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Labour Office & ClientsCounselling and Communication Skills

for Labour Office Advisers, Counsellors and Job Mediators

Curriculum &

Training Manual

Imprint

Project promoter: Úrad práce, sociálnych vecí a rodiny Dunajská Streda, Alice Dobra, Ádorská 41, 929 48 Dunajská StredaWeb: www.upsvar.sk

Project coordinator: BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH, Dr. Wolfgang Eisenreich, Mariahilfer Straße 8, 1070 WienWeb: www.best-training.com

Project Number: SK/04/B/P/PP-177401

Graphics and Layout: TELEHAUS WETTER / VeVFAR e.V.

PREFACE

Placing Employment

The new Employment Guidelines (2005-8) of the European Employment Strategy EES are streamlined. Numbering eight they fit within three priorities. To attract and retain more people in employment ranks first. The objectives require an efficient delivery system, in which the public employment services play a prominent role. Strengthening the effectiveness of job counselling and job placement is an European wide concern. Better matching of jobseekers and vacancies in the labour market are among the key objectives of the EES.

The project "Labour Office & Clients" (LOC)

… in this regard aims at promoting the transfer of experiences and competences in the area of job counselling and job placement. Co-operative learning and the exchange of professional expert knowledge provide the basis to develop and raise the awareness for the importance of specific key skills in the professional fields of counselling and job mediation.

This LOC - Curriculum and Manual

… is a joint product of 16 organizations of 10 European nations. The vocational trainings offered are designed to optimize job counselling and strengthen the effectiveness of public employment services operations at regional and local levels.

Sustained success of training means transfer into practice

The central feature for the success and high quality of vocational training is actually defined and recognized by the sustained change of habits and performance. This new approach incorporates the widening of skills and competences in order to fulfil the daily tasks.

Key skills are indispensable

… to achieve a – reasonable - success via training. Especially communication and social skills play a central role in the transfer process of knowledge and competences into the daily practice of job counselling and job mediation.

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Consequently the following LOC - Curriculum & Manual is designed to perform both: to develop key skills and widen the competences of professional activities. They are clearly superior at putting across professional expert and general knowledge, which are the core elements of classical offers in the field of vocational training.

Indicators of Quality

The course participants will be involved cognitively (knowledge), affectively (sensations, intrinsic and ethic values) and in relation to habits and alternative actions. This underlines and supports the active and self directed transfer into the individual practice of job counselling and job mediation at the individual workplace in a process oriented way. One of the central criteria of quality and success lays in the detailed definition and selection of target groups and training needs (Social Marketing Approach).

Methods

This way of organized vocational training works best with group work and work shops. The delivery acknowledges and addresses a diversity of learning styles. The methods and modules provide a need-oriented way of learning, offer an innovative, individual variability and contain a mix of cooperative and participative training elements.

Subject Areas: Target group-oriented services

The LOC Curriculum & Manual is designed to perform both: to develop key skills and widen the competences of professional activities

to strengthen and communicate a service-oriented culture within Labour Offices and JobCentres, to differentiate customers and to establish a detailed monitoring and evaluation

to raise the awareness for the importance of soft skills in the job placement process

to promote the dialogue between labour offices and employers

T a b l e o f C o n t e n t s

TABLE OF CONTENTS

Preface.....................................................................................................................................3

1. UNDERSTANDING CLIENTS......................................................9

GUIDANCE FOR UNEMPLOYED...................................................................................................10

Schedule 01 - Two-Days-Course.............................................................................................13

GUIDING REFUGEES, ASYLUM-SEEKERS AND MIGRANTS...........................................................17

Schedule 02 - Three-Days-Course..........................................................................................20

GUIDING CLIENTS AFFECTED BY BASIC SKILLS DEFICITS...........................................................24

Schedule 03 - Two-Days-Course.............................................................................................27

Schedule 04 - One-Days-Course.............................................................................................32

GUIDANCE FOR WOMEN............................................................................................................34

Schedule 05 - Six Half-Days-Course.......................................................................................37

2. REQUIREMENTS OF THE LABOUR MARKET.................................47

THE IMPORTANCE OF SOFT SKILLS IN THE LABOUR MARKET....................................................48

Schedule 06 - 18 Sessions á Half a Day..................................................................................51

JOB MATCHING AND WORKPLACEMENT.....................................................................................64

Schedule 07 - Five-Days-Course.............................................................................................66

CUSTOMER RELATION - HOW TO PROMOTE THE DIALOGUE BETWEEN LABOUR OFFICE AND EMPLOYER..................................................................................................................................72

Schedule 08 - Three-Days-Course..........................................................................................73

WORK ORGANIZATION: NEW WORK & MOBILITY.......................................................................76



Schedule 09 - Two-Sessions-Course.......................................................................................78

VOCATIONAL ORIENTATION FOR YOUNG WOMEN.....................................................................80

Schedule 10 - Two Half-Days-Course......................................................................................82

3. CULTURAL AND GENDER DISTINCTION:......................................85

GENDER MAINSTREAMING (GM) – SENSITISATION FOR LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB MEDIATORS.........................................................................................86

Schedule 11 - Four Half-Days-Course.....................................................................................88

POLITICAL AND LEGAL OBLIGATIONS IN THE VOCATIONAL FIELD OF LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB MEDIATORS.........................................................................................93

Schedule 12 - Five Half-Days-Course......................................................................................95

NETWORKING APPROACHES PROMOTING GENDER ORIENTED JOB PLACEMENT ACTIVITIES AND TRAININGS...............................................................................................................................101

Schedule 13 - Five Half-Days-Course....................................................................................103

EQUAL OPPORTUNITIES...........................................................................................................109

Schedule 14 - Three Half-Days-Course.................................................................................111

DIVERSITY MANAGEMENT FOR LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB MEDIATORS..............................................................................................................................115

Schedule 15 - Two half days.................................................................................................117

MANUAL EXERCISES & HANDOUTS..............................................12101 Handout Basic skills deficits......................................................................................12202 Handout Experiences on basic skills deficits.............................................................12603 The state of knowledge.............................................................................................12804 Functional Illiteracy...................................................................................................12905 Handout Share Ideas.................................................................................................13006 My culture.................................................................................................................13207 Handout multicultural guidance I..............................................................................13308 Handout multicultural guidance II.............................................................................13409 Handout: The organisation for which you work ... I...................................................13510 Handout: The organisation for which you work ... II..................................................136

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11 Creating a vision.......................................................................................................13712 Handout Filling in a form...........................................................................................13813 Handout Excuses.......................................................................................................13914 Motivation - Communication.....................................................................................14115 How ‘they’ live their lives..........................................................................................14316 Professional project construction..............................................................................14417 One day in the future................................................................................................14518 Opposites or diversity?..............................................................................................14619 Pessimists and Optimists..........................................................................................14720 The kind of message pictures send...........................................................................14821 Reflection “Who am I ...?”.........................................................................................14922 Expectations of the Course.......................................................................................15023 Morning round with musical instruments..................................................................15124 Soft Skills in the professional context.......................................................................15225 Collage showing variety in communication...............................................................15326 Communicating Ball as Feedback.............................................................................15427 The only one..............................................................................................................15528 Ball Game in a circle.................................................................................................15629 Dealing with communication barriers........................................................................15730 Hidden pictures.........................................................................................................15831 Picture dictation........................................................................................................15932 Expression and variety of non-verbal communication..............................................16033 Morning drawing.......................................................................................................16134 Chain of information..................................................................................................16235 Problem Solving Strategie.........................................................................................16336 Ways of meeting people............................................................................................16437 Handout Teamwork...................................................................................................16538 Warming up...............................................................................................................16639 Drivers of motivation.................................................................................................16740 Motivational factors in the spotlight..........................................................................16841 Perception: Mix up.....................................................................................................16942 Dissemination activity...............................................................................................17043 Final sound................................................................................................................17144 Feedback...................................................................................................................17245 Interview productions................................................................................................17346 Key Qualifications......................................................................................................17447 Networking................................................................................................................17648 Typical professions....................................................................................................17749 Women go self-employed..........................................................................................17850 Gender Sensitisation.................................................................................................17951 Feel the difference....................................................................................................180



52 Municipal Planning Department................................................................................18253 My Life.......................................................................................................................18354 Project „Sharp Eye “..................................................................................................18455 Qualities....................................................................................................................18556 Ranking.....................................................................................................................18657 The 6-3-5 method.....................................................................................................18758 Roles & expectations.................................................................................................18859 Activation..................................................................................................................18960 Self-Reflection...........................................................................................................19061 Handout Eisenhower principle...................................................................................19162 Learning Diary...........................................................................................................19263 Handout Learning Diary............................................................................................19364 The only one..............................................................................................................20265 The life tree...............................................................................................................20366 Working life curve.....................................................................................................20467 Handout Working life.................................................................................................20568 Web of competences.................................................................................................20669 Handout awairness raising........................................................................................20770 Profiling my individual competencies........................................................................20971 Handout: Profiling......................................................................................................21072 Skills Analysis............................................................................................................21473 Handout Skills Analysis.............................................................................................21574 Handout Skills analysis..............................................................................................21675 My latest success......................................................................................................21776 Feedback vehicle.......................................................................................................21877 Feedback rules..........................................................................................................21978 Feedback chair..........................................................................................................22079 Handout: Feedback rules..........................................................................................22180 Knowledge, skills & experience.................................................................................22281 Positive thinking........................................................................................................22382 Survival strategies.....................................................................................................22583 Learning situations....................................................................................................22784 Handout: Learning situations....................................................................................22885 Listing and evaluating significant events..................................................................23086 Handout Significant events.......................................................................................23187 American debate.......................................................................................................23388 Handout: American debate.......................................................................................23489 Ten questions never to be asked..............................................................................238

Partnership...........................................................................................................................241


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1.Understanding

Clients


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GUIDANCE FOR UNEMPLOYED

WHY THIS COURSE:

The first aim is the return into the labour market of unemployed and job applicants

Current context:

Unemployment of long duration

Reduction in the offers,

Inadequacy between supply and demand in term of professional sector, trades, competences and qualification

The strategies (national and European) of fight against the inequalities in particular regarding access to employment

The local market analysis shows larger and larger differences between not provided offers and the stagnation, even the increase in number of unemployed individuals

After long period of unemployment the job seekers have the feeling that their requests are not taken into account or understood and that office advisers, counsellors, case managers and job mediators do not bring them the service they are expecting

All this makes essential, for the advisers, the development of their capacities in:

Individual listening and analysis of’ problems applicants are facing

Designing training path in order to facilitate the return of their clients into the labour market

AIMS OF THE COURSE

To analyse the request of applicants for work and to build an individualized answer.

To accompany the person throughout the course proposed.

This analysis must be made thoroughly in order to have a global vision of the professional profile but also of expectations, assets, constraints, and of the client’s autonomy in job searching


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The adviser must have a good knowledge and practice of the various services he will be able to propose to the person according to the results of the diagnosis.

He must also be able to evaluate the relevance of the training or support measures developed, whether they are led by himself or an external provider

WHO WOULD BENEFIT FROM TAKING THE COURSE?

All advisers in charge of:

Making individual interviews for diagnosis,

Designing accompaniment path towards employment

Following these paths and results obtained

THE APPROACH OF THE COURSE

Basic modules

Diagnosis Interview

Construction of an accompaniment path towards employment

Follow-up and accompaniment of the client

We recommend addiotional modules according to needs and interests

Optional modules: Animation of thematic workshops - Development of a professional project - Job research - Creation or resumption of company.

METHODOLOGY

To be able to use individual interview techniques considers the various spheres (professional profile, personal situation, personal situation, expectations and assets, autonomy for research) in order to identify the possible relevant questions to collecting useful information (existing guide or to be achieved by training providers)

To develop a cooperation approach with the applicant, shared diagnosis in order to:

Identify the future situation expected Define targets (professional sectors, trades, companies, geographical

areas.)


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Evaluate: strengths and weaknesses resources available in the environment

Work out an action plan and the means needed.

To define the adviser’s role in a following up process of the agreed path where the unemployed client is at the centre

The choice could be done according to the needs and setting possibilities of the different contents:

To acquire by simulation a methodology for workshops animation (short duration course, ½ day) focused on job seeker’s activity supported by an employment adviser

To develop expertise about different subjects to b e considered to build a professional project, job searching, enterprise creation

ROLE OF THE ADVISER

To analyse the speech of job applicants to highlight the decision criteria and to bring elements of expertise.

To provide information according to this analysis

To provide a psychological support to assist the implementation, to objectify difficulties and success, to develop progressions (trainings towards autonomy)

EVALUATION

Evaluation at the end of training

Questionnaires of qualitative evaluation of the modules

Definition by participants of the axes of individual progress.

