Training and recruitment of Labour inspectors: Initiative ... · Labour Inspector responsible for organisational matters. It is composed of representatives of the Chief Labour Inspectorate,

This event has received financial support from the European Commission EaSI Programme (2014-2020)

69th PLENARY MEETING OF SENIOR LABOUR INSPECTORS COMMITTEE (SLIC)

THEMATIC DAY

Training and recruitment of Labour inspectors: Initiative on an EU level action

Luxembourg, 12-13 November 2015


CONTENT:

1. Agenda

2. Presentations 2.1. Challenges of recruitment of labour inspectors

Mrs. Jessy Pretto, (FR), Ministry of labour, employment and health

2.2. Approaches to recruitment of labour inspectors: Case 1: Poland Mr. Marian Szyszko - National Labour Inspectorate

2.3. Approaches to recruitment of labour inspectors: Case 2: United Kingdom Mrs. Sally Nicholson – HSE

2.4. Challenges of training of labour inspectors Dr. Karel Van Damme (BE) - Belgian Federal public service-Employment, Labour and Social Dialogue

2.5. Improving compliance through inspector recruiting: making “invisible” enterprises and workers “visible” Mrs. Nancy Leppink –ILO

2.6. Training of labour inspectors: an international perspective Mr. Felix Martin Daza - International Training Centre of the ILO (I)

3. Member States Experiences

3.1. Spain: Impact of training on the LI action performance: challenges, lessons, limits Mrs. Beatriz Garcia de la Varga

3.2. Denmark/Sweden: Training Labour Inspectors in avoiding or dealing with conflicts Mrs. Tine Strøbech (DK) and Mr. Peter Burman (SE)

3.3. France: Initial training of French inspectors: Lessons and limits Mr. Daniel Xirau – INTEFP

3.4. Portugal: Feedback of chemical training campaign / Posted Workers - Labour Inspectors Training / Knowledge from experience: B-learning - a good model Mr. Pedro Nuno Pimeto Braz

4. Round table morning session: Different approaches to LI recruitment in Europe: common or specific aspects, difficulties, challenges, experiences, etc

5. Round table afternoon session: Training of labour inspectors: Ntional and/or European impact

6. Scripts of the 4 school videos about recruitment and training of labour inspectors

7. Executive summary


69th SENIOR LABOUR INSPECTORS COMMITTEE (SLIC)

Thematic Day and Plenary Meeting

Training and recruitment of Labour inspectors: Initiative on an EU level action

12-13 November 2015, Luxembourg, Grand-Duchy of Luxembourg

Wednesday, 11 November 2015

17:00 – 19:00 Briefing for all chairs, round table participants and members of the working group “Thematic day” Venue: European Conference Center (ECCL), Luxembourg-Kirchberg (room “Briefing SE”)

19:30 – 21:30 Informal welcome dinner Venue: Hotel NOVOTEL Kirchberg

Thursday, 12 November 2015 Venue: European Conference Center (ECCL), Luxembourg-Kirchberg (Room E)

9:00 – 9:30 Registration

9:30 – 10:05

Welcome and opening session

Mr. Nicolas Schmit (LU), Minister of Labour, Employment and the Social and Solidarity Economy

Mr. Antonio Cammarota, Team Leader OSH Committees and International Relations, European Commission

Introduction by Mr. Marco Boly (LU), Managing Director of the Luxembourgish Labour Inspectorate (ITM)

10 :05 – 10 :15 Family picture


Morning Session:

Recruitment

10:15 – 11:00

Presentation: Challenges of recruitment of labour inspectors (5 min) Mrs. Jessy Pretto (FR), Ministry of labour, employment and health School Video Poland - Recruitment and training of labour inspectors (10 min) Approaches to recruitment of labour inspectors: Case 1: Poland (15 min) Mr. Marian Szyszko - National Labour Inspectorate Case 2: United Kingdom (15 min) Mrs. Sally Nicholson - HSE

11:00 – 11:20 Tea and Coffee

11:20 – 12:30 School Video Romania - Recruitment and training of labour inspectors (10 min) Round table: Different approaches to LI recruitment in Europe: common or specific aspects, difficulties, challenges, experiences, etc. (40 min) Chair: Mr. Renars Lusis (LV)

Participants: Mr. Miroslav Babić (HR), Mr. Yves Calvez (FR), Mr. Ernst-Friedrich Pernack

(DE), Mr. Pedro Nuno Pimenta Braz (PT), Mr. David Snowball (UK) and Mr. Paul Tousseyn (BE)

Questions/discussion and round table summary (20 min)

Visit stands of Labour inspectorate schools (ECCL – room E)

12.30 – 14.00 Lunch (Foyer ECCL)


Afternoon Session:

Training

14:00 – 15:35

Presentation: Challenges of training of labour inspectors (5 min) Dr. Karel Van Damme (BE) - Belgian Federal public service-Employment, Labour and Social Dialogue School Video France – Recruitment and training of labour inspectors (10 min) Presentation: Improving compliance through inspector recruiting: making “invisible” enterprises and workers “visible”

Mrs. Nancy Leppink – ILO (10 min) Presentation: Training of labour inspectors: an international perspective Mr. Felix Martin Daza - International Training Centre of the ILO (I) (10 min) School Video Spain – Recruitment and training of labour inspectors (10 min) Round-table: Training of LIs: National and/or European impact (35 min) Chair: Mrs. Patrice Furlani (LU) – Ministry of Foreign and European Affairs

Participants: Mr. Dan Adascalitei - Professional Training Centre of Labour Inspection (RO) Mr. Bernard Bailbé - Institut National du Travail, de l'Emploi et de la Formation Professionnelle (FR) Mr. Felix Martin Daza - International Training Centre of the ILO Mr. Marian Szyszko - National Labour Inspectorate (PL) Ms. Carmen Trujillo Abarca - Escuela de la Inspección de Trabajo y Seguridad Social (ES) Questions/discussion and round table summary (15 min)


15:50 – 16:50 Member States Experiences

Spain: Impact of training on the LI action performance: challenges, lessons, limits – video (15 min) Mrs. Beatriz Garcia de la Varga

Denmark/Sweden: Training Labour Inspectors in avoiding or dealing with conflicts (15 min) Mrs. Tine Strøbech (DK) and Mr. Peter Burman (SE)


16:50 – 17:00

France: Initial training of French inspectors: Lessons and limits (15 min) Mr. Daniel Xirau – INTEFP

Portugal: Feedback of chemical training campaign / Posted Workers - Labour Inspectors Training / Knowledge from experience: B-learning - a good model (15 min) Mr. Pedro Nuno Pimeto Braz

Synthesis, perspectives and official closing of the day Mr. Marco Boly

Evening Programme :

19:00 – 22:00 Cocktail and official Dinner Venue : Restaurant Schéiss, 142, Val Sainte Croix | L-1370 Luxembourg

Friday, 13 November 2015 Venue: European Conference Center (ECCL), Luxembourg-Kirchberg (Room E)

SLIC Plenary Meeting

Chair: Mr Jesus Alvarez Hidalgo, acting Head of Unit

9:00 – 11:00 Morning session


11:30 – 12:30 Morning session continued

12:30 – 14:00 Family picture + lunch (Foyer ECCL)

14:00 – 15:00 Afternoon session + closing

Direction Générale du Travail

CHALLENGES OF RECRUITMENT OF

LABOUR INSPECTORS

Recruiting today for acting on an ever-changing

environment

How we do for being always effective tomorrow?

SLIC 69th Thematic Day

Luxembourg, 12th November 2015

Jessy PRETTO

Labour General Inspectorate

1. What is the labor

inspector' job? What

are the expected skills?

2. On what

environment their

action take place?

3. How to stay efficient?

What are the levers of action?

2

1. What is the labor

inspector' job? What

are the expected skills?

-academic knowledge: legal, engineers, ergonomics, ... medical

.... scientific ...

2. On what

environment their

action take place?

-professional experience: economic and social knowledge of

the business (especially knowledge of their actors)

-know-how: ability to observe, analyze and to do a diagnostic

of a situation; ability to solve problems / find solutions, ability

to decide, listening and dialogue / negotiate, ability to manage

conflict situations ...

3

1. What is the labor inspector'

job? What are the expected

skills?

2. On what environment

their action take place? The world of work is evolving and becoming more complex due to

different factors:

-Economy is more open and globalized

-Business decisions are often places far from production sites

-Large companies subcontractor or outsourcing lots of functions

-Trade unions are losing their influence on the local level so that

collective bargaining increasingly replaces the law

Stable employment is gradually replaced by the precarization of

employment and new emerge professionals risks (RPS,

nanotechnology ...) without replacing the so-called traditional risks

(falling from a height, mechanical ...)

Service provision internal and across Europe (intervention of the

company has become borderless and boundless)

- Digital society is increasingly overlap life at work and outside work

the legal and technical rules have also changed


What are the levers of action? 4

1. What is the labor inspector'

job? What are the expected

skills?

2. On what environment

their action take place?


What are the levers of action?

Economic crisis, the evolution of labor world has accelerated and

request of the labor inspection capacity of:

- to be able to adapt to act on an environment in constant changing

- Ability to learn continuously to control the evolution of the

standard (legal and technical) where the very important issue of

continuous training

- Adopt multidisciplinary approaches and methods more collective

action both NLI and European level to act better

5

THANK FOR YOUR ATTENTION

6

Recruitment for the post of a labour

inspector in the National Labour

Inspectorate in Poland

Luxembourg, 12 November 2015

www.pip.gov.pl

Legal basis

Y Act of 13 April 2007 on the National Labour

Inspectorate.

Y The Chief Labour Inspector’s Ordinance No. 19/11 of

10.10.2011 establishing the rules and mode of

recruitment

Inspectorate.

to Work at the National Labour

www.pip.gov.pl 8

http://www.pip.gov.pl/


Requirements for labour inspectors

Y having complete capacity for legal actions and complete public rights;

Y never being penalised for an intentional criminal or fiscal offence;

Y a master’s degree or equivalent education, necessary knowledge of

issues which fall within the scope of NLI’s activity, and passing a state

exam before an examination board nominated by the Chief Labour

Inspector;

Y giving a guarantee of proper execution of professional duties;

Y the health condition allowing for the employment in the position of a

labour inspector.

www.pip.gov.pl 9

Start of recruitment

Management of the National Labour Inspectorate informs:

District Labour Inspectors about the number and dates of

Inspector Traineeship courses and the planned number of

participants depending on the amount of budget resources

assigned for a given year.

www.pip.gov.pl 10



Analysis of needs

When analysing the needs of organisational units, District

Labour Inspectors take account of the following:

education, professional profile and specialisation of

candidates for labour inspectors,

whether they have legal or technical education,

specific features of the region and dominant

economic branches.

www.pip.gov.pl 11

Advertisement of recruitment

The

in a daily newspaper,

on NLI’s websites,

on a noticeboard in the District Labour Inspectorate,

advertisement Includes requirements related

to education and employment record, plus a short description of tasks carried out in the position of a labour inspector.

www.pip.gov.pl 12



Two-phased recruitment (1)

Y

Recruitment for the post of a labour

inspector takes place in two phases:

1 phase

in the District Labour Inspectorate

qualification commission

appointed by

the District Labour Inspector

www.pip.gov.pl

16 District Labour Inspectorates

13

Two-phased recruitment (2)

2 phase in the NLI’s Training

Centre in Wrocław

qualification commission appointed

by the Chief Labour Inspector OŚRODEK SZKOLENIA PAŃSTWOWEJ INSPEKCJI PRACY

im. Profesora Jana Rosnera we Wrocławiu

The two-phased procedure and uniform assessment criteria ensure the selection of the best candidates.

www.pip.gov.pl 14



Qualification interview

Y The recruitment takes place in the form of qualification

interviews conducted with a candidate by qualification

commissions to verify predispositions and skills of the

candidate to perform the labour inspector’s tasks.

answers.

www.pip.gov.pl 15

Composition of qualification commissions

Qualification commission

works under the chairmanship of the Deputy Chief Labour Inspector responsible for organisational matters. It is

composed of representatives of the Chief Labour

Inspectorate, District Labour Inspectorates and the NLI’s

Training Centre in Wrocław.

www.pip.gov.pl 16



Assessment of a candidate

Y A candidate is assessed in writing on a „Candidate assessment sheet”.

