2006)