DURATION

2 Days

We recommend additional trainings concerning specific target groups


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SCHEDULE 01 - TWO-DAYS-COURSE

Day 1: Guiding and advising clients – Skills asessment

Welcome Coffee

Introduction of the trainer

Description of his/her professional background, experience in the field of job matching and work placement

Introduction of the participants

Description of their respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations

WARMING UP ”Roles and expectations ” [m58]

Dealing with expectations among team members (90 min)

Preview of Contents

PRESENTATION: “Problems job applicants are facing”

Participants will receive information about changes in the labour market and will increase their competences for guiding and advising of their clients.The current economical and sociological situation of unemployed Indication of future trends: the development of job requirements and qualification demand in various work sectors

Discussion


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EXERCISE: “Case Studies” [m04/05]

Presentation and discussion of several case studies in order to clarify and exemplify terms presented above. It may well be that the client does not wish to have psychotherapy from a specialised service (this can be seen as stigmatising). In this case you will need to keep in mind the problem even though - assuming you are not a trained psychotherapist - you cannot offer appropriate counselling,,Above all, you are seeking answers to these basic questions: what methods and processes are the most appropriate for the client groups which are the focus of this course? What additional needs are they likely to have? What can you deal with yourself and what can you refer to other agencies?

Compare to experiences of the trainer and/or participants.

Lunch Break

Methods and Contents of Skills Assessment

INDIVIDUAL WORK ”What knowledge, skills and experiences do I have?” [m67]

It is important to distinguish between formal and informal knowledge. People gain formal knowledge in the formal education systems. On the other hand informal knowledge and experience are obtained by self-learning process, part-time work, voluntary work etc. The informal knowledge and experience are often unjustifiably overlooked.

Presentation of outcomes

Plenary discussion moderated by the trainer

ACTIVITY TO RELAX ”Ball Game in a Circle” [m28]

Action-oriented learning of gender related aspects of verbal and non-verbal communication (20 min)

GROUP WORK & FEEDBACK ”Feedback” [m44]


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Summary of the seminar’s contents Participants find answers to the following questions: what was important for me / what will I integrate into my work / what was less interesting / what I wanted to add ...Participants provide an overview on the basis of the individual Learning Diaries. Presentation of the main contents to the whole group.

Questions & Answers

Day 2: Guiding and advising clients – Skills asessment

Summary and Reflection of 1st Day

Participants summarize main subjects of the 1st day and present aspects they found particularly important/interesting; discussion in class

LECTURE AND PRESENTATION: Institutional, Pedagogical Support and Information

Organisations of training providers, psychological support and further experts offering support Contacts, ways of exchange and networkingWays of escort and ongoing motivation

Methods and Contents of Skills Assessment

INDIVIDUAL WORK ”Web of Competences” [m68]

This tool is designed to help clients to be aware of individual competencies developed during their life, as a basis for taking over responsibility


Lunch Break


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GROUP WORK: “Communication in the daily work environment" (m29)

Barriers and misunderstandings: How do I cope with these aspects?Formation of three groups reflecting the different working environments of the participantsPresentation of the results at the flip board

Comparison and discussion of the results of the group work

Exchange of experiences

LECTURE: What is communication?

How does communication happen? (“Communication model”)Which are the most important rules for efficient communication?

We recommend to broach the issue of Gender aspects and preferences of communication

Differed evaluation, in professional situation

CRITERIA INDICATORS

JOB SEEKER’S SATISFACTION Listening, comprehension of their request

Relevance of the answers given

Quality of the accompaniment on duration

ADVISER’ S SATISFACTION Better efficiency of individual interviews

Quality relationship with unemployed clients

Evaluation

Questionnaires of qualitative evaluation of the modules

Definition by participants of the axes of individual progress.


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GUIDING REFUGEES, ASYLUM-SEEKERS AND MIGRANTS

WHY THIS COURSE

One of the aims of guidance is to present clients with relevant information so that they can make informed choices and decisions. Such information includes local labour market vacancies, opportunities for education and training, availability of grants, qualifications and competences needed for particular careers and types of voluntary work existing in the area.

A further stage in guidance, where a client is not yet in a position to evaluate options, is to offer advice, which can include 'insider knowledge', such as which educational courses still have places, how to approach particular employers, the advantages and disadvantages of different options and so on.

A third stage is guidance itself, which is the process of assisting clients to be able to assess information in terms of their own needs and abilities, so that they can in the end make decisions on their own. This can be an educational or a developmental process, or both - for example, it may include developing confidence, self-esteem and self-knowledge as well as decision-making skills.

Trained guidance workers know all this - so why does this group need specialist guidance and why do guidance workers need specialist training?

There is a number of reasons. In brief, concerning this course, the following are rarely if ever included in the training of guidance workers:

The complex matters of flight, exile and voluntary migration, - that is, forced and unforced migration;

The educational and labour market systems of other countries - and whether guidance systems exist there;

Statistical information about migrants, refugees and asylum-seekers in your own country: how many there are, from where have they come, in which sectors do they now work, what their chances are of leading fulfilling lives in terms of education and employment;

The legal framework in your country and differences between types of migrants, their current rights and entitlements to education, employment and social services, relevant national and local policies;


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National and local organisations for (i.e. supporting) and of (i.e. self-supporting) migrants and newspapers for migrant groups (in local and original languages);

Introduction to the information, advice and guidance (IAG) system in your country (option for students without guidance training).

Flight, exile and even voluntary migration can leave people disorientated and their lives disrupted, especially in cases where they know little about their new country and have few resources in terms of social networks. Knitting together disrupted lives can be aided by education and training, employment, voluntary work or, where these are not possible (for example, through ill health or disability or caring responsibilities), the motivation just to do something fulfilling.

Refugees, asylum-seekers and migrants, however, face strong barriers against normalising their lives in these ways, including lack of information and support, as well as the more intractable barriers of racism and xenophobia.

Vocational guidance, even at a basic level, can assist clients with information, advice, guidance and active support such as advocacy. For such guidance to be effective, however, guidance workers themselves need access to information beyond that which is needed for local clients; they need particular skills to communicate with people from different countries, cultures, religions, language groups and so on; and they need to ensure that their own organisations do not raise barriers against such clients.

This course is designed to help counsellors develop their practice in this field.

AIMS OF THE COURSE

The main aim of the course is to induce change - change in skills, change in attitudes, and change in practice. Specifically, these are the needs which this course will fulfil:

Perception of what kind of information is needed - both to answer the questions clients will ask and to answer the questions they do not ask but need to know about;

Understanding the necessity to understand the culture of the client as well as his/her particular personality/upbringing/aspirations etc.;

Learning what to ask clients;

Practice in finding information;

Awareness of issues in interaction/communication with clients;


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Understanding the importance of advocacy, different kinds of advocacy and how to carry it out;

Recognition that some serious problems may exist even if not disclosed - but knowing the limits of your competence: e.g., social workers are not guidance counsellors and guidance counsellors are not psychotherapists;

Reflection and discussion with others.


This course is not aiming to train guidance workers as such but only to impart some additional guidance skills. It is therefore targeted at

labour or employment office employees;

vocational guidance counsellors or careers advisors;

social workers;

community health workers;

volunteers working with asylum-seekers;

workers in an asylum camp or home;

any other people working with migrants, refugees and asylum-seekers.


Course participants are expected to be both reflective and active, thinking about and evaluating their own practice and presenting their ideas. These ideas will be evaluated and commented on, but never “judged” or even marked by others.

There are many models of guidance and not just one 'right' way to give guidance. The course is not trying to tell participants which is the 'best' way - that is for them to decide, out of their own experience and reflection and in relation to their particular clients.

DURATION OF THE COURSE

3 days


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SCHEDULE 02 - THREE-DAYS-COURSE

1st Day: Important knowledge and information for use in guidance with refugees, asylum-seekers and migrants

Welcome Coffee

Introduction: Trainer

Description of professional background, experience in the subject

Introduction: Participants

Short description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations

EXERCISE: “Who am I – a picture gallery” [m21]

Warm-up/further introduction

Preview of Contents

Presentation: “What are we basically going to deal with in this course and which aims do we want to achieve?”

Where I am now: my momentary state of knowledge

Individual reflection, round table discussion

Participants reflect and talk about the following questions:

o 'What gaps in my knowledge have I discovered so far in working with people from other countries?'

o 'What difficulties have I had with clients through lack of knowledge of their origins and their situation?'

o 'What do I think I need to know?'


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LECTURE AND PRESENTATION

Forced and unforced migration, different reasons for people leaving their countryLegal framework concerning forced and unforced migration

GROUP WORK: Important rights of our clients

Research and Presentation

EXERCISE State of knowledge [m03]

This exercise shall serve to clarify how to find the information needed, to select and present relevant information

2nd Day: Individual Practice in Multicultural Guidance

Summary of 1st day

Round table talk

PAIR WORK: My culture [m06]

Pair work, presentations, discussion, reflection:The term culture and its relevance to guidance, education and work; different understandings of “culture”; different stereotypes for different countries

In combination with [p63]: “The only one“ on understanding and dealing with stereotypes and clichés


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LECTURE AND PRESENTATION Guidance models

Presentation of successful models for multicultural guidance by trainer (and, voluntarily, one or more students)

Guidance skills for individual needs

o Group work,

o presentation,

o discussion,

o reflection,

o role plays

EXERCISE Multicultural guidance skills Handout [m07/08]

Use of self –reflection and the internet to explore models of guidance and multicultural guidance skills. According to participants’ needs and interests, this exercise can be followed/combined with one or more of the following:

EXERCISE: “The organisation for which you work in terms of multicultural guidance “Handout [m09]

Reflecting and evaluating the own organizations service


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3rd Day: Organisational Practice in Multicultural Guidance

Summary of 2nd day

Round table talk

Where my organisation is now, what it should be like in the future

Individual preparation, exchange of ideas in groups, round table discussion

EXERCISE: “The organisation for which you work in terms of multicultural guidance “Handout [m10]

Evaluating and planning improvement for service

Pair work, presentations, discussion, reflection:

EXERCISE: Creating a vision [m11]

Reasearching and planning improvement for service Intensive exchange of experience at dealing with the target group of refugees or migrants. Students are working individually or divided into groups.

Prolongation is possible by integration of key actors, reporting on their fields of knowledge & interest

Feedback

Evaluation

Final Discussion


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GUIDING CLIENTS AFFECTED BY BASIC SKILLS 1 DEFICITS

WHY THIS COURSE?

All over Europe, there is widespread need to detect and react properly to basic skills deficiencies shown by clients during early stages of social and vocational counselling. Since practically all people who are affected by reading and writing problems hide their deficits due to a feeling of shame and embarrassment, advisers working in these fields need to be trained to employ strategies and methods to carefully unveil these facts without offending the social and cultural integrity of their clients.

This course will therefore sensitize and inform advisers working in several labour office areas about different aspects and phenomena of illiteracy or borderline basic skills (a phenomenon widely described as “functional illiteracy”2). Above all, the sociological and cultural background of people affected by literacy deficits is dealt with. In this way, counsellors’ knowledge about and awareness of different aspects of “functional illiteracy” shall be increased.

AIMS OF THE COURSE

The course aims at providing insights into the life situations of functional illiterates:

Detailed information on the backgrounds of “functional illiterates” comprises aspects of education, profession, factors causing and accompanying reading and writing deficits and common psychological problems resulting from illiteracy. There is also focus on specific differences and similarities between several social groups affected by basic skills deficits (e.g. juveniles, women, migrants), as well as on general current characteristics and trends of functional illiteracy as a social phenomenon (e.g. connection of functional illiteracy and unemployment).

1 The generally accepted definition of “basic skills” knowledge is as follows:The ability to read and write (literacy), as well as to speak a respective language, and to use mathematics (numeracy) at a level necessary to function at work and in society in general.

2 A person is functionally illiterate if he/she cannot engage in all those activities in which literacy is required for effective function of his or her group and community and also for enabling him or her to continue to use reading, writing and calculation for his or her own and the community's development.(according to a definition by the UNESCO)


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There is particular focus on hiding and avoidance strategies employed by clients affected by basic skills deficits:

The nature of various hiding and avoidance strategies is dealt with in detail, in order to inform and prepare frontline staff providing guidance and counselling in regard to detection of functional illiteracy.

The course also shows how to concretely deal with the target group of funcionally illiterate clients (equipment with respective counselling skills):

There is special focus on questions of how to deal with respective clients in concrete “outing” situations, i.e. some ways of possible reaction are suggested. This includes elements such as how counsellors can help their clients to reflect on their specific situation, abandon avoidance strategies, develop necessary self-confidence and agree on a new start.

Finally, the course aims at offering ways of assisting clients with going through respective training programmes, maintaining their motivation and providing methods for escort during and after the period of training.