Y Assessment of candidates is made according to a five- point

assessment scale (from 1 to 5).

Y The sum of points obtained by a candidate constitutes the

overall assessment.

www.pip.gov.pl 17

Assessment criteria

Uniform for all candidates during both phases of recruitment.

The assessment covers: Y conformity of education with the requirements,

Y professional experience,

Y knowledge of issues covered by the scope of NLI’s activity and

required in the position of a labour inspector,

Y self-presentation, Y preparation for the qualification interview, Y additional qualifications.

www.pip.gov.pl 18



Recruitment of candidates

Y The candidates who were successful in the first phase of recruitment in the District Labour Inspectorate, move on

to the second phase.

Y The second phase of recruitment in the NLI’s Training Centre in Wrocław selects the candidates with the highest

assessment, who are then employed and enrolled on an

Inspector Traineeship course.

www.pip.gov.pl 19

THEORETICAL TRAINING

Schedule of training PRACTICAL

TRAINING (DLI)

(Training Centre)

www.pip.gov.pl

Initial adaptation training (2

months) Theoretical training (5

months)

Internal exam

Supplementary theoretical

training (3 weeks) Practical training (5

months)

State exam



Themes of theoretical training

www.pip.gov.pl

Duration of training

Y The Inspector Traineeship course lasts one year and the

cost of the candidate’s training is covered by the National Labour

Inspectorate.

Y Therefore, it is so important to select the most competent and

motivated persons, whose knowledge and personality

predispositions give a guarantee that they will finish the course,

pass the state exam and be prepared

for employment as junior labour inspectors.

www.pip.gov.pl 22



Thank you for attention

CHIEF LABOUR INSPECTORATE in Warsaw

www.pip.gov.pl


Health and Safety Executive

UK approach to the

recruitment of

Labour Inspectors

Sally Nicholson, Head of Operational Development

Why is it important to get Recruitment right?

Important that we get the right people to do the right job (the best people)

People with the right qualifications, knowledge, skills, attributes, competencies

Different needs for different roles

Generalists

Specialists

What are the challenges?

Finding the right people

Attracting the right people

Selecting the right people

Retaining the right people

Finding & attracting the right people

Becoming increasingly difficult

Fishing from an ever decreasing pool (particularly with specialists/scarce disciplines)

Need to find new/novel ways if we are to be successful

Need to make it attractive/sell the benefits (not just salary)

Selecting the best people to do the job

Are we assessing the right things?

Is our assessment approach effective? How do we measure this?

How/should it differ for different roles?

What are the consequences if we get it wrong?

Retaining

Training

Career progression

CPD

Need to be competitive

Learning from each other

Through discussions in our working group we

have quickly established that we share

similar problems but approach recruitment

very differently

Can we learn/benefit from each other?

Recruitment of Generalist labour Inspectors (H&S)

Selecting the right (best) people for the job.

In a minute will show you a video that will take you through the process we follow.

We have used parts of this video on our website in a recent recruitment campaign (thank you SLIC)!

Question: Would it sell the job to you?

Action for you!

• At the end of the session there will be the opportunity for you to reflect on what you have seen and ask questions

• Be prepared to share with us:

If you recognised the challenges identified

What inspired you from what you heard?

If you would do things differently as a result and why?

VIDEO

Insert

BUT common challenges:

• Facing similar changes in labour market and risks

• Respecting general principles of learning processes

• Similar tasks done by different personalities who act autonomously

Challenges of training of labour inspectors Karel Van Damme, SLIC Thematic Day Luxembourg

Challenges of training of labour inspectors Karel Van Damme, SLIC Thematic Day Luxembourg

KSS questionnaire: Different Member States =

Different backgrounds of inspectors / Different tasks

BUT common challenges:

Facing similar changes in labour market and risks

Respecting general principles of learning processes

Similar tasks done by different personalities who act autonomously

Training cannot change personalities

Competence

Training domains

• TECHNICAL (SAFETY, HEALTH, PSYCHOSOCIAL, WORKING HOURS….)

• Juridical

• Communication (including conflict handling, violence…)

The how and why

Increasing self-confidence; motivation;

support Is leading to:

Effective, efficient LI activities

Concrete experience Active application

Thoughful observation Abstract conceptualisation

Learning process/ Learning styles

Active application Concrete experience

Therefore:

Starting from own experience and knowledge

Sharing worries, difficulties, good experiences

Is leading to consistent LI activities

• s

Improving Compliance Through Inspector Recruiting: Making

“Invisible” Enterprises and Workers “Visible”

Committee of Senior Labour Inspectors 69th Thematic Day and Plenary

Meeting Luxembourg 12‐13 November 2015

Improving Compliance Through Inspector Recruiting: Making “Invisible” Enterprises and Workers “Visible”

• The world of work is continuing to change.

• The number of enterprises and workers that are “invisible” to traditional inspection methods continues to grow.

• To be effective, Labor Inspectorates need to respond.

• Inspector recruiting can be a key to making the invisible, visible.

Why are enterprises and workers “invisible” to labour inspectorates?

• Enterprises don’t ask for assistance to comply with laws and regulations.

• Workers do not file complaints to protect their rights.

• Enterprises are using business models and practices that make their operations and workers difficult to detect.

• Enterprises and workers are operating or working – legally or illegally – in what is now commonly called the “informal economy”.

Characteristics of typical “invisible” enterprises

• Family based

• Micro and small sized enterprises

• Operations are not fixed but transient and/or temporary

• Operations are isolated and/or “out of sight”

Characteristics of typical “invisible” workers

• Seasonal

• Temporary

• Part‐time

• Independent

• Isolated and/or out of sight

Significant factors that contribute to “invisible” enterprises and workers

• Language barriers

• Ethnic, religious, cultural and community differences

• Lack of trust or fear of government

• Immigrant, migrant or refugee status

Workers most vulnerable to being “invisible”

• Women

• Young and the elderly

• Individuals with mental, intellectual and physical disabilities

Strategic recruitment of inspectors can help make the invisible, visible

Labour Inspectorates need to reconsider:

• Profiles and desirable traits of potential candidates. • Strategies for targeting candidates for recruitment. • The types of positions to be filled along with

their specific responsibilities.

These changes can contribute to making the invisible, visible!

Identify desirable profiles of potential recruits, and target those candidates

• Labour inspectorate’s recruitment priorities and preferences should target candidates with profiles that can assist in breaking through barriers to visibility, in addition to required knowledge and/or skills.

Develop recruiting strategies to attract candidates with these profiles

Promote job opportunities to candidates from communities/groups vulnerable to “invisibility”.

Target individuals engaged in community service and/or working for community service organizations who have experience identifying, engaging and partnering with communities, groups and individuals at the grass roots level.

Examine the types of positions to be filled along with their specific responsibilities

• Modifications to the responsibilities and functions of certain inspectorate positions through the development of new position descriptions or enhancements to traditional position descriptions can further facilitate making invisible enterprises and workers visible.

• Piloted a new position: Community Outreach and Planning Specialist (CORPS) position.

• Position created to leverage and integrate community resources into the inspectorate’s compliance strategies and enforcement initiatives.

• Creation of position shifted resources from traditional labour inspector positions to this new position.

Case Example: U.S. Dept. of Labour, Wage and Hour Division

Responsibility of the CORPS staff

Identify and build relationships with community organizations, including advocacy organizations, worker and employer organizations, faith‐based and cultural organizations, service and social organizations, embassies, consulates and missions.

Assist the labour inspectorate to better understand the needs of communities, business owners, and workers, their compliance needs, and issues and to obtain insights into how best to respond to those needs and issues.

Responsibility of the CORPS staff (Cont’d):

Work with community organizations to establish trust with their members, identify and communicate with business owners and workers, partner on presentations, training, and taking complaints.

Utilize community organizations’ events, newsletters, television monitors, websites, radio and other media to assist in getting out the inspectorate’s messages.

For each enforcement initiative, develop a community resource plan that would identify strategies for leveraging community organizations and integrating them into enforcement initiatives.

Thank You! Nancy Leppink

Chief, Labour Administration, Labour Inspection,

and Occupational Safety and Health Branch

International Labour Organization

[email protected]

mailto:[email protected]

Role of the International Training Centre

• Support ILO objectives creating learning opportunities

and resources

./ Contribute to developing institutional capacity

./ Develop competencies: knowledge, skills, attitudes

and values

./ Facilitate exchange of experiences, different

approaches and good practices

International Training Centre

www.itcilo.org 56

TRAINING OF LABOUR

INSPECTORS:

AN INTERNATIONAL PERSPECTIVE October 2015

Félix Martín Daza

Senior Programme Officer

Social Protection, Governance and Tripartism Programme International

Training Centre of the ILO, Turin, Italy


www.itcilo.org

http://www.itcilo.org/


Training

• Regular courses in Turin (1 – 2 weeks)

• Tailor-made courses in Turin or in other countries: definition of

target groups and expected outcomes

• Courses along with study visits or study tours

• Mainly in 8 languages: English, Spanish, French, but also in

Arabic, Chinese, Italian, Portuguese and Russian


www.itcilo.org 58

A learner-centred approach

Leading concepts: relevance & impact

Design custom-made learning solutions or implement

core courses

Approach is interactive & practice-oriented

On campus, off campus, on-line, blended

Learning is monitored & satisfaction, knowledge and impact evaluated


www.itcilo.org 57



O L I the

Global Reach

More than 230,000 participants from 190 countries

since 1965

www.itcilo.org International Training Centre 59

Numbers

N. of participants Participants by region 2014

N. de activities 497

431 425

www.itcilo.org 2012 2013 International Training Centre 60


http://www.itc2i0lo11.org/

TRAINING PACKAGES AND COURSES

FOR

INSTITUTIONAL CAPACITY

DEVELOPMENT


www.itcilo.org 61

Equip Labour Inspectorates with a basic standard comprehensive training material to be used as a tool and reference

to develop their own training curriculum, adapted to the specific context, strategies, priorities and

needs of the country.


Main purpose



O L

the

aining

Use of the package according to the target groups


MODULES Policy makers Decision

makers

Newly

recruited

Inspectors

Senior

Labour

Inspectors

Trainers

General Framework: Labour Administration and

its key functions

H H H M H

Introduction to the Labour Inspection H H H M H

Policy and planning H H M M M

Strategies of compliance H H M M M

Cooperation and partnership H H M M M

Inspection of working conditions L M H H H

Inspection of employment relations L M H H H

Inspection of occupational safety and health L M H H H

Vulnerable groups L M H H H

Labour Inspection Visit L H H H H

Tools of the labour inspectorate L H H H H

Institutional Capacity Building L H M M H

1. Labour Administration and its key functions

2. Introduction to the Labour

Inspection

3. Policy and planning

4. Strategies of compliance

5. Cooperation and

partnership

6. Inspection of working

conditions

7. Inspection of employment relationships

8. Inspection of occupational

safety and health

9. Vulnerable Groups

10. Labour Inspection Visit

11. Tools for the labour

inspectorate

12. Institutional Capacity Building

Training Package: Building Modern and Effective Labour Inspection Systems




O L I

the

Module structure

Objectives

Content, including examples of selected good practices

Learning activities (individual and group exercises, case studies, discussions, etc.)

