Valmennusohjelma
Example 1
Enough Is Enough!
George is a 35-year-old production manager who has worked in the same department of the same company for six years. Despite consistently receiving positive feedback, his position, role and salary remained unchanged. He was made redundant due to the company’s financial difficulties.
Although George is concerned that his skills are too specialised and tied to one organisation, he has begun searching for a new position. A practical option for him would be to move into roles utilising his production management skills outside of the same industry or hierarchy. He is more versatile than he realises, and there are several related roles that would enable him to advance without having to start from scratch.
After applying for roles in operations, supply chain management, training, coordination and support, he finally finds a position in quality assurance. His six years' experience in production means he is familiar with standards, audits and process control, which makes him an excellent fit for the role.
Example 2
Picking Up Where She Was Left Off!
Maria is a 37-year-old professional who has built a successful career in senior management. She completed postgraduate studies and quickly progressed through various leadership roles. Her professional identity was closely linked to ambition and continuous progression. However, after becoming pregnant, she decided to take a break from work for several years to focus on her family. While this decision had a positive impact on her personal life, it interrupted her career momentum. When she decided to return to the job market, she found that her field had changed. New tools, expectations and ways of working made her feel out of touch. Job advertisements focused heavily on recent experience and continuous employment.
Although her skills and leadership abilities remained strong, her confidence had waned. She was afraid of being seen as outdated rather than experienced. However, she realised that her career break had not eroded her senior management skills. All she needed was a bridge role to reconnect her with the labour market and rebuild her confidence.
She had several options: returning to adjacent leadership roles such as project manager, which did not require the same technical expertise as her previous job; transitioning to roles that valued soft skills over technical ones, such as training and development manager; or re-entering the workforce through part-time or project-based consulting work, which would allow her to update her technical skills. She eventually found a job as a project manager, which gave her the opportunity to update her technical skills gradually.
Example 3
Where Do I Start?
Apostolos is a 21-year-old economics student who is looking for short-term work to fund an upcoming trip. He has never worked before and is unsure about how to approach potential employers. Despite having almost completed his degree, undertaken an internship and an Erasmus placement, and volunteered, he does not consider any of this to be relevant work experience. He is unsure what constitutes 'CV-worthy' experience and how to present himself formally. Most of the available jobs are in hospitality or services, but he doubts his suitability for these roles. He cannot identify which of his skills would be transferable to these roles. His limited foreign language skills also make him question the value of his Erasmus experience. Consequently, he feels discouraged and believes he has little to offer employers.
He does not lack skills, but rather work experience and an understanding of how his existing experience can be transferred to entry-level roles. The best entry-level roles for him in the short term, where he can utilise his strengths acquired at university, are in retail, event assistance, reception, administrative support and the restoration business. Ultimately, he finds a job in the marketing and communications department of a hotel, where he is responsible for social media and marketing activities.
Example 4
Young Person in NEET (NOT in education, employment or training)
Dionysis is a 19-year-old from a rural area of central Greece who is currently not in employment, education or training (NEET). He enrolled on a vocational education programme to develop basic technical skills in electronics, but did not complete the training or obtain a formal qualification. When his father, the family’s sole income provider, was seriously injured in a traffic accident, the family suddenly found themselves under financial and caregiving pressure. Consequently, Dionysis left his VET programme to stay at home and support his family. He has not entered the labour market and lacks certified skills and work experience. This, combined with limited local opportunities and reduced access to guidance services, puts him at high risk of long-term disengagement from education and employment.
The best option for Dionysis would be to continue his studies. However, the family situation remains challenging. Instead, they have decided to start running a bed and breakfast. This provides the family with an income, offers flexible scheduling, and enables them to continue working while caring for their father. It will also soon allow Dionysis to return to and complete his studies.
Example 5
Career Development and Adaptability: “My disability is useful in my work”
Aneta Wyrozębska is a 35-year-old woman with a visual impairment whose career path demonstrates adaptability and continuous self-development. After training as a massage therapist at a specialist school for visually impaired students, she realised that the profession was not suitable for her. She then worked in data collection and subsequently as a teaching assistant at the same institution.