The course “Guiding Clients Affected by Basic Skills Deficitis” is targeted at social and vocational counsellors working in the following areas:

integration of long-term unemployed people into the labour market

counselling of disadvantaged people (also showing accommodation problems, debt problems, drug/alcohol problems)

counselling of ethnic minorities

counselling migrants and asylum seekers

counselling and assisting (former) prisoners

It provides sensitization on functional illiteracy, as well as long lasting transfer of information, taking into account respective personal and professional backgrounds of the counsellors. More generally, it helps organisations offering counselling and advice to increase their professionalism and deliver more efficient service to respective clients.

In addition to this, the provision of course participants with information about various contacts and organisations professionally focusing on the subject of functional illiteracy (i.e. institutes offering pedagogical help, basic skills courses, learning materials etc.) also contributes to an enhancement of quality and quantity of networking and cooperation among different institutions that either permanently deal with or are occasionally confronted with the phenomenon of functional illiteracy.


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Thus, clients affected by functional illiteracy shall finally benefit from the outcome of this course, since there will be a higher number of counsellors being aware of these problems among some of their clients, as well as being able to react properly and give adequate and efficient support by employing respective skills.


In order to sensitize and inform social and vocational counsellors, several different aspects of illiteracy are dealt with in the course. These include the current use of terminology, facts and figures about this phenomenon (especially referring to the framework of modern European society of information and speedily changing worlds of work), as well as the sociological and cultural backgrounds of people affected by it, or also typical causes and “risk factors” of functional illiteracy.

Since practically all people having reading and writing problems try to hide their deficits due to a feeling of embarrassment, participants of the seminar are trained to carefully and sensitively unveil these facts and offer adequate support employing respective soft skills acquired and trained in this course (assistance, evoking and maintaining motivation, providing escort during and after training programmes).

Not only does the trainer give numerous presentations (e.g. using Powerpoint) dealing with these contents, but it is a combination of several methods employed in this course that is altogether based on a didactic approach of participant-activity (group work serves to develop and reflect on different contents, participants prepare short summaries, give presentations etc.) and intensive interaction and intervision. This means that mutual feedback and group-evaluation play a dominant role througout the course. Within this cooperative learning model, participants are motivated to exchange their experience and knowledge and to discuss new findings in terms of possible impacts on their professional areas.

The participants of the course are also motivated to reflect upon their own educational biography, their attitudes towards learning, possible problems and consequences connected with it. In this way they can more easily identify with this particular group of clients, improve relevant personal competences, work on respective social skills and acquire specific communicative strategies.

As a consequence, by making use of these methods, advisers taking part at the seminar shall be enabled to incorporate all contents and results of this seminar into their own counselling scheme in a fruitful and satisfying way.

DURATION:

2 days-course or 1-day-course


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SCHEDULE 03 - TWO-DAYS-COURSE

1st Day: Session 1: Information and Discussion Session 2: Functional Illiteracy as a Social Phenomenon

Welcome Coffee


Description of professional background, experience in the field of basic skills/illiteracy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations

EXERCISE: “Filling in a form” Handout [m12]

Warm-up, first identification and confrontation with experiences regularly made by respective clients; reflection

Preview of Contents


“What exactly are we going to deal with in this course and which aims do we want to achieve?”

GROUP WORK: The terms “Illiteracy” and “Illiterates”

In small groups of 2-3, course participants


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collect and note down what they spontaneously associate with these terms; they also talk about the question if ever they have come across this phenomenon in their professional and/or private surroundings

Results: Discussion in Class

Course participants present their results in class;

Exchange of information, discussion of some aspects dealt with in the course of the seminar, e.g.

o “what do you think are typical jobs of functional illiterates?”

o “can you think of possible causes and risk factors?”

o “how do you imagine the everyday life of affected people?”

LECTURE AND PRESENTATION: Terms, Facts and Figures

Primary Illiteracy, Secondary Illiteracy, Functional Illiteracy – Basic Skills Presentation: explanation of current use of terminology, facts and figures in a European context

EXERCISE: “Case Studies” [m04/05]

Presentation and discussion of several case studies in order to clarify and exemplify terms presented above. Compare to experiences of the trainer and/or participants.

What we know about people affected by functional illiteracy

Presentation of findings/statistics focusing on the following aspects:

o male/female distribution

o age, educational background

o social/professional status


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o typical jobs (of women, men, immigrants affected)

Questions and answers, discussion

“Risk Factors”, Causes and Individual Reactions

Presentation and discussion of the following aspects:

o Family Situation

o Experiences at School

o Psychological Problems

Exemplified by

HANDOUT “SCHOOL”[m02]

EXERCISE “My survival strategies at school” p89

Awareness-raising and reflection

LECTURE AND PRESENTATION affecting people’s lives

How reading and writing problems affect people’s professional and private lives in today’s society

Exemplified by

HANDOUT “EXAMPLE OF A WORKER ” [m02]


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How to Detect: Hiding and Avoidance Strategies

Presentation of case studies:

o what affected people have told about their fears

o what affected people have told about their reasons for hiding and avoidance

Read and discuss

HANDOUT “FEAR” [m02]

GROUP WORK Typical behavioural patterns and excuses

Criteria and Indicators for Detection Participants discuss and present different areas in which detection is possible Aanalysis of handouts: “Criteria for Detection” [m02]

Presentation and discussion of common excuses

Use of

HANDOUT “EXCUSES” [m13]


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2nd Day: Practice and EvaluationSession 3: Working with the target group, Session 4: Escort, Evaluation

Summary and Reflection of 1st Day

Participants summarize main subjects of the 1st day and present aspects they found particularly important/interesting; discussion in class

GROUP WORK How to deal with functionally illiterate clients

Group work and presentation: Communicative strategies of how to react properly; role plays, intervisionExchange of ideas and experienceMethods of motivation

Discussion

LECTURE AND PRESENTATION: Institutional, pedagogical support and information

Basic skills institutions, organisations of experts offering support Studies, literature on functional illiteracyContacts, ways of exchange and networkingWays of escort and ongoing motivation

Lunch Break

Learning Materials

Confrontation with a selection of various learning materials and programmes available, both “traditional” and more modern ones; Getting to know new, pedagogically state-of-the-art e-Learning programmes (e.g. “Target Skills”); Presentation, practice in groups (“hands-on-sessions”), discussion and evaluation

Feedback,

Evaluation

Final Discussion


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SCHEDULE 04 - ONE-DAYS-COURSE

Session 1: Understanding Clients’ Backgrounds

Welcome Coffee


Description of professional background, experience in the field of basic skills/illiteracy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations

EXERCISE: “Filling in a form” [m12]

Warm-up, first identification and confrontation with experiences regularly made by respective clients; reflection

Preview of Contents

“What exactly are we going to deal with in this course and which aims do we want to achieve?”


Definition of basic skills and illiteracyWho is affected?Risk factorsFunctional illiteracy as a social phenomen

Lunch Break


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Session 2: Working with the Target Group

GROUP WORK: “Illiterates”

In small groups of 2-3, course participants Hiding and avoidance strategiesCriteria and indicators for detecting basic skills deficitsWorking with the target groupEscort and ongoing motivationPresentation and Discussion

Feedback

Evaluation

Final Discussion


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GUIDANCE FOR WOMEN

WHY THIS COURSE

The concept of gender mainstreaming, that represents the current approach promoted by the EU, could be briefly defined as the integration of the gender matters in all the EU policies and institutions.

Such a trend in policies follows closely the evolution in the European labour market: the characteristics of the European labour force are drastically changing (Norton and Fox, 1997):

The population and the workforce is ageing – faster in Europe than in the US.

• More women are entering the labour market than ever before.

• There are more dual-career couples (both working) than ever before

The women employment rates have increased more than those of the masculine employment and have now achieved the 55.6% compared to the less than 50% of the early ’90’s; yet, the difference between women and men in employment is still very high (17.2%).

The employment rates are still low for elderly or less educated women, as well as for young women with children, whose average employment rate is 12.7% lower than the one of women without children; men with children have an employment rate of 9.5% higher than those without children.

As it concerns remuneration, in the UE the difference between the men and women is the 16% on average and almost did not change in the last years. This difference is remarkably higher in the private area than in the public; this gap is mainly due to the different participation in the labour market, the gender segregation, the career and wage structure and the consequent underestimation of the employment areas for women.

Guidance, in long life learning context, has to do with a number of activities that enable, individuals, of whatever age in whatever moment of their life, to identify their capabilities, competencies, interests, to make choices on their education, training and employment and to manage their personal life paths in the training activities, in the professional world or in any other else environment in which these abilities and competencies can be taken and/or spent.

Public employment services have a key role to play in the pursuit of Europe’s ambitious objectives. Public employment services can help along many dimensions in the modern labour market.


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Aims of the course

The main aim is to upgrade the skills of people already involved in guidance services enabling or improving their ability to:

devise, implement and monitor specific guidance activities aimed at adult women (both seeking to re-enter in the labour market or changing their job;

effectively networking with the other bodies participating into the implementation of Active employment policies in order to offer a complete framework of the existing opportunities, effectively matching competencies and wishes and training/employment opportunities

To practically reach the above goals the contents of the course will help to:

Understand the theoretical bases of skills assessment (including a description of the assessment tool and the main problems concerning the reference target)

Develop a skills assessment path that permits the use of tools (sheets and grids) and the formulation of a final skills portfolio

Experiment the path on real customers (beneficiaries)

The tools presented are aimed at offering guidance and consulting support to the identified “need/problem”: the use of the single tools can be further contextualised to increase its range and effectiveness, if supported by an overall system of job counselling and guidance, employment support and the valorisation of human resources in the workplace.

The key to this course clearly lies in testing the proposed tools: therefore a concrete use of the tools can be considered part of the training experience.


The main target of the course are public employment service counsellors, already working and therefore trained, as the course is intended to transfer new tools and to provide information on how exploit the existing local networks of actors (companies, private and public employment services, education and training agencies, laws and regulation) in order to provide a comprehensive set of information and focused guidance.

The process of guidance described in the course is to be expressed through some meetings with the beneficiaries (3 lasting one hour each, in some cases could be more, according to the special requirements of the clients).


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Indirect beneficiaries can be considered the women requiring the guidance services especially because part of the training is “on the job” as it includes the actual testing of the tools/methods taught.


This approach is concretely applied in different ways, according to the teaching methodology chosen, but it is anyway evident both in the way the contents are taught, in the contents themselves and in the monitoring/evaluation tools set up by the trainers.

This course can be delivered in the form of blended learning (partially distance learning) plus an experimentation of the process and tools on a real guiding service at the workplace.

The course can be delivered in the form of “Training on the Job”, with an expert counsellor working side by side with the trainees. In this case there is a period of observation, then a period working side by side and then an evaluation session.

Regular meetings allow the monitoring of the progress and the tuning up when required.



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SCHEDULE 05 - SIX HALF-DAYS-COURSE

Session 1: Guidance for women behind the background of EU-Labour Market policy and Legal Requirements – Introduction and Basic Information

Welcome Coffee


Description of professional background, experience in the field of gender mainstreaming with special focus on contact development and networking, gender relevant aspects of labour market and labour market policy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations, vocational experiences concerning gender mainstreaming

INTRODUCING GROUP EXERCISE ”Self Reflection” [m60] .

Role models concerning careers in the immediate environment, vocational orientation and careersThis exercise helps to raise awareness about how we associate qualities / characteristics and the different conflicting opinions that exist in this respect

LECTURE AND PRESENTATION EU-Labour Market Policy

Focus: femal targetgroups- IntroductionPower point presentation - not longer than 30 minutes!

Questions & Answers


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SENSITIZATION ABOUT GENDER ASPECTS ”Motivation & communication” [m14]

Anticipate individual future, establish a reference to one’s individual future as an important biographical perspective (indiv. work)Review and train individual social perception (plenary)

LECTURE AND PRESENTATION Legal Requirements

focus: femal target groupsIntroductionPower point presentation - not longer than 30 minutes!

Closing exercise ”Final Sound” [m43]

Objective is to find a common beat which can be taken away in everybody’s mind as the sound of the group.

Session 2: Female Target Groups – Special Ressources of Women

Welcome

WARMING UP ”How ‘they’ live their lives ” [m15]

This exercise helps participant to understand how different perceptions about the opposite sex can be. It may very well add to the fun factor in a training but also raise serious discussions (45 min)


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LECTURE AND PRESENTATION Female Target Groups

Defining and Characterizing of Female Target Groups in Labour Market PolicyWomen returners, female 50+, lone parents, young mothers, female entrepreneurs... – introductionPower point presentation - not longer than 30 minutes!