Bibliography and additional readings (including web links)

Annexes

Set of powerpoint presentations


www.itcilo.org 65

13. Labour inspection and gender equality

14. Managing labour inspection in rural areas

15. Field labour inspection in rural areas

16. Domestic work

17. Soft skills for labour inspectors

18. Investigation of work accidents

New modules and other resources




O L I

the

O L I

the

E-learning course on labour inspection (EN, 7 weeks)

Evolving forms of employment relationships and decent work (EN, 1 week)

Identifying and investigating cases of forced labour and trafficking (EN, 1 w)

ToT and maritime inspectors in the application of the ILO Maritime Labour Convention, 2006 (EN, 2 weeks)

Master’s Programme in OSH (EN, One year)

Distance learning course on OSH (EN, 25 weeks)

National Programmes and Systems of OSH (EN, 2 weeks)

Special Global event in 2015: Academy on Workplace Compliance through Labour Inspection (30 Nov – 11 Dec 2015)


Regular courses

www.itcilo.org 67

La inspección de la Seguridad y Salud en el Trabajo (Chile, 1 week)

Seminario-Taller: La Inspección de Trabajo como herramienta de difusión del trabajo decente en América Latina (Latin America, 1 week)

Occupational Safety and Health Inspection (Vietnam, 1 week)

PROJECTS

Labour Inspection Induction Training (Bangladesh, 5 courses x 1 week)

ToT on OSH and Labour inspection (Bangladesh, 2 courses x 1 week)

Strengthening Labour Inspection (Saudi Arabia, 4 courses x 1 week)

Training courses on OSH for Labour inspectors (Kuwait, 5 courses x 1 week)


Tailor-made courses

www.itcilo.org 68



www.itcilo.org


www.itcilo.org 69



[LABOUR AND SOCIAL SECURITY ]

INSPECTORATE SCHOOL

w w w . m e y s s . e s / i t s s / i n d e x .h t m l

CONTINUOUS TRAINING DEPARTMENT

© ITSS 2013

Labour and Social Security Inspectorate School created by Royal Decree nº 1223 of 17 July 2009

(Spanish Official Gazette 18 July 2009).

© ITSS 2013

TRAINING DEPARTMENTS

SCHOOL DEPARTMENTS

Three Departments created to fulfil its purpose:

1. Research Department

2. Initial Training Department

3. Continuous Training Department

© ITSS 2013


FUNCTIONS OF CONTINUOUS TRAINING AREA

1. Organize, run and evaluate the courses, programmes and activities aimed at the Continuous Training of the

members of the Labour and Social Security Inspectorate System as well as other civil servants in matters relating

to the inspection function, in coordination with the regional training conducted by the Autonomous

Communities.

2. Organize training for the staff supporting to the Labour and Social Security Inspectorate System

© ITSS 2013


AREAS OF THE CONTINUOUS TRAINING

Administration and Legal Procedures

New Technologies and Computing

Social Security and Employment

Prevention of occupational risks and Labour Relations

International Relations and Languages

© ITSS 2013


HOW DO WE DECIDE THE TRAINING PROGRAM EACH YEAR?

Considering the following aspects:

Training needs identified by the Research Area.

Training needs identified by the Deputy Directors at a central and at regional level.

Best valued and the most requested courses by the students.

Proposals of lecturers and students

New legislative amendments

© ITSS 2013


WHICH ARE THE TRAINING LEVELS WITHIN THE ON-SITE TRAINING ?

1. CENTRALIZED LEVEL:

2. TERRITORIAL LEVEL:

3. PROVINCIALLY-MANAGED CENTRALIZED COURSES:

© ITSS 2013

CENTRALIZED TRAINING

CENTRALIZED COURSES

Centralized level has two training systems:

ON-SITE

ON-LINE

© ITSS 2013

CENTRALIZED TRAINING

WHO ARE THE LECTURERS?

Most of the lecturers are Inspectors and Subinspectors but there are also lecturers outside the LSSI System.

LSSI School asks civil servants to send CVs and specific course syllabuses, on subjects and on what they have

studied in depth through their work.

© ITSS 2013

ON-SITE CENTRALIZED TRAINING

STUDENTS SELECTION

Training provided by the School has a dual-purpose: professional training of Inspectors and the appointment to

carry out a campaign.

Provincial Manager sends to the LSSI School a list prioritised according to the perfomance of a task or the

asignement to a specialised unit, the needs of the Provincial Inspectorate, participation in campaigns and

training itineraries, etc.

LSSI School makes the definitive selection of the students who will take part in each course.

General rule, course attendance is voluntary.

Attendance is compulsory in those courses linked with campaigns (European, National, Regional or Provincial)

and those for the up-dating of the inspector staff due to legislative amendments.

© ITSS 2013


WHAT IS THE PYRAMIDAL TRAINING?

It is a new way of organization training.

On-site training at a centralised level, LSSI School facilities, Madrid.

Attendance of the course is one inspector per province.

Each inspector reproduces the training action in its Provincial Inspectorate (territorial courses) for all the staff

using the materials provided by LSSI School.

Expansionary effect of training at a reduced rate.

© ITSS 2013

FROM ON-SITE TRAINING TO ON-LINE TRAINING

WHY THE ONLINE TRAINING ARISE?

On-line training from 2012 incorporating the new emerging IT available in the market.

Advantages of online training:

Cost saving measure: not neccesary to pay travel and subsistence expenses.

Favors the reconciliation of professional and family life

Allows to combine training with self-management of working time

Allows to train a greater number of students.

© ITSS 2013

Portable PC for each labour inspector or subinspector

ON‐LINE TRAINING REQUIREMENTS

Use of consulting firm services for the e‐learning platform implementation

Selection of companies with scanning services for converting pedagogical material into Labour Inspectorate‐oriented courses

AVAILABILITY OF TECHNOLOGICAL

TOOLS

Wifi mobile access devices for wireless connection at home or elsewhere

Desktop PC for each Labour Inspectorate office worker

Experience in the use

of ICT

Public tender of general courses offered by training institutions

ALL COURSES INCLUDE: INTERACTIVE LEARNING E‐PLATFORM AND COURSE USERS’ GUIDE TECHNICAL AND PEDAGOGICAL SUPPORT STUDENTS’ COMPUTER TIME USAGE FOLLOW‐UP OPTIONAL SELF‐EVALUATION TESTS THROUGHOUT THE COURSE MANDATORY FINAL TEST STUDY CASES OR ADDITIONAL COURSEWORK CHATS AND DISCUSSION FORUMS FOR INTERACTIVE LEARNING ADDITIONAL SUPPORT MATERIAL A PDF FILE WITH ALL THE COURSE MATERIAL OFFICIAL CERTIFICATE AWARDED AT THE END OF THE COURSE EVALUATION QUESTIONNAIRE FILLED OUT BY STUDENTS UPON COURSE COMPLETION

2014 Data:

WHICH IS THE STRUCTURE OF ON‐LINE TRAINING?

ALL COURSES INCLUDE: INTERACTIVE LEARNING E‐PLATFORM AND COURSE USERS’ GUIDE TECHNICAL AND PEDAGOGICAL SUPPORT STUDENTS’ COMPUTER TIME USAGE FOLLOW‐UP OPTIONAL SELF‐EVALUATION TESTS THROUGHOUT THE COURSE MANDATORY FINAL TEST STUDY CASES OR ADDITIONAL COURSEWORK CHATS AND DISCUSSION FORUMS FOR INTERACTIVE LEARNING ADDITIONAL SUPPORT MATERIAL A PDF FILE WITH ALL THE COURSE MATERIAL OFFICIAL CERTIFICATE AWARDED AT THE END OF THE COURSE EVALUATION QUESTIONNAIRE FILLED OUT BY STUDENTS UPON COURSE COMPLETION

Number

of

courses

Number

of

student

s

Number of hours

32 339 11.238

ON‐LINE TRAINING REQUIREMENTS

Portable PC for each labour inspector or subinspector

AVAILABILITY OF TECHNOLOGICAL

TOOLS

Wifi mobile access devices for wireless connection at home or elsewhere

Experience in the use

of ICT

Desktop PC for each Labour Inspectorate office worker

Selection of companies with scanning services for converting pedagogical material into Labour Inspectorate‐oriented courses

Public tender of general courses offered by training institutions

Use of consulting firm services for the e‐learning platform implementation

ON-LINE CENTRALIZED TRAINING

THE LABOUR INSPECTORATE SCHOOL ON-LINE TRAINING E-PLATFORM

Access is through the Labour and Social Security Inspectorate Website

There is also a direct access through the Labour Inspectorate School website at www.escueladeinspección.es

e-platform provides free technical assistance and pedagogical support phone number

© ITSS 2013

ON-SITE & ON-LINE TRAINING

COURSE EVALUATION

ANONYMOUS.

AT THE END OF THE COURSE

LECTURER’S WORK EVALUATION

COMMENTS AND SUGGESTIONS

AVERAGE SCORE ONLY FOR INTERNAL USE.

FINAL SCORE RESULTS SUBMITTED TO

TEACHERS

© ITSS 2013

http://www.escueladeinspección.es/


© ITSS 2013

ON-LINE CENTRALIZED TRAINING

COURSE EVALUATION

QUESTIONNAIRE

© ITSS 2013

CONTINUOUS TRAINING DEPARTMENT:

2014 DATA

TOTAL NUMBER OF STUDENTS : 5.461

2014 CONTINUOUS TRAINING

2014/2013 DATA

TRAINING PROGRAM NUMBER

OF

COURSE

S Centralized Training 65

Provincially‐ managed Centralized

Training

100

Provincial and Regional Training 153

TOTAL NUMBER OF COURSES 318

TRAINING PROGRAMME

2014 NUMBER

OF COURSES

2013 NUMBE

R OF COURS

ES

Percentag

e

Increase

Centralized

Training+

Provincially‐

managed

Centralized

Training

165

56

+ 66%

Regional Training 153 128 + 19,5%

TOTAL NUMBER 318 184 + 111,9%

ÁREA DE FORMACIÓN PERMANENTE ESCUELA DE LA ITSS

TRAINING AREAS: 2014 Data

National Data

SUBJECT AREAS

NUMBER

OF

COURSE

S

NUMBE

R OF

HOURS

NUMBER

OF

STUDENTS

Administration and

Legal procedures 74 727 1.261

New Technologies and

Computer training

94

1.727

1.312

OSH and Industrial Relations

42 551 807

Social Security

and Employment

107

619,5

2.065

International Relations

and Languages

1

15

16

TOTAL NUMBER 318 3.638,5 5.461

NEW TRAINING OFFER FROM 2014

Fake companies / Box‐ letter companies (increased number of editions) Benefit fraud and Shifting of social security liability SS fraud and liabilty Social security payments settlement reports for large companies OSH for fishing vessels Responsibility for OSH 3D techniques for work‐ realted accidents reconstruction Psycosocial risks Gender equality (2 courses) Mediation and negotiation Monitoring of collective agreements /Bargaing Collective redundancies and lay‐off proceedings Disabled workers Regulatory upgrading (pyramidal structure course) Computer applications used by the Social Security Administration, the Employment Office, etc. (23 editions) Management skills Social Security Direct Settlement System (CRETA) (79 editions) Temporary and part‐time hiring

Prevention services

Auditing Office buildings Hospitals Catering industry

OCCUPATIONAL SAFETY AND HEALTH ON‐LINE COURSES AIMED AT LABOUR INSPECTORS

Fire hazards and emergency plans

Logistics and storage Work equipment Electrical hazards Repair workshops

Safety in the building industry

OSH management accidents at the building

site

Prevention services

Auditing Office buildings Hospitals Catering industry


VIDEO ON BIOLOGICAL RISKS

Set of training activities related to biological risks arose in October 2014 due to a health alert by the appearance of the Ebola virus in Spain.