During her time at the boarding school, Aneta developed strong social skills and learned to live independently, including acquiring orientation and vision rehabilitation techniques. The supportive environment boosted her confidence and adaptability, helping her to adapt to new qualifications and work contexts.
She is currently pursuing a degree in Administration and experiences no significant barriers in her studies or professional life thanks to the availability of assistive technologies. Her proficiency in Braille and print literacy led her to her current role as an accessibility specialist at the Polish Association of the Blind. She also contributed to the film Light Sensitive as a script consultant and actress, applying both her lived experience and the skills she has acquired through her education.
Aneta’s career demonstrates how important adaptability, lifelong learning and inclusive support systems are for professional development.
Find more about the case
Aneta Wyrozębska and Dr. Karolina Domańska (n.d.). “My disability is useful in the work I do”. Institute of Educational Research National Research Institute. Available at https://www.ibe.edu n.pl/pl/filmy-wspieranie-dostepnosci-edukacji-dzieci/3189-w-pracy-ktora-wykonuje-przydaje-mi-sie-moja-niepelnosprawnosc
Example 6
Career Transition and Labour Market Adaptation: “Job Change After 50 Successfully!”
Maciej Rak, a manager in his 50s, had spent 25 years at a major IT company, six of which were spent in regional and global leadership roles. After being made redundant, he suddenly found himself outside the organisation and unfamiliar with the current job market.
Maciej expected his job search to be like running a project, but it was far more difficult than he had anticipated. He approached it as if he were setting up his own company, creating 'sales', 'marketing' and 'training' departments to promote himself and develop his skills, as well as an administrative and financial department to support them. Funding all of this himself made the process unexpectedly painful. He had planned to search for jobs in both large corporations and small companies, but quickly realised that he needed to relearn how the labour market worked. The job landscape was very different from what he had expected, and he encountered far more difficulties than anticipated.
One of the major obstacles Maciej faced was the lack of feedback, which made it difficult for him to refine his job search strategy. He sought guidance from a career coach. Working with a career coach helped him improve his CV, build a strong LinkedIn profile, and structure his approach. This turned out to be one of his best investments, helping him to find the right job within just six weeks.
Find more about the case
Reference: Zmiana pracy po 50 z sukcesem! Wywiad z Maciejem Rak. By Marcin Krajewski Zrób Karierę. Available at: https://www.youtube.com/watch?v=TbloSIm3jVw
Example 7
Labour Market Reintegration After 50: “How I Overcame Ageism”
Piotr successfully changed jobs after turning 50. He identified two groups of job seekers. The first comprises people who are employed but looking around, perhaps to validate their self-worth or find a better position. During this search, people over 50 often discover that they are no longer as attractive or competitive in the job market. They experience a decline in activity. The second group consists of people who are unemployed for various reasons. The longer they are out of work, the worse they feel. A period of unemployment lasting more than three months can threaten mental well-being. They may experience anxiety, low self-esteem, isolation and depression. However, this group is highly motivated.
Although ageism is evident in the Polish labour market, with employers preferring to hire young people, Piotr returned to business after an entrepreneurial career and changed his industry completely. This was the result of his methodical and planned actions. A younger employee was hired for the position he had originally applied for. However, he built a compelling argument for his value to the company and, as a result, the company owners created a new, unplanned and previously unbudgeted position for him. To achieve this, he refined his job search strategy. He accepted the realities of being over 50, corrected what was not working, focused on his strengths, targeted the right employers and used structured methods beyond job ads. He also presented a strong value proposition. This led a company to create a role for him. He also remained persistent and emotionally resilient.
Find more about the case
Reference: Wyzwania przed kandydatami 50+ na rynku pracy (historia sukcesu Piotra). By Akademia Rekrutacji. Available at: https://www.youtube.com/watch?v=z_s80Oo-O-k
Example 8
Career Transition with Supported Employment: "It's never easy at first"
Wiktoria Wojciechowska is 20 years old. She has graduated from two special vocational schools. Due to her mild intellectual disability, obtaining an education was very difficult for Wiktoria. In fact, reaching the vocational school level was a significant hurdle in her educational journey. In addition, transitioning to working life presented its own challenges. Her story illustrates how external support can enable career flexibility.