Questions & Answers

Collection of specific ressources and needs concerning female target groupsGroup work on the respective topic

GROUP WORK “Gender Sensitisation” [m50]

Awareness raising on gender roles and typical attributes for women and men.Exercise targeting at “clichés” and perceptions about men and women(30 min).Alternative: “Feel the difference” [p51] Good exercise to make differences visible through body language. Participants get a chance to “feel” the difference (60 – 90 min).

Questions & Answers

FEEDBACK ”Communicating Ball” [m26]

A ball is thrown from one participant to next, each giving his/her statement about the course of the day.


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Session 3: Skills Assessment

Welcome

Methods and Contents of Skills Assessment I

INDIVIDUAL WORK ”What knowledge, skills and experiences do I have?” [m67]




ACTIVITY TO RELAX ”Ball Game in a Circle” [m28]


Methods and Contents of Skills Assessment II

INDIVIDUAL WORK ”Web of Competences” [m68/69]

This tool is designed to help clients to be aware of individual competencies developed during their life, as a basis for taking over responsibility



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CLOSING EXERCISE ”Final Sound” [m43]


Session 4: Skills Assessment

Welcome

Methods and Contents of Skills Assessment III

INDIVIDUAL WORK ”Profiling individual Competencies” [m70/71]

With this tool learners are able to get a clearer picture of their competence-profile. Identifying and writing down their skills and competencies helps them to see themselves more positively and to increase their self-awareness and self-confidence.



Activity to Relax ”Ball Game in a Circle” [m28]



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Methods and Contents of Skills Assessment IV

INDIVIDUAL WORK ”Skills Assessment Part” [m73/74/75]

Via biographic approach, the family, as a field of experience, is introduced.




Summary of the seminar’s contents Participants find answers to the following questions: what was important for me / what will I integrate into my work / what was less interesting / what I wanted to add ...Participants provide an overview on the basis of the individual Learning Diaries. Presentation of the main contents to the whole group.

Questions & Answers

Session 5: Family Work and Work-Life-Balance / Training Project

Welcome

INDIVIDUAL WORK ”My latest success that I’m most proud of” [m75]

Providing the participants with the positive experience what will strengthen their self-esteem..




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Thinking about the active parts of the participants

INDIVIDUAL WORK AND GROUP WORK “Pessimists and Optimists” [m19]

This tool on the one hand serves a desire of many people to express the reasons they see why something should not work and on the other hand encourages participants to think about their active part concerning the subject matter

INDIVIDUAL WORK Professional Project Construction [m16]

Identification of the subjects and thematic of the training



Closing exercise ”Final Sound” [m43]



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Session 6: Female Entrepreneurs – Action Planning – Good Practice

Welcome

EXERCISE Women go self-employed [m49]

This approach raises awareness for special resources of women who are planning to work on a self-employed basis and helps to strengthen selfconfidence and assertiveness.

Presentation of posters to the whole group.Group workPresentation

Report on outcomesPlenary discussion moderated by the trainer

ACTION PLANNING ”One Day in Future” [m17]

This exercise supports creativity, inspires motivation to look ahead and design working life actively and supports goal-definition.



Summary of the seminar’s contents


Participants find answers to the following questions: what was important for me / what will I integrate into my work / what was less interesting / what I wanted to add ...Participants provide an overview on the basis of the individual Learning Diaries. Presentation of the main contents to the whole group.


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METAPLAN-TECHNIQUE COLLECTION OF GOOD PRACTICE EXAMPLES

collecting 2-5 statements from each participant, which are clustered and presented by the trainers.Overview and Discussion

FEEDBACK ”Communicating Ball” [p26]



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2.Requirements

of the Labour

Market


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THE IMPORTANCE OF SOFT SKILLS IN THE LABOUR MARKET

WHY THIS COURSE:

The Soft Skills Module is designed in order to adequately react to a European-wide need of

generally raising the awareness among public employment service counsellors for the importance of soft skills in the labour market and in vocational qualification and of

pointing out the relevance of soft skills for recruitment policy.

This can best be achieved by employment office counsellors undergoing an in-depth-experience of various modules and exercises in the framework of a soft skills course. As a result, they will better be able to

transform their own newly acquired or brushed-up soft skills into their daily work of counselling unemployed clients and

to judge on the soft skills competences of their clients, detect respective deficits, find out different qualification needs in the soft skills area and, if necessary, assign relevant and appropriate course measures for their clients.

In addition to this, they will acquire better understanding of employers’ expectations from potential new employees:

Several studies, interviews and investigations among employers from different European countries have shown that their expectations and demands, apart from “ordinary” relevant vocational qualification (i.e. mere subject-related knowledge and skills and experience), mainly comprise the following characteristics, competences and skills new members of staff should show:

Self confident behaviour in the job Ability to adapt oneself to new persons and surroundings Capability of deciding quickly Problem solving competence Good presentation Motivation and interest Willingness to learn new things Ability to work in a team Positive thinking


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Communication competence Self esteem Flexibility Diplomatic behaviour Resoluteness Constant improvement of one´s performance

Employers gave the highest ranking to the following key qualifications:

Communication: The job applicant should

o Answer other participants in a discussion

o Find certain information in a book, newspaper, data bank etc.

o Follow written instructions

Teamwork: The job applicant should

o Have an understanding about his/her position in the group

o Inform the team about changes which might influence the work of the whole group

o Inform the team about his/her own work progress

Work attitude: The job applicant should

o Know his/her own strong and weak sides

o Follow an agreed schedule

o Recognise problems at an early stage and seek for assistance

Problem solving: The job applicant should

o Select the right information and ignore unnecessary or redundant sources

o Be aware that there might be more than one way to solve a problem

o Change his/her work style if this is necessary


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TARGET GROUPS

The design and the contents of this module are directed towards actors in counselling, mainly in the field of active labour market policy (vocational education and training), especially towards

advisors of job seekers in labour offices persons who are responsible for the strategies and contents of vocational

education and training measures trainers and tutors working in these measures teachers in vocational education and training schools designers of active labour market policy measures

AIMS OF THE COURSE

It is necessary to raise and deepen, especially among persons working as labour market advisors or decision makers, the awareness of the importance of key qualifications, of successful job description strategies and of vocational guidance and integration measures.

The Soft Skills Curriculum shall therefore be both guideline and impulse to demonstrate how, through direct personal experience and through personal involvement, participating persons will acquire a thoroughly changed and sustainable new attitude towards key qualifications.

Participants will be sensitised for the impact and importance of social competences and will be able to acknowledge their role at the labour market or in human resource management. Working with their clients, they will be able to act as multipliers and they will be able to raise the awareness of their target groups (job seekers, trainees etc.) and to show them that apart from specialized knowledge, also personal and social competences are being required in their working life. In contrast to a mere theoretic and distant input (via books or video), the participation in a group over several days will lead to deep impressions and thus to sustainable understanding, conviction and motivation.


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SCHEDULE 06 - 18 SESSIONS Á HALF A DAY

We recommend starting the course in the afternoon

Our experience has shown that a “slow beginning” is very important, especially when participants are coming from various departments or regions of one organisation.

Session 1

Presentation of the course concept, the backgrounds and objectives

Common supper

Small talk with participants

The trainers must have enough time and opportunity to check the personality of the participants and to get a first impression of the various group and subgroup constellations which will emerge due to the fact that many people know each other from various occasions or levels.

Supper and small talk will be an efficient way of obtaining, at least to some extent, a picture of this very often fragile and delicate network.

Sessions 2 and 3

Presentation of the course and of the trainers

Background of the trainers, their organisations

Organisational aspects: work hours, week-end, departure times

Information about the course design, contents and methods

Presentation of the participants, getting to know each other

Presentation of personal and professional backgrounds (relaxed atmosphere with communication balls)

EXERCISE: “Who am I? – Picture gallery” (m21)

Assessment of common interest by finding a partner with a similar picture


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Presentation of the selection and information about the reason for this decision, information about the person and about the common interests with (the) other person(s)

GROUP WORK: Expectations of the course (m22)

Formation of three groupsElaboration of points of view in each group, presentation by one representativeComparison of the results and discussion

Results: Expectations of the participants: exchange of experience, transfer to practical work, new insights for team work and individual workConsensus about important soft skills: adaptability, communication, negotiation competence, motivation, self confidence, empathy, responsibility, priorities, resoluteness, learning readiness, environment, tolerance, positive thinking, self presentation…

GROUP WORK: Importance of soft skills at the labour market (m24)

Preparation of questions to employers concerning soft skills

Usually, there are rather large tensions between labour office advisors and employers. Therefore, these questions should be elaborated before the meeting.

ROUND TABLE TALK: Which relevance do soft skills have for their recruitment policy?

Talks with two to three representatives of local employers about their work environment and their judgement of the labour market

Discussion with the group

Dismissal of the employers

Feedback


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Sessions 4 and 5: Communication

EXERCISE: “Ball game in a circle” (m28)

The objective of this exercise is to show the importance of establishing a contact as precondition for conscious and efficient communication.

LECTURE: What is communication?

How does communication happen? (“Communication model”)Which are the most important rules for efficient communication?

We recommend to broach the issue of Gender aspects and preferences of communication

GROUP WORK: “Communication in the daily work environment" (m29)

Barriers and misunderstandings: How do I cope with these aspects?Formation of three groups reflecting the different working environments of the participantsPresentation of the results at the flip board

Comparison and discussion of the results of the group work





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Sessions 6 and 7: Communication and problem solving competence

EXERCISE: “The hidden pictures” (m30)

“Rules” for inefficient communicationDemonstration of non-verbal communication via body language

Exchange of experiences in non-verbal communication and their interpretation

LECTURE: Non-verbal communication and active listening.

The importance of paraphrasing and verbalising in discussions.

EXERCISE: Role play “Problem Solving Strategy” (m35)

Recording of the role play with the video camera by one member of the group

Exchange of opinions to the role play: verbal and non-verbal signals, active listening including one’s own experiences.

Feedback and explanation by the trainers

Sequential analysis of the role plays with the following focus:

o paraphrasing and verbalising through active listening,

o use and recognition of non-verbal signals,

o solution of appearing problems,

o avoidance of potential problems


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LECTURE: The various levels of communication: information, appellation, self revelation, contact, attention

Feedback

Short statements regarding impressions, further hints which have been arisen during the day.

Rating of the day with music instruments

Session 8: Communication and problem solving competence

LECTURE: Relevance of problems and their solution in the daily life and for the development of one´s personality

Process character of problem solving (“DIANA”)Analysis of the phenomenon “problem solving”


Session 9: Team work

HANDOUT: The definition “team work” by Webster (m37)

Basic information to the phenomenon “team work”Analysis of number and distribution of nominations as a basis for the theme “team work”Feedback of the week: Which aspects were favourable for group building?


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Participants write their impressions and opinions on cards and fix them at the pin boardShort statements to the decisions and backgrounds

Overview over the next week, organisation aspects

Sessions 10 and 11: Team work

Repetition and connection to last week´s contents

LECTURE: Skills and character properties for a successful team

GROUP WORK “Drivers of motivation” (m39)

Formation of three groups, development of an overview at potential problems in a team and their reasonsPresentation of the results at the flip board by a member of the group

Discussion of the results

Conclusion and summary

EXERCISE: Livening up: Pictures which show several “changes” [m30]

Participants are requested to explain what they seeBased on their statements, the dealing with tolerance, change of perspectives and respect of different opinions is explained.


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Transition with the help of a diagram: The team jointly overcomes obstacles and protects the single person from damage

Overview over possible problems in a team

Different characters in the team: the authoritarian, the social romantic, the servant, the solitary fighter…

EXERCISE: Formation of areas for the different characters with tags on the floor

Participants are requested to move to that area which is most similar to their position in the teamParticipants explain why they have made this decision and which properties of which other character they also contain

Summary of the results and discussion about the meaning of different characters in a team

Repetition of the action in private context

LECTURE: a team (overview)

Important rolesThe tasks of the team leader

Session 12: Motivation

LECTURE: What is motivation?

The pyramid of demands according to Maslow

EXERCISE: Motivational factors in the spotlight (m20)


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Which aspects promote me and bring me into force? (motivation linking up with creativity and imagination capabilities)Development of a collage using paper, pictures, paintings, photographs etc.Taking the minute: roles in the team, dealing with each other (take the other person seriously, dealing with discrepancies), basic feeling and how solutions are found (process, working steps)

Evaluation in two steps, presentation of the collage and its meaning, subsequently presentation of the perspective of the observer

LECTURE: Creativity techniques:

Starting from the collage, transition to the theme “mind mapping”. Background information, method “6-3-5” and “Delphi”-interviews (m57)

LECTURE: Intrinsic and extrinsic sources of energy , reaching personal satisfaction.