Informative day organized urgently in the National Institute of Health and Safety the same month, October 2014.

During 2015 a on-site training course on biological risks organised in collaboration with the School of Medicine at

Work where theorical and practical aspects are studied.

Attendance: preferily Labour Inspectors of those provinces with a designated hospital to handle cases of high risk

contact.

© ITSS 2013

23/0

8/2

01

6

Training

Labour Inspectors in

avoiding or dealing with conflict

SLIC Thematic Day

Why is this training relevant in Sweden?

More often our Labour Inspectors experience:

Dialogue with employers & employees which

does not go as planned

Changes in the law lead to more situations with more

difficult dialogue

Conflict situations involving aggression and sometimes even violence

This has led to a special focus on training for Labour Inspectors in Sweden

Why is this training relevant in Sweden?

More often our Labour Inspectors experience:

Dialogue with employers & employees which

does not go as planned

Changes in the law lead to more situations with more

difficult dialogue

Conflict situations involving aggression and sometimes even violence

This has led to a special focus on training for Labour Inspectors in Sweden

What have we done in Sweden?

A Swedish training course was developed on the subject of violence and aggression:

• Explaining which factors affect the development of

a conflict

• Explaining wide-ranging communication methods

for handling conflicts

• Practical training using communication methods

during the course

What have we done in Sweden?

Teaching activities in seminar form:

• Perspectives on threats

• Stress-related situations

• Conflict theory

• Conflict management models

How was it done?

Facts about the training given during 2014:

• The National Police Academy in Sweden was responsible for delivering the training

• Sixteen training courses were delivered at different places in Sweden

• All labour inspectors in Sweden were invited and participated in the training

• The training was carried out over 12 hours, lasting one and a half days

• Role plays were carried out to have a deeper learning

What was the feedback from

the Labour Inspectors? • It was good that the course included theory, discussion and practice

• It has made me more conscious about the theory behind conflicts

• More practice and less theory would have been even better

• More focus on how to prepare ourselves should have been included

• Role-play was a very good part of the course. It consolidates my knowledge and supports my memory

• After the course I have more tools to choose from in threatful situations

Why is this training relevant in Denmark?

In Denmark we have focused on intercultural understanding because

It helps the conversation and the dialogue about how the Labour Inspectors carry out inspections

Different languages is not the only explanation for misunderstanding

It is a supplement to the Danish framework for dialogue

Often our Labour Inspectors experience:

Misunderstandings in dialogue or even conflicts

Lack of understanding and trust for the role of Labour Inspectors

The Labour Inspectors own working environment has been affected

Why is this training relevant in Denmark? The number of workplaces visited with foreign enterprises is increasing

What have we done in Denmark?

Training pilot project

Practice Follow- up

• One day with focus on intercultural understanding and communication

• Role-play with actors

• Case studies from practice

• Go do – putting new skills into practice

• Face to face feedback • Meetings with focus on cases with

cultur issues

• Supervision in local groups

• Debriefing with leader

How does it work?

Training focuses on personal skills and intercultural understanding:

Knowledge about other cultures and their expressions and how it affects

the dialogue between people

Being able to see the situation from another point of view (finding the

logic in the situation)

Knowing yourself (you are a product of your own culture)

Know the difference between ”to look upon”, ”to interpret” and ”to

judge”

What is the feedback from

the Labour Inspectors?

• Increased awareness of the special need to establish confidence

when cultural differences are at stake

• Increased insight into own values and pre-understanding gives

more flexibility

• More calm and professional behaviour

• The dialogue becomes more effective in the situation

How do we measure our

success with the training?

In the role-plays the Labour Inspectors share a lot of current examples and

learn from each other

A win-win situation - the new knowledge is helpful for both the working

environment in general - because it gives better dialogue, and for the internal

physical working environment of the Labour Inspectors

Training is now driven by demands and is available in the whole organization

and for all types of Labour Inspectors

Conclusion

The Swedish and Danish Training gives Labour Inspectors the skills to avoid or deal with conflict and has a double effect:

• enhances the effectiveness of inspection visits

• the internal working environment for Swedish and Danish

Labour Inspectors is also being taken care of

REMERCIEMENTS :

Initial training of French inspectors : Lessons and limits

Daniel Xirau ‐ INTEFP

La formation et le recrutement des inspecteurs du travail La

mission de l’INTEFP

La formation des inspecteurs du travail

L’action de l’INTEFP

Un système d’inspection du travail en évolution

Un système d’inspection du travail en évolution quels objectifs clefs pour la formation ?

La formation initiale des inspecteurs du travail Enseignements et limites

Les domaines d’intervention de l’inspection du travail

La formation initiale des inspecteurs du travail Enseignements

et limites

La diversité des profils de recrutement


L’acquisition des gestes professionnels


Les principaux défis

Je vous remercie pour votre attention

Recruitment and training of labour

inspectors - initiative on an EU level action

TRAINING EXPERIENCES

IN ACT, PORTUGAL

Thematic Day of the 69th Meeting of the Senior Labour Inspectors Committee Luxembourg, 12th November, 2015

Recruitment and training of labour inspectors - initiative on an EU level action

I. 2010 CHEMICAL TRAINING CAMPAIGN

II. POSTED WORKERS

TRAINING

- LABOUR INSPECTORS

III. KNOWLEDGE FROM EXPERIENCE - B-LEARNING – A GOOD MODEL

Thematic Day of the 69th Meeting of the Senior Labour Inspectors Committee Luxembourg, 12th November, 2015 2


Projects developed, for implementation of the campaign, in training and provision of information

A common European training programme conducted for Member State representatives which integrates common guidelines - to focal points.

Documents containing information about production processes, identification of the most common risks and risk management - available on the campaign microsite.

Optional checklists made available which may aid labour inspectors when conducting their inspection visits - available on the campaign microsite.

I. 2010 CHEMICAL TRAINING CAMPAIGN 3


28th April 2010 in Luxembourg – Training workshop

32 representatives of 22 MS

Programme:

European Campaign: General information

- Information: aims, strategies, methods and instruments; - Enforcement: guidelines and instruments; - Campaign Evaluation: indicators and Instruments.

European legal framework on exposure to dangerous substances in workplaces; Objectives and use of the E-learning platform;

Exposure to dangerous substances in dry cleaning and industrial cleaning: risk assessment; Exposure to flour dust and other substances in bakeries: risk assessment; Exposure to dangerous substances in wood transformation and furniture production: risk assessment; Exposure to dangerous substances in motor vehicle repair: risk assessment.

LABOUR INSPECTORS TRAINING 4


E-LEARNING

Portugal - Developed of a course based on Internet using electronic platform

What’s Moodle?

A software designed to enable teachers / trainers to provide contents for the online environment.

Moodle philosophy:

We are all potential students and teachers simultaneously; We learn by observing others; We learn more and better expressing our opinions on others;

We learn more and better when the environment is favorable for learning and adaptable to our needs;



E-LEARNING

Why Moodle

Its huge success and diffusion (guarantee of reliability and technical sustainability: + 30 million users);

Its modular (adaptable to many teaching approaches);

Available in several languages (+ 70);

Works with numerous digital media;

Implementation costs were low (open source program - web environment).



Moodle and the Campaign

Enabled countries participating on the campaign to work with a tool with proven effectiveness and reduced implementation costs and maintenance.

Created a course specifically designed for the inspection team.



Platform available on the official website of the campaign – in English – for all MS to use

MS that used the platform besides Portugal:

Bulgaria - used it for the training of the labour inspectors with very good results; Romania- used the platform as an archive for relevant information.



E-LEARNING ADVANTAGES


Trainee Trainer

Available 24/7 Large geographic range

Adaptable Trainee doesn’t leave his/her

workplace

Motivator Lowers costs

Better retention Large scale training

Immediate feedback Better learning

Future availability Centralization of contents


Contents of the e-learning platform structured on 4 modules:

Production process;

Specific risks on wood and furniture sector; Legal frame; Methods and instruments for action.


2010 CHEMICAL TRAINING CAMPAIGN

E-LEARNING Training covered 74 trainees;

93% stated that they acquired new knowledge due to trainin;g

To 91% of the trainees, e-learning training was new;

96% of the trainees thought the course was good / very good.


Before the training

After the training

Maximum grade 96,77 100

Minimum grade 31, 72 55,91

Average grade 63.56 86.81


E-LEARNING

The course was based on two main lines:

Foruns where the trainers put different questions to the group

Downloadable materials

As a result: a very interesting exchange of informations and

experiences


• Promoter: INTEFP, France, 3 projects (since 2010) • Portugal participated in 3 projects • Joint training of labor inspectors • Practical training period (immersion period)

• Exchange of information - organizations, working methods, legal instruments, practices • Reports by labor inspectors participating in the practical training period in order to:

- Identify good practice in: 1. Information and awareness 2. Monitoring and control of workplaces 3. Anticipation and prevention

- Identify difficulties

- Improve administrative cooperation and the exchange of information between public authorities and other actors involved

II. POSTED WORKERS – LABOUR INSPECTORS TRAINING


Trainings in Portugal / immersion period

24 to 27 May 2011 (Lisbon - Beja) ACT organized a traineeship in Portugal involving the reception of a delegation of the operational team and 4 labour inspectors from Belgium, France and Luxembourg.

7 to 11 April 2014 (Porto - Braga - Penafiel)

ACT organized a traineeship in Portugal involving the reception of a delegation composed of 5 labour inspectors from Belgium, France, Netherlands and Romania.





Development of tools website

ADVANTAGES •interactive tool for spreading knowledge in the form of "Action Sheets“

Technical reference on exchange of information

Network Contact - public entities and social partners in several countries

Practical training period (immersion period) – allows labour inspectors to know organizations, working methods, legal instruments used and practices

Workshops and seminars to share information and experiences

Increase effectiveness of administrative cooperation (know the faces…)


• Diversity of labour inspection systems

• Legal framework diversity (transposition is different in MS)

• Complexity of the situations encountered - in practice sometimes makes it difficult to characterize the situations encountered

• Language barrier during inspections


III. KNOWLEDGE FROM EXPERIENCE – B-LEARNING, A GOOD MODEL

TRAINING HS FISHERIES



TRAINING HS FISHERIES Training: B-learning

Practical & theorical

Total: 4 days

Internship (2 days): Security operations at sea

• Given by Marine Technology School

• Prerequisites:

• 1- Swim

• 2- Remain suspended in water during 25 seconds



TRAINING HS FISHERIES

Theoretical stage e-learning (1 day)

• Legal framework

Theoretical stage in room (1 day)

• HS in Fishery



TRAINING HS MACHINES & EQUIPMENTS

Practical & theorical

Learn to watch and to do

Total: 4 days



TRAINING HS MACHINES & EQUIPMENTS

- Theorical stage (12 hours)

1 session in room + e-learning (moodle – download material and foruns)

-Practical stage (7 hours) 2 Vocational Training Centers – campaign partners :

• Lisboa – CENFIC - Professional training centre of construction industry and public works of the South •Porto - CICCOPN – Professional training centre of construction industry and public works of the North



TRAINING HS AGRICULTURE

Training in real work environment

focusing on:

tractors, agricultural machinery, application of plant protection products, forestry machinery, chainsaws

Goals: • understand agricultural tasks • identify risk factors • establish preventive measures



TRAINING HS AGRICULTURE

• Internship Where: farms 21 hours

• Practical training Forest Operations Center – COTF - Lousã

Agrarian School - Santarém



TRAINING: SUPPORT DOCUMENTS

INTRANET & INTERNET

Sharing knowledge



TRAINING: SUPPORT DOCUMENTS

Technical guides

Practical guides / checklists 1. Existe segregação entre veículos e peões?