In an interview, Wiktoria talks about her education and her first steps in her professional career. Having graduated from two vocational schools — one specialising in hotel services and the other in gardening — she successfully found and maintained employment in the restaurant industry with the support of a job coach.
Wiktoria currently works in a restaurant in Wrocław. In the interview, she talks about her experience of working with a job coach and expresses her gratitude for the support available during educational and career transitions. She had to overcome many difficulties and challenges along the way, particularly when changing jobs. This was very stressful for her. Without the support of a job coach, she would not be where she is today. The job coach helped her to understand job expectations, navigate the process of entering the workplace, prepare for workplace routines, adapt to unfamiliar environments, build confidence, and provided her with ongoing support. Thanks to this support, the transition from education to working life became manageable.
Find more about the case
References: Wiktoria Wojciechowska, Aleksandra Potocka (n.d.). "Na początku nigdy nie jest łatwo". Institute of Educational Research National Research Institute. Available at https://www.ibe.edu.pl/pl/filmy-wspieranie-dostepnosci-edukacji-dzieci/3452-na-poczatku-nigdy-nie-jest-latwo
Example 9
Career Redirection Following Occupational Injury: Broken Back and Broken Dreams
Max, a construction worker with a vocational education background, developed a strong interest in manual work from an early age. This led to him having a long and successful career in the construction sector. Over time, he became a highly skilled and respected professional.
After sustaining a back injury that prevented him from continuing in physically demanding work, Max reassessed his career options. Driven by his continued commitment to the field, he pursued further education in construction engineering at a university of applied sciences. His extensive practical experience and tacit knowledge facilitated both his admission to the course and his subsequent academic progress.
Upon completing his degree, Max secured a position as an infrastructure/civil engineer, combining his prior hands-on expertise with his newly acquired theoretical competencies. His case demonstrates how further education can facilitate a sustainable career transition following occupational disruption.
Example 10
Career Adaptation in the Age of Technological Change: Turning Layoff into a new career
Joey is a highly qualified software developer who has worked for a multinational corporation for more than 20 years. He is very talented and enjoys his work. However, one day he was suddenly made redundant as a result of business restructuring and the development of AI. This came as a shock and dashed his long-held professional aspirations.
Initially, he was confused and unsure what lay ahead. However, instead of giving up, he decided to reconsider his professional path. He realised that, in an ever-evolving world, his experience could still be valuable.
He started studying the business development and management of AI tools. Using his technological know-how, experience and fortitude, he founded his own AI business to help others who had been laid off for similar reasons. By adopting a flexible approach to work, Joey transformed a setback into a fresh opportunity for himself and others by reconsidering his career path.
Example 11
Personal Transformation Through Education: From Prison to Education
Sam, a young man with a rough past and a history of making bad choices, ended up in prison. During his time there, he started reading books to himself and his fellow inmates. He also helped those with poorer writing skills to write letters to their loved ones. Through these small acts, he witnessed first-hand how learning could create moments of hope and self-reflection, even in such an isolating environment. He obtained his high school diploma while in prison. Education helped him rediscover his purpose in life and imagine a future beyond prison and his previous lifestyle.
After his release, Sam pursued further education, earning bachelor's and master's degrees in the social sciences. He then secured stable employment in social work, enabling him to establish a stable life for himself and his family. His case demonstrates how access to education can facilitate social reintegration, rebuild identity and offer career flexibility to individuals who have experienced marginalisation.
Find more about the case
Imaginary case. Inspiration taken from:
Stand Together. (n.d.). 6 stories of transformation from prisoner to professional. Available at: https://standtogether.org/stories/strong-safe-communities/6-stories-of-transformation-from-prisoner-to-professional
Example 12
Skilled Migration and Workplace Integration: From cleaner to contributor
Allen is a highly qualified migrant who holds a university degree in Economics. However, due to his limited language skills and lack of professional networks, he was unable to find a job that matched his qualifications. Instead, he took a cleaning job to support himself. This company could potentially employ him in his own field. Despite his strong academic skills and knowledge, his position as a cleaner meant that his voice went unheard and he remained on the margins of the workplace.