Discussion of the results

Summary and conclusion

Session 13: Stress and ability to cope with pressure

LECTURE: Basic information about stress

Proposals how to cope with stress

Feedback

Short statements about impressions of the day

Thumb rating of the day


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Sessions 14: Flexibility and adaptation capacity, self-confidence, autonomy, self-respect

EXERCISE: The participants are confronted with pictures of persons in various situations

Each participant is requested to describe (in writing) the pictures and their effects on the situation, on the degree of soft skills and on his/her own feelings.

Analysis and comparison of the results.

LECTURE: Presentation of the “Eisenhower principle” (m61)

Information on this principle as a method for setting priorities

Session 15: Self-confidence, autonomy and self-respect

EXERCISE: Formation of two groups.

Excursion to town, visit to the Labour Office and the older part of the city.The participants take photographs and video shots from people in working situation.Context to soft skills with focus on self-confidence, autonomy, self-respect, flexibility, adaptability and coping with stress.


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Sessions 16 and 17: Flexibility and adaptability, self-confidence, autonomy and self-respect

Analysis and comparison of the results of the previous day

Sequential analysis, discussion of the photographs and video

EXERCISE: Participants forma a circle, individual selection of music instruments

Presentation of soft skills by using a certain instrument.The other participants tune in and should recognise the skill.

Analysis and discussion of the results

LECTURE: Proposals for strengthening the self-consciousness

Summary of the description of soft skills

Feedback

Short statements to impressions of the day

Information about the contents of the following (last) day


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Session 18

GROUP WORK: “Communication in the daily work context”

Participants form three groups (if possible according to their work focus)Elaboration of lists of misunderstanding and barriers and of proposals for solution how to avoid themPresentation of the results at the flip board by a member of the group

Answers to questions of the participants: form and assessment of C.V. and job description materials

The course of a job interview. First impressions, assessment centre

Final feedback and summarising the assessment of soft skills.

GROUP WORK: Formation of three groups and elaboration of statements to the questions:

What was important for me in a personal/professional sense?What do I take with me for my future work?What was unnecessary?

Statements are delivered and opinions exchanged about the course of the past two weeks, the training and transfer of soft skills and their practical demonstration.

DISCUSSION OF THE RESULTS: Final module of the course

Handing over of course materials, certificates and good-bye presents (e.g. communication balls) to the participantsFinal words of the trainers and coordinators


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We have designed a condensed concept for a three days measure

Proposal for a shorter course

Based on the course concept described above, we have designed a condensed concept for a three days measure. An even shorter course would loose the character of this concept, especially the intention of self-experience and sustainability, and cannot be recommended.

Contents:

o Context and importance of “soft skills” in the work life

o Meaning of “soft skills”

o Verbal and non-verbal communication

o Conflict management

o Team work ability

o Motivation and flexibility

Day 1

o Organisational structure and getting to know each other

o Expectations

o “Soft skills” in the work life context

o Contents and importance of “soft skills” (theory handouts)

Day 2

o Communication

o Verbal and non-verbal communication (theory handouts)

o Communication barriers

o Conflict management (theory handouts)

o Role play – problem solving strategies


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Day 3

o Team work ability (theory handouts)

o Motivation (theory handouts)

o Motivation factors in the flashlight

o Final feedback


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JOB MATCHING AND WORKPLACEMENT

WHY THIS COURSE:

The labour office counsellor’s job is located at the junction point between job offer and demand. Its main task is to

help job seakers to find a job

answer entreprises expectations.

The counsellor (or adviser) must be able to analyse with precision the unemployed person’s situation but he/she must also know how to :

analyse the labour market and the company contexts ,

evaluate expectations and needs

use all the internal and external resources (specific workshops or measures, partnership, network)

In order to increase the efficiency of job matchin and work placement in relation to offer and demand.

Aims of the course

To know the local environment of the company: To have a perfect knowledge and understanding of the current realities (economical and sociological aspects which characterize the local labour market)

According to territories and jobs important differences can be pointed out between needs and resources at disposal nearby. For example many companies can ask and require a very rare qualification in this specific territory and on the contrary the adviser can have a lot of seekers looking for a job that can’t be found on the local market.

This knowledge is both important for guidance, training provision and job seekers’ accompaniment but also to fulfil the mediation and advising in recruitment role towards employers.

To know the company: To have a whole vision of the manager context.


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Apart from the professional sector and branch it consists in being aware of these particular company specificities, its culture, its functioning, its organisation, requirements, clients, competitors, place and row in the market.

To analyse the needs and help the manager to concretize the job offer

To understand the need and help the company to identify the tasks to implement in order to design the required job profile and kind of employee to look for.

To build relevant answers : both in term of choice of applicants and in term of help and advising for recruitment ( pré-selection, evaluation and assessment in professional situation,

To build the applicant selection using internal resources which can be:

o information resources (files, seekers’ professional profiles, jobs descriptions)

o technical resources (simulation interview, specific services or measures to offer to the company)

o partnership and network resources (other public services, training centres)

To introduce applicants and suggest evaluation, recruitment and integration of the new employee procedures


All employment advisers in order to improve their mediation role


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SCHEDULE 07 - FIVE-DAYS-COURSE

Day 1: The labour market environment

Welcome Coffee


Description of his/her professional background, experience in the field of job matching and work placement





Preview of Contents

PRESENTATION: “What exactly are we going to deal with in this seminar and which aims do we want to achieve?”

The current economical and sociological situation of the labour marketPresentation of the characteristics of the present situation

Discussion

INPUT: Be fit for the future!

Participants will receive information about changes in the labour market and will increase their competences for guiding and advising of their clients.


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Presentation: Labour market trends Indication of future trends: the development of job requirements and qualification demand in various work sectorsNew professionsHow to make use of production oriented qualifications in the service sector

Discussion

GROUP WORK ”Feedback rules” [m77]

The rules are needed for a concrete, constructive feedback, that helps the learner and does not hurt him /her.

GROUP WORK ADDITIONAL/ALTENATIVE: “Feedback vehicle” [m76 ]

60 min – practicing feedback after a joint work

GROUP WORK ALTERNATIVE “Feedback chair” [m78 ]

60 min – sensitive exercixe to practice feedback after a joint work

Day 2: Information resources

Success and self-esteem

EXERCISE: Warming up exercise (m75)

This exercise will demonstrate how positive experience has an impact on self esteem


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Internal and external information resources

LECTURE AND PRESENTATION: professional data banks, sector specific descriptions

Group work: Participants identify all internal or external sources of data that are available to themGroup work: Elaboration of case examples

Develop your professional counselling competences!

Presentation of target oriented counselling techniques

Role plays and discussion

Feedback

GROUP WORK: “Feedback vehicle” [m76 ]

60 min – practicing feedback after a joint work

Day 3: Getting to know the local environment of the enterprise

WARMING UP EXERCISE The life tree (m65)

This exercise will demonstrate how to find out one’s professional and personal potentials.

LECTURE AND PRESENTATION: The local environment of the enterprise

Lecture and presentation enable the adviser to update his/her knowledge of the work environment and to use individual interview techniques that


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cover different areas such as: enterprise context and job, evolutions, needs, in order to get a global approach and understanding of the working environment

Group work: Elaboration of case examples

Role plays and discussion

REFLECTION AND FEEDBACK

Each participant reflects whether or to which extent the contents delivered during the day have an influence on his/her professional and personal potentials presented in the morning (life tree).

Day 4: Getting to know the enterprise

WARMING UP EXERCISE My personal working life curve (m66)

This exercise will make the participants aware of the important stations in their (working) life and of the factors that have influenced their learning and learning habits.

A mutual approach to the enterprise

LECTURE, PRESENTATION AND WORKING GROUPS to the following themes:

Identification of the future situation expected in terms of the enterprise’s development, risks, competences and jobs management Evaluation of the strengths and matter of risk (wrong and insufficient definition of the job, very few applicants for this particular job, too selective criteria, competences asked not adapted to the job tasks, difficult and unattractive conditions …)Identification of available resources (analysis of the local labour market) Definition of the job offer (job offered, job profile, working conditions…)


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Design of a recruitment action plan and means to organize selection of applicants

REFLECTION AND FEEDBACK

Each participant reflects whether or to which extent the contents delivered during the day have an influence on his/her learning and learning habits presented in the morning (life curve)

Day 5: Relevant answers to the needs of the enterprise

WARMING UP EXERCISE Positive thinking (m81)

This exercise will demonstrate the effects of thought awareness, rational thinking and positive thinking.

What are the employer’s needs?

LECTURE, PRESENTATION AND SUBSEQUENT ROLE PLAYS to the following themes:

Analysis of the employer’s needs, risk factors, decision criteria and expertiseHow to support the employer and have a counselling role in recruitment: participation at the interview, offering evaluation possibilities, adaptation to the job, accompaniment for the new member of staff integration in the working community

Evaluation:

QUALITY EVALUATION QUESTIONNAIRE

Identification by the participants of each one’s individual improvement axes


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Additional: Postponed evaluation, in working situation (communication via email)

CRITERIA INDICATORS

Satisfaction of the employer

Listening, understanding of needsRelevance of applicants seected and introduced Quality of advices and support provided ( on duration)

Satisfaction of the unemployed client

Listening , identification of his (her) profile Relavance of the mediation and putting in relation Quality of accompaniement in entering the job

Satisfaction of the adviser

Better efficiency and performance in individual interviewImprovement of relationship quality towards enterprises and also towards unemployed clients


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CUSTOMER RELATION - HOW TO PROMOTE THE DIALOGUE BETWEEN LABOUR OFFICE AND EMPLOYER

WHY THIS COURSE

The objective of reducing unemployed rate is central for all national European policies. It consists in:

Taking better into account unemployed clients needs and provide them adapted services in order to facilitate a quick and durable comeback into the labour market

Considering the needs of enterprises and the requirements of professional branches in order to facilitate staff recruitment

It is the aim to improve those services, to increase competitiveness against private services and to be able to deal at the same time with offer and demand.

This means that public services, in order to maintain their future place and role in this market, have to reinforce their marketing approach, especially social marketing towards their clients both unemployed and enterprises.

The main principle consists in understanding needs of the target group, answering the user’s needs, and designing and implementing strategies related to the observed needs.

AIMS OF THE COURSE

To adopt an analysis approach, a social marketing methodology to experiment and develop towards clients, especially employers.

To become a real and long term partner for enterprises, and support them in jobs and competences management.


Labour office executives and employment advisers


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SCHEDULE 08 - THREE-DAYS-COURSE

Day 1: Social marketing approach for job services

Welcome Coffee


Description of his/her professional background, experience in the field of social marketing approach and enterprise conselling





Preview of Contents

To know the clients: Not only job seekers but also employers

BRAIN STORMING AND DISCUSSION: A social marketing approach applied to job services situation

Analyse the reasons why users choose a service or a specific action (brand image, interpersonal relations, staff’s efficiency, relevance of the service, conditions) Who uses what and why? Which behaviours or activities would be better adapted and more efficient?Analyse the reasons why he/she is satisfied or unsatisfied of the service or action (welcoming, quality of the work, of the accompaniment, active listening, quick solution, helpful and facilitating attitudes, reactivity…)Analyse the service provided in relation to needs: What are the advantages and positive points of services provided to clients (costs, position face to competitors)


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Define expected results for future and means to follows and control actions settled in order to inform and motivate the users.

Participants match the outcomes of this session with their experience from the current situations.

Day 2: Establishment of a durable partnership with the enterprise

WARMING UP EXERCISE Key qualifications (m46)

This exercise will define individual key qualifications and show how to expand potentials.

The language of employers


How to highlight skills and experiences in relation to the need of the enterpriseIn-depth understanding of reasons why employers use (or avoid) worker schemesExploration of underlying attitudes towards job applicants in generalUse of key words and key phrases with clues to skills and qualificationsHow to use marketing techniques to stimulate interest and argumentation or discussion, and provide information on the possibilities offered (presentation of product) taking into account the real expectations of the employer.

Role plays with video, with subsequent discussion

Reflection: Repetition of the warming up exercise (m46) in the light of the newly acquired information


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Day 3: The relation between labour office advisers and employers

WARMING UP EXERCISE What is easy or difficult about learning situations? [m83/84]

This exercise will raise the awareness of individual conditions that favour or disturb the learning process.

Labour market and business

WORKSHOP

Participants will experience the process of developing a workforce development intervention with an eye towards business impact measurement. Using case examples and tools, the participants will learn the basic elements of the languge of employers and how to effectively integrate the employer perspective into recruiting. Special emphasis in this workshop should be placed on engaging employers.

Feedback

QUALITY EVALUATION QUESTIONNAIRE

Evaluation at the end of the training course Quality questionnaire to evaluate modules Definition by participants of evaluation critera and indicators related to actions they decide to develop at work.