2. Existem passagens pedonais nas vias de circulação de veículos?

3. Existem áreas de estacionamento apropriadas às necessidades do estaleiro?

5. As vias de circulação têm largura suficiente?

6. O pavimento das vias de circulação é firme e regular?

7. Existem obstáculos ou outros perigos?

8. As vias de circulação são reparadas regularmente?


Segurança no estaleiro/ Segurança dos veículos/ Qualificação dos

condutores

Responsável(eis)

SIM

NÃO

N/A

4. Existe a possibilidade de adoptar vias de circulação de sentido único para

reduzir o risco de colisão?

9. Foi escolhido o veículo e reboque mais apropriado para as tarefas a levar a cabo?

10. Estão operacionais todos os elementos com funções de segurança

(travões, iluminação, espelhos e cintos de segurança)?

11. Estão protegidas as partes perigosas dos elementos móveis de

transmissão ou de tubagens de escape de gases?

12. Existem meios seguros de entrada e saída da cabina ou outras

zonas que necessitem de acesso?

13. Existe a necessidade de protecção de condutor contra o risco de

esmagamento em caso de capotamento?

14. Existe a necessidade de protecção de condutor contra o risco de queda

de objectos?


This blended methodology, with sessions

1. 2. 3.

in the classroom, in authentic work fronts and using e-learning - Moodle platform

is, in our opinion, the best that suits for the training process.

If SLIC moves towards common training modules, experience tells us

that the B-learning is the best methodology.


WE CAN ONLY DO WHAT WE KNOW

Pedro Pimenta Braz

[email protected]

http://www.act.gov.pt

LABOUR INSPECTORS TRAINING

mailto:[email protected]

http://www.act.gov.pt/


Key messages of the different presentations

Recruitment: Example of good practice Poland - Marian Szyszko: it is important to select the most competent and motivated persons, whose knowledge and personality predispositions give a guarantee that they will finish the course, pass the state exam and be prepared for employment as junior labour inspectors. UK – Sally Nicholson: Important to get the right people to do the right job with the right qualifications, knowledge, skills, attributes and competences. Many Member States share similar problems, but recruitment very different. We can learn and benefit from each other. Finding and attracting the right people becomes increasingly difficult, particularly with specialists and in score disciplines. Training, career progression, continuing professional development (CPD) and need to be competitive.

Training: ILO – Nancy Leppink: Improving compliance through inspector recruiting (Making “invisible enterprises and

workers “visible”) in a world of work that is continuing to change. Strategic recruitment of inspectors

(reconsider profiles, strategies and types of positions to be filled with their specific responsibilities) can

help make the invisible visible.

Labour Inspection’s recruitment priorities and preferences should target candidates with profiles that can assist in breaking through barriers to visibility in addition to require knowledge and/or skills. Promote job opportunities to candidates from communities/groups vulnerable to “invisibility”. The Community outreach and planning specialist, as example for a new position created to leverage and integrate community resources into the inspectorate’s compliance strategies and enforcement initiatives.

ITC ILO – Felix Martin Daza: International perspective for training of labour inspectors. The international training centre support ILO objectives creating learning opportunities and resources. Contribute to developing institutional capacity. Develop competencies (knowledge, skills, attitudes, values). Facilitate exchange of experiences, different approaches and good practices. Learner centred approach, tailor-made courses, equip Labour Inspectorates with a basic standard comprehensive training material to be used as a tool and reference. Develop their own training curriculum, adapted to the specific context, strategies, priorities and needs of the country. Building modern and effective Labour Inspection systems. Training: Member States experiences Spain – Beatriz Garcia de la Varga : Continuous Training Department is one of three departments of the Labour and Social Security Inspectorate School in addition to the departments Research and Initial training. Areas of training like Administration and legal procedures, New technologies and computing, Social security and employment, Prevention of occupational risks and labour relations, International relations land languages.

Denmark/Sweden – Tine Strøbech / Peter Burman: Training labour inspectors in avoiding or dealing with conflict. A Swedish training course over 12 hours for all labour inspectors was developed on the subject of violence and aggression. Teaching activities in seminar form (perspectives on threats, stress-related situations, conflict theory and conflict management models). The training course allowed the participants to have more tools to choose from in threatful situations.

In Denmark, the number of workplaces visited with foreign enterprises is increasing. 3-phase pilot project launch: training, practice, follow-up focused on intercultural understanding and personal skills. Success keys: labour inspectors share a lot of current examples and learn from each other; win-win situation for both, the working environment in general and the internal physical working environment of the labour inspectors.

France – Daniel Xirau: The initial training of labour inspectors is designed in the form of a common core of 15 months followed by 3 months of specialization. Acquisition of Professional gestures through a vocational training which is based on the pedagogical principles implemented throughout the training. Training in alternation with 2 anchor points: Modules followed at the INTEFP and places of professional exercise with various courses. Integration of remote modules. Challenge of designing and implementing the training as a tool for accompanying the change within a system of labour inspection in motion. Portugal - Pedro Nuno Pimeto Braz: Training experiences (chemical training campaign, posted workers, B-learning), e-learning (Moodle) platform structured on 4 modules (production process, specific risks on wood and furniture sector, legal frame and methods and instruments for action). Joint training of labour inspectors in the field of posted workers identifying good practice in information and awareness, monitoring and control of workplaces as well as identifying difficulties and improving administrative cooperation and the exchange of information between public authorities and other actors involved. A good model of methodology is the knowledge from experience (B-learning) with training sessions in the classroom, in authentic work fonts and using an e-learning platform (Moodle).


4. ROUND TABLE MORNING SESSION (RECRUITMENT)

Different approaches to LI recruitment in Europe: common or specific aspects, difficulties,

challenges, experiences, etc

Chair: Mr. Renars Lusis (LV)

Participants:

Mr. Miroslav Babić (HR), Mr. Yves Calvez (FR), Mr. Ernst-Friedrich Pernack (DE), Mr. Pedro Nuno Pimenta Braz (PT), Mr. David Snowball (UK) and Mr. Paul Tousseyn (BE)

_________________

Q to Germany:

I would like to come back one step before we have to hiring someone and start with the announcement (Quote from Bill Gates: “Being hiring the smartest people” = 1st key) how we really attract the best persons for our job?

- To attract really the best person for the labour inspector’s work - In the notification factual describe of the requirements needed - Try to attract the interest of young people. - Instead of the salaries one could push a number of elements for the working environment

that are positive.

-----------------------------------------------------------------------------

Q to United Kingdom:

We also heard from UK experience that they have well quite extensive system regarding the recovering system of recruitment. How free you are to use private companies for recruiting or even may be headhunting if needed?

The experience of the UK shows a number of extended systems regarding recruitment, including through private companies.

We need good economists, good engineers and good specialists who can reflect on how we can best acknowledge their skills in our regulatory context.

-----------------------------------------------------------------------------

Q to France:

[I also noted in France, you don’t have a requirement for new inspectors, requirement for previous job experience as obligatory requirement. So you are quite free to go to universities to speak and seek for your new (future) inspectors earn.]

What are the forms of recruitment you use in this case? What are or may be other requirements there are still obligatory in France? What are the forms of recruitment used in these cases and what other requirements remain mandatory in France?

Prime mode of recruitment by means of competition based on academic knowledge tests.; 5 ways of recruitment to become a labor inspector; Develop the collective competence; Diversification of the profiles; Educational level - requirements for inspectors

-----------------------------------------------------------------------------

Do you focus on education when you look at the CVs of the candidates? Did you try to find other skills during testing?

Q to Portugal:

You are in touch for so an important thing that I think one is quite common to all labour inspectorates regarding requirements for labour inspectors. And yet I asked to my colleague how much emphases do you really put on education when you looked at the CV of the candidate? How big role it plays? So meaning in getting through to the next level and how much may be you are seating for other abilities, other skills during tests and so one?

Improve the communication skills; The so-called “soft”- skills are very important; Risk assessment also for the labour inspectors, in order to ensure safety problems for

labour inspectors at the workplace; Evaluation of the CV in the same way as for an interview; We must transform the consciences of employers and employees; this requires changes in

awareness, technical skills and body language; The psychological evaluation is very important to the profession of a labour inspector.

-----------------------------------------------------------------------------

What is the importance given to this and the link with the training? How do we do to get a loan inspector employed through examinations, tests, and then the training side, how are you doing to place the emphasis?

Q to Belgium:

How big the issues produce knowledge of the candidate regarding health and safety. Do you really exam them, test them deeply for health and safety? How much room you leave for yourself regarding training? How much you spent to get a ready inspector by testing an examine theme? How much room you need for yourself regarding training and developing inspector?

Long process to hiring a candidate (up to 2 years), beginning with budget questions on the Labour Ministry level, on social partner recruitment program discussions via approvals by the Ministry of budget and finally to determining of the priorities by the federal recruitment bureau;

Sending candidates to university for obtaining a master degree in occupational health and safety (if there are budget);

Take the candidates from beginners to experts in 1 year, accompanied by a mentor; Competence matrix, gradually the knowledge is consolidated; Generic training courses for all labour inspectors; Experience can be recognized and has implications for the wages; Development of the candidate by starting from a simple role of observer up to a more and

more experienced inspector; Preventive counselors are experienced people; this can be an attractive element (skill) for

recruitment.

-----------------------------------------------------------------------------

Would you explain how it happens? Does it look like what is done in the UK with group exercises? What?

Q to Croatia:

You are using some sort of psychological tests for candidates. Could you explain what’s happening? It’s something similar like in United-Kingdom, some group matters or it’s something very different like through psychological tests?

Using intelligence test for the candidates; The recruitment procedure and the number of inspectors to recruit are prescribed; It is easy to recruit new inspectors; Long process; Before publish the announcement of new recruitment, check into the Ministry if there is a

person who fulfilled the criteria; Formal conditions are prescribed in the civil service act, special conditions (like knowledge

skills and abilities) are regulated in the Labour inspectorate act; Each candidate must be an academic with minimum a one-year experience; Candidates must have driving license;

Must not have security barriers for inspector’s work; The necessary characteristics are defined in the Law on Public Service; Competences in combatting corruption; (Therefore the surveillance by the security

intelligence agency); Legal barriers for the candidates: state exam, written test an interview;

Disadvantage: If the people are lost during the surveillance by the security intelligence agency, the procedure from the beginning must be repeat.

-----------------------------------------------------------------------------

Are there security checks? Are we watching if you behave well? Also in social networks? How's it going?

