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Learning while working
62 Success stories on workplace learning in Europe

Awareness of the benefits of learning and available learning opportunities
is problematic for the less qualified. Outreach, mediating and mentoring
activities are important to lower barriers and provide an environment in which
workers feel comfortable and secure to discuss openly their skills, training
gaps and learning prospects. The involvement of peer workers, who are
trade union representatives, in providing access to guidance and learning
opportunities has challenged guidance practices and broken moulds. Besides
career guidance specialists, it is increasingly acknowledged that other actors
have a role in guidance-related activities due to their immediate knowledge
of the individuals and their working environments, and their particular skills
in engaging hard-to-reach people in learning. Learning representatives need
professional back-up, since some requests for information and advice will go
beyond their remit and ability to respond effectively (Cedefop, 2008a; 2010f).
This calls for new forms of cooperation between professional guidance experts
and trade union representatives, to launch appropriate guidance methods
in workplace settings. The initiatives briefly presented in this section bring
strategic messages for effective guidance to employees with little formal
education: it is crucial to bring guidance at the workplace and within working
hours, in convenient locations where participants feel comfortable and at safe.
Personalised support and outreach strategies, with the involvement of peer
workers in the front line and the back-up support of guidance and human
resources experts, in cooperation with employers, is also important.

4.4. Conclusions and policy messages

Employers and trade unions contribute to shaping and implementing life-
long learning and, more specifically, training agendas. The commitment of
both employers and trade unions is needed to increase adult participation
in learning, and address imbalances in the qualifications and age profile
of adult learners. Employers play a major role in skill development through
the continuing training they provide or fund. They can also promote a sup-
portive working environment and human resources policies that encourage
employees, irrespective of their function in the enterprise, to take on learning,
and in which learning opportunities are embedded in working processes.
The commendable practices discussed in this chapter were all implemented
in cooperation with employers and trade union representatives, through
consensus building on goals and work organisation; they all attempted to
balance the learning interests and needs of both the companies and the
employees.