CRITERIA INDICATORS

Satisfaction of participants Using the demarchto organize social marketing activities in profesional situation

Involvement of working teams Involvement of teams in the settled project


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WORK ORGANIZATION: NEW WORK & MOBILITY

The strength power of European economy rests on the SME (small and medium enterprises) and VSE (very small enterprises) which comprise 95% of the European businesses. Historically they developed in the form of family businesses (commercial, tourist, small manufacturing etc.). Some of them became large thanks to the creative genius of small entrepreneurs who, in spite of their lack of technocratic training, have possessed and still do intelligence, imagination and willingness to take business risks. These things happened, however, at different times and under totally different conditions in the European and world business environment.

The management of most middle sized and especially small enterprises in Europe, was and to a great degree still is based on the personal authority of the owner. All authority is concentrated on one person with very little delegation of responsibility to members of the family or faithful employees, mainly accountants. The managerial style they employee ranges from totally autocratic to paternalistic and occasionally idiocratic. However, given the rapid developments in society and technology, the globalisation of the economy, the large scale of business transactions and the complexity of business activities, this style of management rarely works. I

We find ourselves in a new global order which is based on knowledge and particularly on specialised knowledge. In this new reality the comparative competitive advantage of any business cannot be found in the conventional factors of production (land, machines, capital) but in the correct utilisation of human resources and technological developments. Mobile Work is an employee-employer-relationship which has been established in parallel to the development of modern information and communication technologies. The employers have many reasons to introduce mobile work / telework, for example the flexibility in customer and service orientation, the search for qualified staff, higher work content and increased efficiency or less working time lost through absenteeism

Therefore is recommended that the management priorities are not put on controlling the employee´s working time and behaviour, but should be targeted at the results produced in the end. „Management by Objectives“ means that objectives and results are defined and achieved together. The implementation of modern management techniques as management by objectives are preconditions for the instalment of new forms of work organization.

One of the aims of labour office advisers, counsellors and job mediators is to assist clients with information, advice, guidance and active support preserving the principles of new and flexible work organization and management by objectives as regards access to employment.

The course is designed to inform office advisers, counsellors, case managers and job mediators and sensitise in the field of the required key skills.


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AIMS OF THE COURSE

Knowledge about the employers point of view on modern management techniques

Basic understanding of chances and challenges in the context of mobile work /telework

Awareness of the required key skills in interaction, personal time manangement, self organization, legal rules and regulations etc.

Reflection and discussion with others

Benefit from the different experiences

Widened competences on activity

WHO WOULD BENEFIT FROM TAKING THE COURSE

Labour office advisers, counsellors and job mediators

Students during training of the labour office personnel administrative education,

Externally recruited staff members of the labour office during their vocational adjustment

Third party counsellors mandated by the employment offices, as well as by the optioning local governments to perform job counselling and job placement

Actors within labour market structures and policies

THE APPROACH AND METHODS OF THE COURSE

You are expected to be both reflective and active. You will be …

Listening, reading, writing, recognizing, experiencing, analysing, telling about situations, proving methods, achieving impulses and suggestions via…

Discussions, reports, team work in pairs and in the whole group

Keeping records, giving Feedback

DURATION

Two half days


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SCHEDULE 09 - TWO-SESSIONS-COURSE

Session 1: ICT – Challenges and benefits

Welcome

WARMING UP ”Ways of meeting people” [m36]

Dealing with „making contact – establishing contact“ (45 min)

LECTURE & PRESENTATION Development of ICT – Challenges and benefits.for employers

The employers have many reasons to introduce mobile work / telework, for example the flexibility in customer and service orientation, the search for qualified staff, higher work content and increased efficiency less working time lost through absenteeism etc

Discussion based on presented questions and arguments

Moderateted by the trainer

GROUP WORK ”Collage showing variety in communication” [m25]

Group experience on the wide range of possible communication channels of networksGroup work including the whole group to encourage communication, co-operation, teamwork, idea finding and joint problem solving

Final resumeé


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Session 2: Mobile Work – Employee-employer-relationship

Mobile Work is an employee-employer-relationship which has been established in parallel to the development of modern information and communication technologies.

LECTURE & PRESENTATION Development of ICT – Challenges and benefits for employees

The employeers have many reasons to prefer the option of mobile work / telework, for example the flexibility in balancing responsibilities in Family and work life, the search for qualified staff, higher work content and increased efficiency less working time lost through absenteeism etc

Discussion based on presented questions and arguments

Moderateted by the trainer

GROUP WORK “Mobile workers skills profiles”

Becoming aware of important key skills.(60 - 90 min)

Presentation

Discussion


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VOCATIONAL ORIENTATION FOR YOUNG WOMEN

Young women are still too often directed towards traditionally female jobs, which do not require specialised vocational training and which, in certain European countries, belong to declining economic sectors. Access of women to the technical professions is still very restricted. While equality between men and women in access to vocational training is enshrined scientific and technical careers are still a male preserve.

The main reasons or this gap are stereotypes which all too often further narrow women’s educational and training choices. Certain prejudices are anchored in the family and in society and surface when girls choose what they want to study.

Parents, teachers and vocational counsellors often advise girls against choosing an overly technical career, which would lead to traditionally male jobs where women are not yet fully accepted. For their part, women do not always have confidence in their own capacity to make an unconventional choice. Hence vocational training plays a crucial role in bringing about equal opportunities.

The course is designed to inform office advisers, counsellors, case managers and job mediators and sensitise in the field of equal career opportunities.

AIMS OF THE COURSE

Promotion of equal career opportunities by encouraging young women to follow their vocational interests an enter sectors in which they are underrepresented

Basic understanding of equality between men and women in access to vocational training

Awareness of the problem of prejudices in the field of career guidance.

Reflection and discussion with others

Benefit from the different experiences,

Widened competences on activity




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Third party counsellors mandated by the employment offices, as well as by the optioning local governments and ARGE's to perform job counselling and job placement






Keeping records

Giving Feedback


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SCHEDULE 10 - TWO HALF-DAYS-COURSE

Prolongation to 4 Half-Days-Course is possible and useful with regard the sustainability of inputs

Session 1: Information – Sensitization – Understanding different approaches of young men and women in access to vocational training

Welcome Coffee

Introduction: Trainers

Description of professional background, experience in the field of gender mainstreaming with special focus on gender relevant aspects of labour market and labour market policy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, experiences concerning the topic and the context of gender mainstreaming, expectations

Preview of Contents an Methods

INTRODUCTION: Learning Diary [m65]

This instrument is used by each participant individually, information about its use and potentials

Reflecting the own life and professional development. Raising awareness for gender related decisions and circumstances.

GROUP WORK “My personal working Live Curve” [m66/67]

Becoming aware of important stations in one’s working life, reflecting changes, influences gender stereotype habits etc. (60 - 90 min)


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ALTERNATIVE “Skills Analysis Part I” [m71]

Encouraging participants to retrospectively recognize the awareness of relevant experiences (60 – 90 min).

Background Information and MotivationEqual opportunities - Gender Mainstreaming: Review and Status Quo, definition of strategy, main aims of the European Union, focus: education, vocational orientation, labour market segregationPower point presentation - not longer than 30 minutes!

Questions & Answers

Raising awareness for gender-typical professions and activating participants to reflect on and discuss conflicting attitudes and opinions

GROUP WORK “Typical professions?” [p48]

What are advantages and disadvantages of a gender typical choice of profession?

Plenary Discussion

Feedback based on the use of the Learning Diary as an instrument for the reflection and the promotion of the learning process.

Session 2: Guidance of young women preserving the principle of equal treatment

Welcome Coffee


Raising awareness for gender related decisions and circumstances.

GROUP WORK “Opposites or Diversity” [m18]


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Understand differences in roles, attributions, attitudes, reflecting influences of gender stereotype habits etc. (30 min)


Information about gender relevant data on labour market in Europe and the own country – actual statistics, developments, aims, national and regional measures to promote young women by widening the spectrum vocational orientation.Power point presentation - not longer than 30 minutes!

Collection of good practice examples: Metaplan-Technique, collecting 2-5 statements from each participant, which are clustered and presented by the trainers.

Overview and Discussion

Thinking about the active parts of the participants

INDIVIDUAL WORK AND GROUP WORK: “Pessimists and Optimists” [m19]

This tool on the one hand serves a desire of many people to express the reasons they see why something should not work and on the other hand encourages participants to think about their active part concerning the subject matter




Questions & Answers


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3.Cultural and

Gender Distinction:

awareness raising,

needs and benefits,

networking

strategies


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GENDER MAINSTREAMING (GM) – SENSITISATION FOR LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB MEDIATORS

The promotion of equality between women and men implies changes for men as well as for women. Therefore it is essential that both men and women actively participate in creating new strategies for achieving gender equality.3

One of the aims of labour office advisers, counsellors and job mediators is to assist clients with information, advice, guidance and active support preserving the principle of equal treatment for men and women as regards access to employment, vocational training and promotion, and working conditions.

They need a well-founded qualification on aspects of gender mainstreaming. Gender competence should be a prerequisite for guidance workers in charge of counselling, job placement and training.

The course is designed to help office advisers, counsellors, case managers and job mediators to develop gender awareness. It is designed to inform and sensitise.

AIMS OF THE COURSE

Basic understanding of “Gender”, “Gender Roles” Training of perception, „Gender View“ Awareness of issues in interaction Reflection and discussion with others Benefit from the different experiences, “Widened competences on activity (Handlungskompetenz erweitern)

3 REPORT FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS on equality between women and men, 2005


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Gender competencies should count into basic competencies on consulting. It is not necessary to have basic guidance skills.

Students during classic- three year training of the labour office personnel administrative education at the Mannheim University,

externally recruited staff members of the labour office during their vocational adjustment


ARGE and JobServiceCenter (Option) staff, i.e. employees of the former welfare offices, external applicants, …




You are expected to be both reflective and active. You will be … Listening, reading, writing, recognizing, experiencing, analysing, telling about

situations, proving methods, achieving impulses and suggestions via… Discussions, reports, team work in pairs and in the whole group Keeping records: your Gender Journal Giving Feedback

Duration Two half days


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SCHEDULE 11 - FOUR HALF-DAYS-COURSE

Session 1: Information – Sensitization – Exchange of experiences

Welcome Coffee

Introduction: Trainers (one female, one male)

Description of professional background, experience in the field of gender mainstreaming with special focus on gender relevant aspects of labour market and labour market policy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, experiences concerning the topic and the context of gender mainstreaming, expectations


INTRODUCTION OF Learning Diary [m62/63]

instrument is used by each participant individually, information about its use and potentials

Awareness raising on gender roles and typical attributes for women and men.


Exercise targeting at “clichés” and perceptions about men and women (30 min).

ALTERNATIVE: “Feel the difference” [m51]

Good exercise to make differences visible through body language. Participants get a chance to “feel” the difference (60 – 90 min).

Background Information and Motivation


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Women’s movement - Equal opportunities - Gender Mainstreaming: Review and Status Quo, definition of strategy, positioning within the super-ordinate strategy and main aims of the European UnionPower point presentation - not longer than 30 minutes!

Questions & Answers


GROUP WORK “Typical professions?” [m48]

- basis for introducing the subject of gender mainstreaming

What are advantages and disadvantages of a gender typical choice of profession?Plenary Discussion

Gender Mainstreaming: How does it work – definition of aims and instruments


Information about the relevant sources and databases within the organization regarding laws, regulations, execute statements etc. of the labour office, labour market etc. Theoretical InputPower Point presentation - not longer than 30 minutes!

Questions & Answers

Feedback based on the use of the Learning Diary as an instrument for the reflection and the promotion of the learning process.


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Session 2&3: Sensitization

How do you see men? How do you see women? How do you see men and women working together? – Reflection on own concepts of gender stereotypes, exchange of experiences, knowledge about gender specific aspects in the field of every days life and work situations.Group work

PROJECT “Sharp Eye” [m54]

The participants get a digital camcorder for each group and take "every day life's" pictures. They arrange an exhibition of their own pictures Joint analysis & discussion.

Session 4: Sensitization – Guidance preserving the principle of equal treatment

Welcome Coffee


Welcome and Introduction

GROUP WORK “My Life” [m53]

Reflecting the own life and professional development. Raising awareness for gender related decisions and circumstances. Reflection within small groups separated by women and men, discussion within mixed groups of women and men (90 min)


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GROUP WORK ALTERNATIVE 1 “My personal working Live Curve” [m66/67]

Becoming aware of important stations in one’s working life, reflecting changes, influences gender stereotype habits etc. (60 - 90 min)

GROUP WORK ALTERNATIVE 2 “Listing and Evaluating significant Events” [m79]

Becoming aware of high points in life / working life, evaluation with regard to gender specific aspects and developments (> 60 min)

Group work How do you see men? How do you see women? How do you see men and women working together?

Elaboration of collages using newspapers and magazines, presentation of group products...