Q to United Kingdom:

I was wondering if in UK you have some sort of checks for person’s security, social and behavior in a social network, a.s.o.? You check this before you hire people?

We have an obstacle course that is set up for candidates for labour inspector posts. This is after a two years that we see if we really chose the right person.

People who come to the labour inspectorate for a year or more are subjected to strong pressure to adapt and then we see who can do the job.

-----------------------------------------------------------------------------

What are the challenges that lie ahead tomorrow in recruitment?

Should we change our methods deep? How to adapt to future profiles to reflect emerging risks including psychosocial aspects that are increasingly important. Then he will have need to adapt depth recruitment procedures?

Q to Portugal:

How do you see future challenges for recruitment? Do you see there is a need for crucial change or restructuring of the group, taking account the profile of the future inspector? I mean the future emerging risks and all the psychosocial issues who are coming more and more important, so do you see some crucial and essential changes in the recruitment itself?

We have to change our recruitment process;

It is crucial that a labour inspector should have several years’ experience in the private sector, so that he understand how it goes on the field, how social relations function, how the business works; (controversial idea)

Increase the capability of workplace analysis, communication skills, problem solving skills and the understanding of working relations and health and safety in real productive time;

Provide for the present inspectors training periods or immersion periods in enterprises; Improve the understanding of labour relations in the needs of enterprises; Implement the head-hunting in the recruitment process; Think out of the box; Influence and persuade our Governments (it’s a question on political will); Reward the best students in Colleges and universities to entry in the Labour Inspectorate;

-----------------------------------------------------------------------------

Conclusions by the chair:

We are facing changes of profile of working environment. In that terms we all ask our recruiting systems to be efficient and to really find the right people for the right job.

Renars concluded by a quote of Peter Schütz: “Hire character. Train skill”

The trend increasingly in academic recruitment:

We favour the recruitment of generalists; people must be able to control any kind of business sector (D).

The recruitment of experienced people (exempt of diploma), equipped with a wealth of professional experience. (F)

What is certain and what can be learned from this round table is that the profiles are changing and that recruitment should be adapted to that we remain effective and that we really have the right people in the right place. In fact, we must find the right skills for the job to be performed.

It is not easy to recruit new inspectors, it's a long process from the moment or think to hire new inspectors when they do the work of an inspector.


5. ROUND TABLE AFTERNOON SESSION (TRAINING)

Training of labour inspectors: National and/or European impact

Chair: Mrs. Patrice Furlani (LU) – Ministry of Foreign and European Affairs

Participants:

Mr. Dan Adascalitei - Professional Training Centre of Labour Inspection (RO) Mr. Bernard Bailbé - Institut National du Travail, de l'Emploi et de la Formation Professionnelle (FR) Mr. Felix Martin Daza - International Training Centre of the ILO Mr. Marian Szyszko - National Labour Inspectorate (PL) Ms. Carmen Trujillo Abarca - Escuela de la Inspección de Trabajo y Seguridad Social (ES)

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Q to the roundtable: Do you have any concrete ideas or answers on how we can give the labour inspectors or the labour inspectorates the competences and the skills to tackle this challenges not only in view of the European and national legislation but also ion view of the transformation of our economies and the new forms of employment and work organization?

Response Spain:

We have initial and ongoing training and traditional and virtual classes, using videos and role playing exercises; we have different types of training courses; we try to deal with the new kinds of situations we are encountering.

Response Poland:

How to use all this ideas and knowledge we got today? we should think about an extra forum to exchange ideas and best practices; Solution in diversity, in different approaches of training of labour inspectors.

Q to France:

Don’t you think that we need really a forum like a platform (the ownership should stay in our own hand) for Member states where we could exchange in a regular period best practices information

but also try to come to a minimum of understanding of the new challenges and the training issues because we have really good examples and best practices of training centers and I guess that France you mentioned it in the video have even already a collaboration with the polish school. Do you see an added value in such a platform that should help all of us?

Response France:

Create a platform for Member states where they could exchange, Minimum of understanding of the new challenges and the training issues.

It is the job of the schools to ensure that the labour inspectors become labour inspectors; we permanently adapt the labour inspectors to the changes they will be confronted with (new forms of employment, new technologies); how the inspectors should intervene for SME’s; schools are places of debate during this period of significant changes; international cooperation is a significant part of how we make progress (Application fields: labour inspectors exchange program; International Network of Training Institutions in the field of Labour - RIIFT; project “Euro-Détachement”.

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Q to the roundtable: What about the idea of having a platform to face the new challenges in the future to look what we can do, where we can start, what we have and to build on?

Response from ILO:

Vage idea, but fully support having a platform; many of these new phenomenas of the labour market which labour inspectors have to deal with are not enclosed in legal binding regulations; if we don’t know how to deal with these issues, there is nothing we can teach labour inspectors and nothing we can enclose in the curricula of labour inspectors. Response France:

This is something we have to work out together between the schools and the various inspection systems. Would also be careful with the concept of joint training activities, training systems are diverse, we have good experience in another area, a training reference standard, the idea is to create the key role of labour inspectorate; could try to focus on what we think on European level might be a kind of common core and each Member State could adapt it to its own situation.

Q to the roundtable: If we are confronted to new forms of employment and new risks, how can we reach these people?

Comments from United Kingdom to the roundtable:

Must be careful, regulation is not the answer and inspection is not the answer; intervention, change, education and advice are the answers.

Comments from France to the roundtable:

Labour inspection in itself does not have all the keys when it comes to protecting the workers in the new economy, however we should be involved in the debate; at European level we do need to think about the new challenges facing us; Member States need to develop guidelines and how to adapt a kind of regulations we want; are we adapted to the new phenomena around us? Do we want a platform? There are two possible approaches, one could take an approach based on generic skill sets (for all inspectors) or on a theme by theme basis; could decide what areas are priorities for us; could look at a joined analysis of the phenomena and development of tools and good practice.

Comments from Germany to the roundtable:

Perhaps we should start to see things more holistically; how can we have a systematic approach looking at the workplace but also working hours or working relation; perhaps we should be involved earlier when the hole system is being developed.

Conclusions by the chair:

could try to focus on what we think on European level might be a kind of common core and each Member State could adapt it to its own situation could be a good idea

Starting to come together and then to discuss and to present more in-depth and in detail what we

understand on the challenges (prevent miscommunications and avoid misunderstandings)

The big problems lie not in the competencies as such of the labour inspector but lie more or less in the good implementation of the legislation in all the countries. (different systems) Of course you have a generalist, but you need also to have specialists, more focused on construction, chemistry, but in future it would much more be this psychosocial risks we have to attack. The awareness raising is a gain, a new challenge for the labour inspectorate if wants to do a good job in counselling and in awareness raising, especially where we find the people (in schools). Often, people who work especially in crowd working, or in software development or in marketing, work not for the right salary; they work more hours than they should do and in tis cases the labour inspector cannot go at home and see do you have good working conditions. (new forms of employment like self-employment or bogus self-employment)

So how can we reach this people? This people are confronted at the end of the day in some years, with this stress factors, depression and so one. Also there will be huge costs for our social security system (statement of the Minister). The question is the labour inspectorate if it’s now a labour inspector as such or is it an other professional another specification we have to develop. I think should also have a collaboration with schools, we should do education at school, at university; probably we start where the young people get their technical degree and welcome on the labour market because that’s where we can find them. A good idea will be to reach and to explain them (about the legislation, about the risks,…) before they are going to the labour market. Otherwise we have lost them and we cannot contact them.

Thanks for the fruitful input and we will take on board the idea of the platform and also what you said about the referential.


6. SCRIPTS OF THE 4 SCHOOL VIDEOS SCRIPT VIDEO POLAND - National Labour Inspectorate’s Training Centre, Wroclaw OPENING SCENE The National Labour Inspectorate’s Training Centre named after Professor Jan Rosner in Wrocław, POLAND - Ms Marta MYŚLIWIEC, Senior Specialist, Training Division The special nature of the profession of a labour inspector requires, besides the necessary knowledge, certain predispositions, such as social skills, resistance to stress and frustration, objective judgement, assertiveness and ability to work in various conditions. SCENE 1 The National Labour Inspectorate’s Training Centre in Wrocław deals with training and upgrading training of the NLI’s staff. Its tasks also include dissemination of knowledge and consultancy on labour protection. The Training Centre is subordinate to the National Labour Inspectorate. It was established in 1950 as the centre responsible for professional training and upgrading training for entities operating in the area of labour protection. Throughout the period of over 60 years of its activity, the Centre has specialised in professional training and upgrading training of labour inspectors and other entities interested in labour protection issues. SCENE 2 Nowadays, the Centre deals mainly with preparing candidates for the profession of labour inspectors and provision of upgrading and supplementary training for all inspectors and administrative staff of the Polish labour inspectorate. The Centre engages lecturers coming from the National Labour Inspectorate, but also universities, scientific institutes, and other state authorities. In 2014, the Centre organised 2 inspector traineeship courses for 56 candidates for labour inspectors, and 93 upgrading training sessions for 1451 persons from among NLI’s staff. SCENE 3 A person applying for a job of a labour inspector should have university education and pass a state exam. Having indispensable knowledge of issues which fall in the remit of the Polish labour inspectorate is also among the selection criteria. Recruitment is carried out in two phases: the first phase takes place in a District Labour Inspectorate, the second phase – in the NLI’s Training Centre in Wrocław. Uniform assessment criteria ensure the selection of the best applicants. SCENE 4 Recruitment is advertised in newspapers, on the NLI’s websites and on noticeboards in organizational units of the NLI. The vacancy notice sets out the required education, employment record and qualifications; it also includes a short resume of the scope of tasks to be executed in the position to which it refers. The recruitment process requires special organizational effort. The

cost of the inspector traineeship is high and it is fully borne by the authority. Hence, the recruitment of the most competent and highly motivated persons is so important. SCENE 5 After the initial selection, the candidates are employed by the National Labour Inspectorate and directed to the NLI’s Training Centre for one-year long inspector traineeship. Its main objective is to prepare the trainee to execute the essential tasks of a labour inspector. The training comprises 700 hours of lectures and practical classes, held in the NLI’s Training Centre in Wrocław. The candidates acquire knowledge in the area of labour law, work safety and health, methodology of actions of a labour inspector, risk prevention and psychology. The training is supplemented by practical knowledge acquired on the premises of a District Labour Inspectorate relevant for a candidate. SCENE 6 The Centre also conducts upgrading training, which gives labour inspectors the possibility to improve their professional qualifications and acquire new skills supplementing their competence. Upgrading training covers all labour inspectors. We conduct obligatory, one-week courses, which every inspector must attend once in three years. The aim is to maintain the constant level of knowledge throughout the period of inspectors’ professional activity, so as to enable them to perform their tasks effectively. We also conduct upgrading training for labour inspectors to enable them to develop competence in areas related to implementation of the NLI’s priority tasks, and to develop social skills, mainly in the area of psychology. Labour inspectors also have access to the NLI’s Training Centre’s website with materials which can be used for self-education. SCENE 7 Training implemented by the NLI’s Training Centre is planned one year in advance after the process of identifying training needs, which consists in collecting information on internal needs both from labour inspectors, and from District Inspectorates and the Chief Labour Inspectorate. Topics of training result directly from analysed needs. Before each training, the Centre sends its agenda to participants, asking them to report additional problems and issues which in their opinion would require detailed discussion during the training. SCENE 8 In terms of methodology, training sessions take the form of interactive workshops, at which substantive knowledge is transferred and broadened, while skills and attitudes are developed and improved. We use various working methods, such as: lectures, discussions, individual and group exercises, away workshops in enterprises. Inspector traineeship ends with a series of exams. Other training courses are not subject to such form of assessment, but their efficiency and effectiveness are assessed internally. SCENE 9 The main challenge related to training is the development of adequate curriculum, adapted to labour inspectors’ needs, the selection of lecturers to conduct the training, the choice of methods for transferring knowledge and competence, and the development of training materials.