Rather than giving up, he remained patient and worked hard. Over time, he built connections within the company by talking to employees and sharing his knowledge. When a suitable position became available, his colleagues recommended him for it. He applied for the role, was offered the job and went on to have a positive impact on the organisation.
Example 13
Rebuilding in Small Steps
Monica is moving to Spain. She has solid experience in history and has held leading positions in museums. Although Spain has plenty of museums, starting a new life there is not easy. She faces several challenges: her partial language skills, her lack of networks, and the fact that entry-level positions do not match her experience, given that she is in her early fifties.
She soon realises that learning the local language is crucial. She enrols on a language course and looks for other courses that could improve her employability and networking opportunities. It is through these courses that she finds an internship at a local university and, consequently, a job.
Her tasks at the museum included management, organising collections and events, public relations, financial administration, seeking funding and communication. She is using this experience in her new position, where she is starting to work on more international tasks at the university. Her language skills are highly valued there, and she is seeking international funding while also taking care of public relations and communication.
Example 14
Second Act, Not Last Act
Mila, aged 58, has been left unemployed after running her own franchise company in retail for 32 years, due to the licences ending. Overnight, her routine disappears, as does her confidence. Now almost 60, she is facing long-term unemployment, age bias and the emotional impact of losing her long-term role. But she does not give up. She starts listing her skills rather than job titles: team coordination, handling conflict, sales, stock planning, customer care, training newcomers, leadership and entrepreneurship. She then scans the local market to see where those skills are useful today, such as in logistics, care services, call centres, tourism support, public services and small businesses.
She chooses a realistic direction: logistics support. She is familiar with logistics due to her experience in sales planning and problem-solving, but this is not the same old job. She discusses courses with the local adult education centre and enrols on an evening course. At the same time, however, the centre offers her a job teaching entrepreneurship. They want someone with solid experience in the field. Suddenly, she becomes a teacher while studying to become a logistics professional, two roles in which she can utilise her extensive experience as a retail shopkeeper.
Example 15
Fast Brain, Better System
Diego is a 25-year-old biology graduate. He finds a job as a research assistant that seems like a dream come true, but something is not right. Instead of fieldwork and variety, he mostly sits behind a desk documenting research and conducting desk research. Despite his brilliant mind, he struggles. Due to his ADHD, he finds it hard to focus and get things done. The sight of a leaf on a tree outside might occupy his attention, and his to-do lists look more like works of art than lists of bullet points. He loves spending time outside, public speaking, and performing.
After much introspection, he decided to start studying educational sciences. He wants to become a biology teacher. This would give him the opportunity to 'perform' for students, teaching in captivating and creative ways, while still pursuing his passion for biology and enjoying daily variety in his tasks instead of routine. He would not have to work from to-do lists. At the same time, he could share his story with students, understand their struggles better and serve as a role model for them. He can use his Master's degree to fast-track his educational studies while still working part-time in research and creating videos of nature. His educational background enabled career flexibility for him. Although he now works in a different setting, he still works with biology.
Example 16
Detail Detective
Ilaria is a 39-year-old office worker who specialises in quality control. Being on the autism spectrum, she has a keen eye for detail and strong focus. She performs best in environments with clear expectations, predictable routines and respectful, supportive communication. She may be tired of workplaces where success depends on 'reading between the lines'. It is not the tasks that exhaust her, but rather vague instructions, last-minute changes, noise, and office politics disguised as 'team spirit'.
The office has always been calm, and she has always been able to work in a small room. However, after many years, everything changed. The new open-plan office is full of noise, which she can sense strongly. There are smells, people talking, coughing and turning papers. She becomes overwhelmed and has to take sick leave. She realises that she needs to change jobs. She ends up creating quality and standardisation instructions and training materials. This role allows her to utilise her extensive experience and also to harness her best autistic qualities, such as her attention to detail, to her work.