Plenary discussion


Information about gender relevant data on labour market in Europe and the own country – actual statistics, developments, aims.Theoretical InputPower point presentation - not longer than 30 minutes!

What are the gender related advantages and disadvantages in the labour market?Metaplan-Technique, collecting 2-5 statements from each participant, which are clustered and presented by the trainers.Overview and Discussion

We recommend ICT equipment of seminar room

Optional: Online-Research of gender related data concerning labour market Individually or groupwise - reasearch on gender specific data concerning the clustered results of the preliminary outcomes of discussion in the internet



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GROUP WORK & PLENARY FEEDBACK ”Feedback” [m44]

Participants provide an overview on the basis of the individual Learning Diaries. Presentation of the main contents to the whole group.

Questions & Answers


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POLITICAL AND LEGAL OBLIGATIONS IN THE VOCATIONAL FIELD OF LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB MEDIATORS

Focus: Labour Market policy, Organisation, Processes and Legal Requirements (regulatory statutes, active benefits, actual statistics… de: laws of "Modern Services at Labour Market")

Member States should ensure equal opportunities on the labour market for women and men with care responsibilities, by providing the right combination of instruments which would allow them to work full time if they wish and also to return to full time jobs after a period of part-time. …(They) should address the persistence of the high level of the gender pay gap and of gender segregation in the labour market.4…

In Germany the central employment agency (Bundesanstalt für Arbeit) equal opportunities for women and men have been incorporated into the guidelines of business policy since 1998. This means all measures and activities to reduce unemployment should ensure equal opportunities for women and men and should as well contribute at combating gender stereotypes.

To overcome barriers and to realize gender equality in service delivery the specific circumstances of women and men should be worked out intensively (gender oriented case management, SGB etc. ) Existing instruments are to be optimised and further instruments for routine use elaborated.

At the same time a gender analysis will be needed to meet the requirements of gender mainstreaming. Careful monitoring of implementation, instruments and resources, of access to activating services and benefits as well as gender oriented development of training offers and gender impact assessment of Hartz IV have to be elaborated.

AIMS OF THE COURSE

Extended understanding of gender dimensions Awareness and analysis of gender gaps - focus on labour market Development of strategies to overcome unequal treatment Widened spectrum of competencies Development of “Gender Projects”

4 REPORT FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS on equality between women and men, 2005


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This course promotes widespread "ownership" of the policy; enhances understanding and commitment to gender equality issues. It bases on the course “GM – Sensitisation..:” It is not a precondition to have basic guidance skills. Although the participants should be quite homogeneous concerning their experimental background since content and design would differ concerning this matter.




Third party counsellors mandated by the employment offices



The course is designed to involve two experts, who will contribute on the bases of their practical experience on the impact of political and legal obligations.

This could be the manager of a local refuge for battered women, an equal opportunities manager of the labour office , the JobService Center or the town, a representative of a local training organisation, a job creation company or the local labour court.

Listening, reading, analysing, telling, exercising methods, developing strategies, working on projects, achieving impulses and suggestions, planning measures and evaluation via…

Continually refer to the three main levels of gender mainstreaming: a) Have women and men been consulted equally? b) How many women versus men are involved in the decision-making processes? c) What is the likely impact on women and men (on gender equality goals)?

Discussions, reports, team work

Keeping records, giving feedback

DURATION

Five half days


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SCHEDULE 12 - FIVE HALF-DAYS-COURSE

Session 1: Labour Market policy, Organisation, Processes and Legal Requirements– Introduction and Basic Information

Welcome Coffee




Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations, vocational experiences concerning gender mainstreaming

Preview of Contents and Introduction of the two Guests / Referees / Experts.

(manager of a local refuge for battered women, equal opportunities manager of the labour office , the JobService Center or the town, a representative of a local training organisation, a job creation company or the local labour court...)

Description of professional background, experience in the field of gender mainstreaming with special focus on contact development and networking, gender relevant aspects of daily work.

INTRODUCING GROUP EXERCISE “Qualities” - Male or female? [m55]

This exercise helps to raise awareness about how we associate qualities / characteristics and the different / conflicting opinions that exist in this respect.


Labour Market policy, Organisation, Processes and Legal Requirements IntroductionPower point presentation - not longer than 30 minutes!

Questions & Answers

How to debate efficiently – developing arguments


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GROUP EXERCISE 1 “American debate” [m87/88]

The participants think of arguments pro and contra a topic, exercise to formulate and present different viewpoints behind the background and the contents of the theoretical input on labour market policy.

Preparations for meeting the first of the two experts / refereesJoint preparation of questions and arguments Group work



Session 2: Meeting Expert 1 – preparation of questions and arguments & meeting

Welcome



Ongoing preparation of meeting with the first of the two experts / refereesJoint preparation of questions and arguments Group work

Plenary discussion on questions, arguments, outcomes

Coffee break & welcome of expert


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Political and legal obligations in the vocational field of Labour Office Advisers, Counsellors and Job MediatorsInput of Expert 1

Discussion based on prepared questions and argumentsModerateted by the trainer

Final resumeé

Session 3: Meeting Expert 1 – report on outcomes, Meeting Expert 2 – preparation of questions and answers

Welcome


Dealing with gender related expectations among team members (90 min)

Expert’s interview 1 - Collection of outcomes

COLLECTION OF OUTCOMES ”Feedback” [m44]

Participants find answers to the following questions: what was important for me what will I integrate into my work what was less interestingwhat I wanted to add ...



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Activity to Relax ”Ball Game in a Circle” [m28]


Preparation of meeting with the second expert / refereeJoint preparation of questions and arguments Group work



Session 4: Meeting Expert 2

Welcome

WARMING UP ”How ‘they’ live their lives ” [m15]

This exercise helps participant to understand how different perceptions about the opposite sex can be. It may very well add to the fun factor in a training but also raise serious discussions (45 min)

Preparing expert meeting 2 - Plenary discussion on questions, arguments, outcomes

Coffee break & welcome of expert


C u r r i c u l u m


Political and legal obligations in the vocational field of Labour Office Advisers, Counsellors and Job MediatorsInput of Expert 2

Discussion based on prepared questions and argumentsModerateted by the trainer

Final resumeé

Session 5: Meeting Expert 2 – report on outcomes,

Welcome

WARMING UP ”The kind of Message Pictures Send” [m89]

Analysing pictures in regard to gender: How many women/men do you count all together? How are the women presented, how the men? By themselves? In a group? Who is in the center, in the background, etc.? (30 – 60 min).

COLLECTION OF OUTCOMES ”Feedback” Expert’s interview 1 - Collection of outcomes [m44]

Participants find answers to the following questions: what was important for me / what will I integrate into my work / what was less interesting / what I wanted to add ...



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ACTION PLANNING ”One Day in Future” [m17]

This exercise supports creativity, inspires motivation to look ahead and design working life actively and supports goal-definition.

Final Feedback


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NETWORKING APPROACHES PROMOTING GENDER ORIENTED JOB PLACEMENT ACTIVITIES AND TRAININGS

All too often, gender mainstreaming policies "evaporate" before implementation, and remain paper commitments only. Policies must include action plans with clear procedures and targets as well as designated roles and responsibilities for promotion, implementation, and monitoring. These must be based on a clear and realistic analysis and understanding of the criteria for gender oriented job placement activities and trainings.

Experience has shown that those organisations which created structures (such as working groups spanning various directorates-general) to implement GM internally, had the best success in the introduction of this policy throughout their institutions and were able to guarantee the most sustainable results.

The implementation of gender mainstreaming principles into practice of job placement activities, trainings and qualifications comprises all organisations active in the sector including for example; educational facilities, local and regional organisations and non-governmental organisations, advisory bodies and local companies.

AIMS OF THE COURSE

The course is designed to promote, support and sustain gender mainstreaming requires a multi-faceted approach to advocacy, which might include

forming internal gender networks and committees

making links with all organisations active in the sector as well as external gender lobbying and advocacy groups

participatory gender policy formulation

review and amendment of existing policy and planning documents

developing and supporting strategic actions and initiatives, creating “Gender Projects”

the development of effective monitoring and review procedures

the development of gender checklists and guidelines


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This course promotes widespread "ownership" of the policy; enhances understanding and commitment to gender equality issues. It bases on the course “GM – Sensitisation..:” and it is helpful to have experimental background on guidance.

Students during classic- three year training of the labour office personnel administrative education at the Mannheim University,



ARGE and JobServiceCenter (Option) staff, i.e. employees of the former welfare offices, external applicants, …




Listening, reading, , analysing models of best practice, telling, researching, developing strategies, working on projects, achieving impulses and suggestions, planning network approaches via…

Discussions, reports, team work

Keeping records, giving feedback

DURATION:

Five half days


C u r r i c u l u m

SCHEDULE 13 - FIVE HALF-DAYS-COURSE

Session 1: Networking – Introduction and Basic Information

Welcome Coffee




Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, expectations, experiences in the field of gender mainstreaming


INTRODUCTION Learning Diary [m62/63]

instrument which is used by each participant individually, information about its use and potentials

LECTURE AND PRESENTATION: Forming Networks

Information about networking, kinds of networks, communication tools, good practice and personal competences.IntroductionPower point presentation - not longer than 30 minutes!

Questions & Answers

Reflection on personal experiences, knowledge and skills

INDIVIDUAL EXERCISE “Web of Competencies” [m68/69]

the individual is asked to present her / his networking competencies to the group.Presentations (Overhead)


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Discussion

Collection of Networking competenceselaborating a list, discussing gender related aspects of the listed competencies.

FeedbackBased on the use of the Learning Diary as an instrument for the reflection and the promotion of the learning process.

Session 2: Deepening the knowledge of existing networks and development of a networking project.

Welcome


Organisations activities in the sector - European and national level - gender lobbying and advocacy groups Theoretical InputPower Point presentation - not longer than 30 minutes!

GROUP WORK Developing a networking project

Developing a networking project (for the own organization/ company) aiming at exchange and promotion of gender mainstreaming within labour offices, labour market and labour market policy.

Defining topic / name and use of the network, defining aims, defining communication channels, research on potential networking partners for the “own project organization”.Development of a project presentation – presentation of state I

Discussion

Questions & Answers


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Session 3: Deepening the knowledge of existing networks and development of a networking project II

Welcome

GROUP WORK ”Collage showing variety in communication” [m25]

Group experience on the wide range of possible communication channels of networksGroup work including the whole group to encourage communication, co-operation, teamwork, idea finding and joint problem solving

GROUP WORK Developing a networking project / Continuation of group work

Developing an own networking project aiming at exchange and promotion of gender mainstreaming within labour offices, labour market and labour market policy.

Defining main ways of communication, designing a “communication mix” sorted out by contents and target groupsFurther development of the project presentation – presentation of state II

Discussion

Questions & Answers



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Session 4: Deepening the knowledge of projects aims, targets and measures and development of a networking project III

Welcome

Reflection on organizational profile, experiences, knowledge and skills in the context of networking

GROUP WORK “Web of Competencies” Organization / companies networking competencies [m68]

in this case the participants are asked to define their Organization / companies networking competencies to the group.Presentations (Overhead)

Discussion

Collection of Networking competences of the own organization/ companyelaborating a list, discussion of gender related aspects of the listed competencies.

Where my organisation is now, what it should be like in the futureRound table talk

GROUP WORK Developing a networking project / Continuation of group work

Further development of the project presentationpresentation of state III

Questions & Answers




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Session 5: Deepening the knowledge of existing networks and development of a networking project IV.

Welcome

ACTIVATION ”Chain of information”

This excercise shows loss of information in communication and the development of rumors.

GROUP WORK “Web of Competencies” future networking competencies of organization [m68]

How will my projected organizations profile be in the year 2025? Reflection on organizational aims The participants are asked to define their projected organization’ aims and targets / future oriented profile of networking competencies.Presentations (Overhead)

Discussion

LECTURE AND PRESENTATION Group work

Theoretical InputPower Point presentation - not longer than 30 minutes!

Questions & Answers



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Session 6: Deepening the knowledge of networks and finalizing project work.

Welcome



GROUP WORK Developing a networking project / Continuation of group work / Final development of the project presentation – presentation

Research on potential networking partners for the own organizationDefining target group oriented measures Calculation of costs of the projected networking activities

Plenary discussion

Joint development of a Check-list on “Networking”Collection of Guiding questions

Feedback on Plenary and Group work


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EQUAL OPPORTUNITIES

Equality of opportunities is the foreground for the full development of a society through the contributes of all its members, and, at list in theory it is a deeply rooted concept in EU member states, both the “traditional” members and the new ones.