SCENE 10 An ever-changing working environment imposes the necessity of close monitoring of technological developments and of amending legislation. New disciplines, such as nanotechnology, require permanent broadening of knowledge. Besides training, participation in national and international conferences, or in study visits also serves the exchange of good practice and knowledge. SCENE 11 Getting inspiration and exchange of experience with foreign institutes is also invaluable. For a long time, the Polish Training Centre has cooperated with the French INTEFP training institute and has participated in the work of the training institutes’ network, established in 2002 on the INTEFP’s initiative, under the name “Le Reseau international d’Institutions de Formation dans le domaine du Travail” (RIIFT). Such cooperation enables exchange of experience and gives inspiration for evaluation of training both in terms of its organisation, curriculum and methodology. SCENE 12 As far as European-level cooperation is concerned, it seems that setting uniform, minimum requirements for recruitment would ensure the same level of education and preparation of inspectors throughout Europe, yet it would require amendments to Polish legislation. In view of differences between individual countries, the idea of a completely identical approach to training of labour inspectors does not seem to be feasible. Perhaps adoption of a common framework for initial training to prepare candidates for the profession of a labour inspector may be considered. CREDITS The Labour and Mines Inspectorate of the Grand Duchy of Luxembourg would like to thank the management of the National Labour Inspectorate in Poland their kind collaboration. Inspection du Travail et des Mines of Luxembourg (ITM) Designed and produced by: Interpub’ 2015 _________________________________________________________________________ SCRIPT VIDEO ROMANIA - Training and Professional Development Centre of the Labour Inspectorate, Botosani OPENING SCENE Training and Professional Development Centre of the Labour Inspectorate, ROMANIA - Laura ROTARU, Legal adviser at the Labour Inspection Training Centre Professional training is the most important tool for professional growth and development. However, as in other sectors, the greatest challenge is the allocation of funds required to ensure the regular training of as many labour inspectors as possible. SCENE 1 With its headquarters in Botosani, the Romanian Training and Professional Development Centre for Labour Inspectors was set up in 2001, one year after the creation of the Labour Inspectorate. The Centre falls under the Labour Inspectorate which is part of the Ministry of Labour, Family, Social Protection and the Elderly. Since its creation 14 years ago, the Centre has worked with more than 450 trainers and has registered almost 50,000 individuals who are employees of various

economic players and who are responsible for health and safety at work and labour relations. 1,546 labour instructors have participated in professional development courses and another 855 individuals have received training under the scope of the Labour Inspectorate development programme. SCENE 2 Our Centre was founded because the Labour Inspectorate needed a body to provide training and professional development services for labour inspectors. In addition, it meets labour market-driven needs and those of the general legislative framework. SCENE 3 Labour inspectors are recruited either by exam or by way of a competition process, where they have to demonstrate their knowledge and professional skills. The recruitment terms and the general terms applicable to public sector workers are set out by law. Specific requirements are set in the job description: university degree, level of seniority for specialist qualifications, IT knowledge. To become a labour inspector, applicants must have a bachelorʼs degree or similar diploma in one of the following fields: engineering, agriculture and silviculture, law or economics. Alternatively, they may be specialised in sociology, psychology, medicine, public administration or political science. SCENE 4 Unfortunately, the number of applicants is too low. The competition notice is published in the Official Journal of Romania and in a large circulation newspaper at least 30 days prior to the competition. In addition, the Centre publishes the notice both on its website and at its headquarters. The small number of applicants could be explained by the salary, which is not very attractive. In Romania there is a nationwide, statutory minimum level for professional training, but the selection base for those who wish to apply for a job as labour inspector is large. It is possible to gain access to such a position from a range of professional backgrounds. SCENE 5 The best candidates are selected on the basis of results obtained in the competition, their written exam and their interview. We sometimes require specific skills, depending on the job description. Special emphasis is placed on internship programmes in order to attract young graduates. It is quite difficult to explain everything that being a labour inspector involves to applicants, as many aspects are strongly linked to practical experience. Trainees have the opportunity to become familiar with specific Labour Inspectorate activities and are encouraged to participate in recruitment competitions. SCENE 6 Recruitment presents a challenge, as the skills of each chosen candidate can only be validated once the recruitment process is complete. The candidateʼs specific knowledge is later developed through practical experience and by participation in advanced training courses. I believe that a closer evaluation of the candidatesʼ psychological profile is important in order to verify whether a specific candidate has the other skills that a labour inspector needs, such as being observant, being able to concentrate even under difficult circumstances, having the capacity to anticipate events or situations and being able to multi-task.

SCENE 7 Minimum standards regarding professional seniority and specialisation should be maintained when recruiting. Recent graduates require quite a long period of time in order to gain experience in the field. It is not possible to master issues concerning occupational health and safety without a certain amount of practical experience. SCENE 8 The professional training courses offered by the Centre are specialised according to the traineeʼs field of activity. In general, training courses for labour inspectors last for 5 days. SCENE 9 There are three types of training programme organised by the Centre: initiation, improvement and specialisation. A qualification programme organised on three levels is also available. Professional training is provided for various subjects and the courses are divided into modules. To complete a specific course, all the modules must be completed. These modules address various topics, such as chemical, physical and biological risks, as well as noise or toxicity risks. The programmes for improvement and specialisation are targeted at Labour Inspectorate employees, while the other programmes related to initiation, improvement, specialisation and qualifications are aimed at economic players. We offer professional training programs in fields such as occupational health and safety, labour relations, law, economics, communications, marketing, IT and management. SCENE 10 A balance between theory and practice can be achieved because the courses are carried out in different ways: different types of presentations, case studies, group exercises, debates, and worksheets with personal activities or simulations. Ongoing evaluation tests the candidates throughout their training and culminates in a final test. The courses on communications teach labour inspectors how to approach relations between employees and employers. Negotiation is always a key element among the skills that the candidates must perfect. SCENE 11 An exchange of ideas and experience between different training centres in Europe could generate a reference point for improving activities in this field. Our combined experience, skills and network of trainers could serve as inspiration to other countries that wish to create similar centres. At the same time, these other centres could become a valuable source of ideas for us. SCENE 12 In our opinion, due to labour mobility within Europe and economic globalisation, a minimum common level of training is required at European level because labour inspectors should “speak the same language”. We believe that this would be a good start. A common approach towards training for labour inspectors could generate a common language in the field, as well as positive results in the long term. CREDITS The Labour and Mines Inspectorate of the Grand Duchy of Luxembourg would like to thank the following individuals for their kind collaboration: Dantes Nicolae BRATU, General Inspector of the State [Inspector general de stat], Romania

Dan ADASCALIȚEI, Director of the Training and Professional Development Centre of the Labour Inspectorate [Centrul de Pregătire și Perfecționare Profesionala al Inspecției Muncii], Romania The Inspectorate of Labour and Mines of the Grand Duchy of Luxembourg (ITM) Designed and produced by: Interpubʼ 2015 _________________________________________________________________________ SCRIPT VIDEO FRANCE - National Institute for Labour, Employment and Professional Training – INTEFP, Marcy l’Etoile OPENING SCENE National Institute for Labour, Employment and Professional Training – INTEFP, FRANCE - Bernard BAILBÉ, Director In addition to being a centre for training, INTEFP is a place for promoting social dialogue, bringing together ideas, holding debates involving public sector decision-makers, economic and social stakeholders, and creating a hub for studies and research. SCENE 1 In France, the training of labour inspectors is provided by the French National Institute for Labour, Employment and Professional Training. INTEFP, as it is known, is comprised of one main facility, located in Marcy lʼÉtoile near Lyon since 1980, and 6 interregional training centres. The very first training centre for labour inspectors opened its doors near Paris in 1955. The National Labour Institute then took over the reins in 1975. In 1986 the Instituteʼs tasks were extended to include employment and professional training, and its current title dates from then. We have been an administrative public body under the Minister for Labour since 2006. SCENE 2 Our tasks include initial and ongoing training for labour inspectors and controllers. However, our Institute also trains all officials within the Ministry for Labour, Employment, Professional Training and Social Dialogue, who number around 15,000. Added to that are other types of training, particularly concerning occupational health and safety. INTEFP accounted for 62,572 training days for more than 7,000 trainees in 2014. The Institute calls on both working professionals and external trainers to provide training. The Institute currently boasts a network of nearly 750 trainers. SCENE 3 Labour inspectors are recruited by way of public sector competition. Once successful, they begin a 15 months training period with the remunerated status of “trainee labour inspector”. If they pass the final exam before a jury, the new labour inspectors are appointed to a position. They then have to return to the Institute occasionally to take part in additional training, with a cumulative duration of 3 months. Furthermore, we have special programmes, designed specifically for about controllers who wish to become labour inspectors. SCENE 4 The nature of labour inspection in France is a generalist one, due to the scope for intervention and its areas of expertise. All economic sectors are covered, apart from public and territorial administrations and a few specific sectors. Labour inspection departments cover occupational

safety and health aspects, as well as the organisation and duration of work, regularity of employment, social dialogue and collective bargaining, types and levels of remuneration, etc. Carrying out checks, giving advice and conciliation require broad knowledge and experience, integrating various dimensions including economic, human resource management, an understanding of the interrelations between key players, as well as teaching and powers of authority. SCENE 5 After their initial training, labour inspectors are assigned to labour inspection departments, in areas responsible for employment policies, or in checking departments for professional training. Initial training is designed with a common section of training which lasts 15 months, followed by 3 months of specialisation taking into consideration the position to which the individual has been assigned. SCENE 6 Initial training covers all areas for labour inspection intervention. The aim is to prepare trainees to carry out their work by mastering key professional acts and skills, all the while respecting a strict code of ethics. This is professional rather than university training. The training itself is work-linked. First of all, there are modules to be completed at INTEFP which can last for up to 3 weeks in one block. Apart from theory, the teaching approach favours skills and the resolution of potentially problematic situations. After this training block, trainees are offered the possibility to undertake further training sessions. To complement face-to-face (or contact) classes and on-the-ground training, distance learning training modules are also available. SCENE 7 Our Institute provides an impressive programme for ongoing training, which allows labour inspection officials to maintain and update their skills. Almost 10,000 training days were completed in 2014 for all Ministry of Labour officials. SCENE 8 The labour inspectorate must meet the demands of a society on the brink of profound change. Within this context, the main training challenge lies in the ability to provide inspection officials with the appropriate tools to be able to adapt the ways in which they intervene. An example of this is when inspectors find themselves confronted with a need to develop the provision of cross-border services. This aspect lies at the heart of our Instituteʼs concerns, because we are keen to develop individual and collective skills as a function of developments and changes within the labour inspection system. SCENE 9 The preventive angle of occupational safety and health is an essential issue and one that is fully integrated into our training sessions. The labour inspector ensures that employers are able to undertake a satisfactory professional risk assessment and draft a prevention plan. The labour inspection system also integrates multidisciplinary teams, comprised particularly of prevention engineers and labour inspectors who are also medical doctors. With regard to the tasks undertaken by the labour inspectorate in France, broadly speaking the proportion which gives rise to law enforcement procedures is marginal, as it only represents 1 or 2% in total.

SCENE 10 Our Institute has put in place a vast training programme for asbestos risk prevention and the conditions under which controls and checks for asbestos can be carried out by the labour inspectorate. The issue of emerging risks is an integral part of the Ministry for Employmentʼs “health in the workplace” plan. This plan furthermore aims to strengthen coordination and the involvement of different competing stakeholders for the prevention of professional risks. SCENE 11 For several years, INTEFP has been developing close links with its European counterparts: historically, with the Wroclaw Training Centres in Poland and Botosani in Romania, and more recently with the Madrid Training School in Spain. At European level it would be advantageous to tend towards a common minimum level for recruitment and training. Nevertheless, diversity in terms of inspection tasks must be taken into account, as well as systems and the reality on the ground in the different Member States. Strengthening networking and professional exchanges between labour inspectors for either initial or ongoing training would appear to be a favourable context for convergence, and something which is both relevant and less complex. In 2002, at the ILO International Training Centre in Turin, INTEFP participated in the creation of RIIFT. RIIFT has become an active network for exchanges between institutions in different Member States. It is naturally beneficial for everyone to be able to make the most of experiences abroad, both educationally and in terms of topics linked to developing labour inspection skills. CREDITS The Labour and Mines Inspectorate of the Grand Duchy of Luxembourg would like to thank the following individuals for their kind collaboration: Bernard BAILBÉ, Director of the French National Institute for Labour, Employment and Professional Training Daniel XIRAU, Director of the Partnership Hub and Head of European and International Actions Mission, French National Institute for Labour, Employment and Professional Training Inspection du travail et des mines du Grand-Duché de Luxembourg (ITM) Designed and produced by: Interpubʼ 2015 _________________________________________________________________________ SCRIPT VIDEO SPAIN - Labour and Social Security Inspectorate School, Madrid OPENING SCENE Labour and Social Security Inspectorate School, SPAIN - Beatriz GARCÍA DE LA VARGA, Labour and Social Security Inspector Under Spanish legislation, training is defined as both a right and duty of officials working for the labour inspection system. This is because at the same time as having the right to training to update their knowledge and skills, they also have the duty to participate in proposed training activities in order to guarantee a high level of preparedness.

SCENE 1 In 2009, the Spanish Labour and Social Security Inspectorate Training Centre was established with the aim of creating a unit specialising in training and research studies for the Spanish Labour and Social Security Inspectorate system. Headquartered in Madrid, its current field of activity covers the whole of Spain. The Spanish Labour and Social Security Inspectorate Training Centre is integrated into the organisational structure of the Ministry for Employment and Social Security. It is a Sub- Directorate General under the authority of the Labour Inspection and Social Security Directorate General. Since 2009, courses and tutorials organised by the Training Centre have been given by 1,110 trainers, the majority of whom are officials within the Inspection system. The Training Centre has trained 3,843 individuals, who have successfully completed various different courses. SCENE 2 The Spanish Labour and Social Security Inspectorate Training Centre was set up with the aim of boosting the labour inspection system, and therefore to be able to respond to challenges and social demands at any time. A further goal was to guarantee a high level of technical training and specialisation. Our Inspection Training Centre is involved in the selection of aspiring inspectors and sub-inspectors, and provides correspondingly selective training to the units involved. It also undertakes a wide range of ongoing and specialised training activities. SCENE 3 Two types of official with responsibilities for inspection exist in Spain, and both have authority at national level: the Higher Labour and Social Security Inspectorate, and the Labour Sub- Inspectorate. Entering the inspection system is a two-phase process. The process begins with a competition phase, which requires that the candidate pass a series of tests, both theoretical and practical, in which the candidateʼs level of knowledge and analytical capacity is assessed. There is also a practical exercise. After the competition phase, candidates are selected in the Inspectorate Training Centre if successful in the selective phase of the process. SCENE 4 Anybody with a university degree can present themselves for the competition. The number of candidates is always much higher than the number of places available. Only those who pass the exams with a sufficiently high mark are awarded a place. For example, in 2014, 23 Labour Inspector positions were published, and there were 412 candidates for the competition, of whom 19 passed and were subsequently admitted to the selective phase of the recruitment process. In every competition notification, the candidate profile is described, along with the subjects that the various exams will test, the different exercises involved in the competition phase and the selective phase, as well as the results required to pass the different tests successfully. In 2014, aspiring Labour Inspectorate and Social Security candidates had to study 230 topics and pass four exams, all of which were eliminatory. Three to four years of preparation are needed to pass the competition phase. The selective phase comprises 480 class hours over a period of 6 months at our Training Centre. For labour sub-inspectors, the selection process is similar, although the syllabus is reduced.

SCENE 5 The Labour and Social Security Inspectorate has always been highly respected in Spain. Aspiring labour inspectors who enter the labour inspection system are perceived as the best qualified and best equipped to undertake inspection tasks. The Spanish Labour and Social Security Inspectorate follows a generalist model, under which labour inspectors have powers in all matters relating to social and labour issues. Nevertheless, in parts of the competition process, it is possible to opt for the training accreditation that is more legal or technical in nature. At national level, all those hoping to enter the ranks of the inspectorate system have to comply with the same entry requirements, regardless of provenance or destination. SCENE 6 Training Centre training is based on two main sections: initial training, which constitutes part of the selective process, and ongoing or lifelong training, which is aimed at all staff working within the Labour and Social Security Inspectorate system. The content of the initial training depends on the career path chosen. Inspectorsʼ initial training is structured around occupational risk prevention, labour relations, employment and foreigners, Social Security, Inspection and its procedures, the economy and accounting. For sub-inspectors, initial training includes the structure of the State, Public Administration and the European Union, administrative and mercantile law, substantive labour law and the way in which it is organised, Social Security and the social economy, and finally, procedures and methods. It was decided to use a participative methodology - the so-called “case-study method” – where analysis and resolution of a fictitious or real labour inspection situation is tackled in a group setting. Participants are paid as trainee officials, and have to pass several interim exams and a final exam. SCENE 7 There are three different types of ongoing training courses: centralised attendance-based courses, which are organised in the Madrid Training Centre; decentralised attendance-based courses, which are organised by the Provincial Inspectorates or the relevant territorial authority; and finally on-line courses. The Training Centre also contains a Study Area, which puts forward and manages specific topics in the form of studies, seminars or scientific conferences, with the aim of promoting analysis, research or debate concerning new situations that emerge in the socio-labour environment. This Study Area specifically provides for tackling new and emerging risks. SCENE 8 The prevention of occupational risks is one of the most significant sections both for initial and ongoing training. The competition syllabus dedicates 32 topics to this issue alone, with 39 additional topics under the technical section for access, and the prevention module in the selective course for inspectors consists of 31 classes and 29 case studies. SCENE 9 We deal with protecting the health and safety of our inspectors and sub-inspectors when confronted with aggressive, threatening or intimidating behaviour and acts in three parts: by means of prevention, follow-up and compensation instruments. For both initial and ongoing training, participants are provided with tools to allow them, in as far as possible, to avoid or defuse potentially violent situations.

SCENE 10 Given its drive to monitor and check compliance with social rules, the Labour Inspectorate constitutes an essential element of the social dimension of the internal market. Its actions contribute to safeguarding workersʼ rights and improving their working conditions on the one hand, and maintaining a system that guarantees equal conditions for competition and fair competition between companies on the other. For these reasons, we feel is it essential to keep working towards a progressive rapprochement of the different systems, in the context of an increasingly harmonised European social model, recognising and coping with the differences that exist between the various national Labour Inspectorates. To succeed in this progressive rapprochement of the various systems, it is clear that considerable consideration and reflection ought to be given to ways in which staff working within the inspectorate system are recruited and trained, to be able to identify and if necessary overcome the difficulties that can arise from the disparities that currently exist. CREDITS The Labour and Mines Inspectorate of the Grand Duchy of Luxembourg would like to thank the following individuals for their kind collaboration: Ángel Luis Sánchez Iglesias, Director of the Spanish Labour and Social Security Inspectorate School Graciela de Andrés Novo, Deputy Director General for Institutional Relations and Technical Assistance, Directorate General of the Spanish Labour and Social Security Inspectorate Laura Cabañas Ortiz de Apodaca, Technical Advisor for Lifelong Training María del Carmen Trujillo Abarca, Technical Advisor for Initial Training María Isabel Pérez Sánchez, Labour and Social Security Inspector Beatriz García de la Varga, Labour and Social Security Inspector Inspection du travail et des mines du Grand-Duché de Luxembourg (ITM) Designed and produced by: Interpub’ 2015


7. EXECUTIVE SUMMARY

On 12 November 2015, the Luxembourg Presidency organised a thematic day under the theme: “Recruitment and training of labour inspectors; initiatives on an EU-level action” to discuss the challenges faced by labour inspectors when it comes to staying abreast of economic developments, technological and scientific change, and innovation. The Luxembourg Minister for Labour and Employment, Nicolas Schmit, noted the need to review the recruitment and training of labour inspectors in the EU and to provide them with adequate tools and skills to carry out their tasks in a world of work that is undergoing a profound transformation. He noted that the last EPSCO Council in October adopted Council conclusions on a new Agenda for health and safety at work to foster better working conditions. The conclusions focused on the future. It was noted in the conclusions that all the changes must be taken into account in European legislation on health and safety at work, in order to secure decent working conditions. While "social dialogue cultures" differ from one Member State to another, the Minister noted that there are "similar problems", such as so-called independent workers and pseudo-sole traders. This raises a number of issues: the relationship between workers and employers, the status of employment contracts – classic employment contracts are being watered down – and the question of working time. Faced with these challenges, a platform for Member States could be set up to exchange information and best practices, particularly as regards recruitment and training of labour inspectors. In general, according to Minister Schmit, a "broad approach is needed to continually train and motivate labour inspectors". They must understand both the labour market and labour law, have a good knowledge of evolving techniques, and possess strong psychological capacities as mediators between employers and employees, as "the job is about working in conflict situations". The participants discussed the challenges for labour inspectors who have to be up to date of economic development, technological/scientific change and innovation. They underlined also:

The emergence of new forms of employment and work organizations, that has to be analysed and understood

The emerging new potential risks for worker’s health and safety such as psychosocial disorders, musculoskeletal disorders, stress, nanotechnologies, digitalization, endocrine disruptors, reproductive toxicants, etc.

The need to strengthen the dialogue between workers and employers as well as to enhance cooperation with social partners, schools and universities.

The participants pointed out that the labour inspectors face new challenges which require the adaptation and acquisition of new skills and competences. Therefore initial and continuous training including specific sectorial training are of upmost importance, as well as the development of soft skills, especially conflict and stress management and also knowledge and good understanding of national and European legislation. The participants recognised that the profession of the labour inspectors undergoes major changes and therefore the recruitment requires a special attention on the profile and qualifications; a special focus due to the new challenges labour inspectors have to face now and in the future. The chair concluded the session by pointing out:

That the labour inspectors have to be up to date of economic developments, technological/scientific change and innovation.

That the Member States should strengthen their cooperation and collaborate in training for labour inspectors and organise common courses. Therefore a platform for the Member States to exchange information and best practice for training for labour inspectors would be a helpful tool to face the new challenges. This was one of the messages when EPSCO Council of October 2015 adopted the council l conclusions for “A new agenda for health and safety at work to foster better working conditions”.