Since the beginning indeed, men and women equality has been one of the fundamental principles of the European Union. In the last decades the legislation on gender equality has shaped a coherent juridical framework and it is now a well established part of the “acquis communitaire” that both old and new member States must respect; it had, and still has, a crucial role in promoting the equal conditions in participation in the labour market; it had also a remarkable and continuous influence on the subject of equal opportunities in the member States.

If the 80’s approach focused on equality of treatment, today’s policies are widely mobilized to achieve the gender equality goal. Such policies are followed by some important initiatives such as: the adoption of programmes able to encourage the experimentation of intervention models in diverse areas (childcare services, women participation in decision-making process and political representation), the encouragement of new actions and policies on violence against women;

Of paramount importance was the adoption, in 1997, of the Amsterdam Treaty in which equality between men and women is not only an explicit goal of the and its achievement becomes compulsory: articles 2 and 3 state that the promotion of gender equality in all its programmes and activities, is compulsory for the Union Institutions.

In spite of the improvements as far as legislation is concerned the concrete application of Equal opportunities is far from being considered full.

The Employment services play a key role in spreading information on the opportunities available at a local level and in highlighting a gender approach in the guidance and counselling processes.

AIM OF THE COURSE

The Employment services officers shall have a deep knowledge of the notion of Equal Opportunities and how it is actually implemented in their countries at local, regional and National level. They shall also be able to convey information and awareness in their customers, both being women seeking advice, and/or being companies looking for employees.

To practically reach the above goals the contents of the course will help to:

Overview the historical and social process leading to the idea of Equal opportunities, referring specifically to the labour market;

Deepen the concepts of Equal opportunities and Positive actions, meant as those activities aimed at introducing changes to the organisation of labour to eliminate (reduce) unequality between men and women, not only at the workplace;


C u r r i c u l u m Analyse the sociological evolution of equal opportunities, examples of “masculine“

and “feminine” approaches to education, training job search;

Analyse the effect of gender related issues at the workplace, especially on prejudices regarding training opportunities, career progression and salaries;

Raise awareness on the public institutions, key actors and policies existing to facilitate the implementation of Equal opportunities: activities roles and functions.

TARGET GROUPS & SECONDARY BENEFICIARIES

The main target of the course are public employment service employees, already working and therefore trained, as the course is intended to provide information on how exploit the existing local networks of actors (companies, private and public employment services, education and training agencies, laws and regulation) in order to provide a comprehensive set of information and focused guidance.

Indirect beneficiaries can be considered the women requiring the information and guidance services, especially those who are discriminated.

Indirect beneficiaries can also be considered companies that, overcoming the stereotypes and prejudices towards women can benefit from their full potential.

APPROACH

The approach underlying the whole training activity is the focus on the “customer”, in this case the adult women entering the Labour Office/Employment service seeking for information and support for the job search.

This approach is concretely applied in different ways, according to the teaching methodology chosen, but it is anyway evident both in the way the contents are taught and in the contents themselves.

This course can be delivered in the form of classroom training, but also as an interactive seminar with key actors.

The course in both forms can last 8 hours.


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SCHEDULE 14 - THREE HALF-DAYS-COURSE


Welcome Coffee


Description of professional background, experience in the field of equal opportunities with special focus on relevant aspects of labour market and labour market policy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, experiences and expectations


INTRODUCTION Learning Diary [m62/63]



Awareness raising on gender roles and typical attributes for women and men.Exercise targeting at “clichés” and perceptions about men and women (30 min).


Background Information and MotivationWomen’s movement Equal opportunities


C u r r i c u l u mOverview the historical and social process leading to the idea of Equal opportunities, how it is actually implemented in the European Union and on national level. Power point presentation-not longer than 30 minutes!

Questions & Answers

GROUP WORK “Typical professions?” [m48]


What are advantages and disadvantages of a gender typical choice of profession?Discussion

LECTURE AND PRESENTATION Concepts of Equal Opportunities and Positive Actions

Presentation of a wide range of different measures promoting women and girls in labour market and labour market policy: How do they work, which are the concepts, where to find the legal basis, where to find good practice examples, information concerning relevant sources and contact partners Theoretical InputPower Point presentation - not longer than 30 minutes!

Questions & Answers



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Session 2: Development of strategies for more equal opportunities

Welcome Coffee

Preview of Contents an MethodsWelcome and Introduction

EXERCISE Municipal Planning Department [m52]

Learn about effect of planning measurements on women and men, develop strategies for more equal opportunities This tool offers a great opportunity to experience different roles and learn about gender related perspectives on daily life well as on processes of discussion and decision-making (240 min).



Session 3: Deepening knowledge of the notion of Equal Opportunities and how it is actually implemented in the country at local, regional and National level.

Welcome Coffee


Welcome and Introduction

INDIVIDUAL WORK AND GROUP WORK ”Ranking” [m56]

Identifycation of existing norms and valuesThe ranking exercise can be used in many arenas. It can be used individually or in groups — or first individually and then in the group. Here it should be used in the later option and it is important to compare the individual ranking with the group ranking and to have a separate discussion about that.


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METAPLAN-TECHNIQUE Analysis of the sociological evolution of equal opportunities

Analysing the sociological evolution of equal opportunitiesExamples of “masculine“ and “feminine” approaches to education, training job searchGroup work, prejudices regarding training opportunities, career progression and salariesBased on “My personal working Live Curve”, Metaplan-Technique, collecting 2-5 statements from each participant, which are clustered and presented by the trainers.

Overview and Discussion

LECTURE AND PRESENTATION Regional Approaches of Equal opportunities and Positive actions

Regional Approaches of Equal opportunities and Positive actions Equal opportunities, how it is actually implemented on local level, information about local measures and projects, relevant contacts and sourcesTheoretical InputPower Point presentation - not longer than 30 minutes!

Questions & Answers



GROUP WORK & PLENARY FEEDBACK ”Feedback” [m44]


Questions & Answers


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DIVERSITY MANAGEMENT FOR LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB MEDIATORS

Society can be conceptualised as a complex of diverse groups, according to criteria such as sex, age, class, family situation, health, sexuality, religion, ethnicity, national origin, and so on. Some of these groups hold an unequal position in the society in which they exist and some are very disadvantaged.

The course is designed to help office advisers, counsellors, case managers and job mediators to develop diversity awareness. Clients differ in many ways!

The term diversity management is usually found in the context of the business case. In order to achieve better matching results, labour office staff working with employers must understand the “language of employers” – diversity management from entrepreneurs view.

But the term diversity management can also be adapted to labour market organizations and to the delivery of counselling and vocational training opportunities. One of the aims of labour office advisers, counsellors and job mediators is to assist clients with information, advice, guidance and active support preserving the principle of equal treatment. In seeking to understand the clients needs as well as in order to strengthen the efficiency and quality of the counselling process managing diversity involves identifying the issues that arise from this diversity as well as developing ways to address these issues.

Office advisers, counsellors, case managers and job mediators need a well-founded qualification on aspects, strategies and measures of diversity management. This should become a prerequisite for guidance workers in charge of counselling, job placement and training.

AIMS OF THE COURSE

Basic understanding of the diversity approach

Recognising that individuals have different needs

Self-awareness, in terms of understanding the own culture, identity, biases, prejudices, and stereotypes

Valuing all individuals equally, willingness to challenge and change institutional practices that present barriers to different groups

Awareness of issues in interaction

Giving clients opportunities to reach their full potential


C u r r i c u l u m Reflection and discussion with others tailoring provision of these opportunities to

take account of diverse needs

Benefit from the different experiences

“Widened competences in order to achieve better matching results


Diversity management competencies should count into basic competencies on consulting. It is not necessary to have basic guidance skills.

Students during classic- three year training of the labour office personnel administrative education,









Keeping records: your Diversity Management Journal

Giving Feedback

DURATION

Two half days


C u r r i c u l u m

SCHEDULE 15 - TWO HALF DAYS


Welcome Coffee

Introduction: Trainers

Description of professional background, experience in the field of diversity management with special focus on relevant aspects of labour market and labour market policy


Description of respective professional backgrounds and momentary occupation, motivation for participating at the seminar, experiences concerning the topic and the context of diversity management, expectations


INTRODUCTION OF Learning Diary [m62/63]


GROUP WORK ”Opposites or diversity?” [m18]

Awareness raising on society conceptualised as a complex of diverse groups, understanding differences in roles, attributions, attitudesGood exercise that offers opportunity for participants to slip into roles they normally don’t have (15 – 45 min).


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LECTURE AND PRESENTATION Differential impact on different groups

Background Information and MotivationWhat policies, practices, and ways of thinking and within our organizational culture have differential impact on different groups? Power point presentation - not longer than 30 minutes!

Questions & Answers

GROUP WORK “Dealing with communication barriers” [m29]

Raising awareness for communication barriers and activating participants to reflect on and discuss different solutions Determination of problem areas, recognizing and exchanging of already existing potential solutions

How to move our frame of reference from an ethnocentric view ("our way is the best way") to a culturally relative perspective ("let's take the best of a variety of ways")?Plenary Discussion

LECTURE AND PRESENTATION Diversity Management

Diversity Management: How does it workDefinitions of aims and instruments Information about legal necessity, social responsibility and business necessity Theoretical Input, Power Point presentation - not longer than 30 minutes!

Questions & Answers


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INDIVIDUAL WORK AND GROUP WORK ”Ranking” [m56]

Identifycation of existing norms and valuesThe ranking exercise can be used in many arenas. It can be used individually or in groups — or first individually and then in the group. Here it should be used in the later option and it is important to compare the individual ranking with the group ranking and to have a separate discussion about that.


Session 2: Guidance preserving the principle of diversity management and equal treatment

Welcome Coffee

Preview of Contents an MethodsWelcome and Introduction

GROUP WORK “Ten Questions Never to be Asked in an Interview” [m90]

“What’s your race?”,“What is your national origin?”… - some questions that should raise red flagsThere are numerous antidiscrimination laws designed to assure that employers hire based upon skill, rather than stereotypes. Therefore, there are some things an interviewer isn´t allowed to ask 60 min

Plenary Discussion


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LECTURE AND PRESENTATION Meeting employers needs – Companies approaches of diversity

Capitalising on the benefits of workplace diversity, information about organizations employing a diverse workforce and therefore can supply a greater variety of solutions to problems in service, sourcing, and allocation. Presentation of good practice examples, measures and projects, relevant company contacts.Theoretical InputPower Point presentation - not longer than 30 minutes!

Questions & Answers

Placing diversity management in the context of empowerment and training programsHow to develop a strategy to implemented a culture of diversity?Group work and plenary discussion

Summary of the seminar’s contents Group work & Feedback

COLLECTION OF OUTCOMES ”Feedback” [m44]

Participants find answers to the following questions: what was important for me what will I integrate into my work what was less interestingwhat I wanted to add ...

Questions & Answers

Prolongation is possible by integration of key actors , reporting on their fields of knowledge & interest

Prolongation possible by integration of key actors and representatives of organizations actively assessing their handling of workplace diversity issues, who already have developed and implemented diversity plans and report on their fields of knowledge and benefits of diversity management.


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MANUALExercises &

Handouts


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01 Handout Basic skills deficits

01 Introduction to Subject

Handout

BASIC SKILLS DEFICITS CRITERIA AND INDICATORS FOR DETECTING BASIC SKILLS DEFICITS

Tables and explanations below will give a more detailed insight into hiding strategies, criteria and indicators for detecting functional illiteracy. They include, in addition to reading and writing, other areas, although reading and writing are regarded as priority areas.

READING

Signs which make us think there may be reading difficulties:• Carries no written documents• Avoidance of reading situations• Does not refer to information which he/ she could have read in a written document.

Criteria: recognizable behaviour* States he/ she cannot read or has great difficulty in doing so* Deciphers a word at a time without understanding, reads hesitantly and slowly* Does not seem to understand the information contained in the document* Cannot find information in a document (diagrams, timetables, leaflets…) without resorting to going through the whole document* Has to read aloud or uses lip movements, murmurs …* Repeatedly makes excuses linked to eyesight (forgotten glasses, writing that is too small…) and may ask the interlocutor to tell them what is written.


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WRITING

Signs which may indicate difficulties in this area:• Does not carry around a pen or pencil• Handwriting is babyish• Cannot write on lines• Does not spontaneously write anything down

Criteria: recognizable behaviour* Cannot form letters or does so very slowly – holds pen awkwardly* Everyday words (name, address, familiar place names) are barely recognizable when written spontaneously or copied* Form filling causes difficulty* Numerous spelling mistakes* States he / she cannot write or does so with difficulty

SENSE OF TIME

Signs indicating difficulties in this area:• Unable to reconstitute events in past life / in the news / in recent history• Turns up too late or too early for appointments without reason

Criteria: recognizable behaviour* Cannot situate events in relation to the present moment (notions of before, during, after)* Cannot assess whether he / she will be on time (too early, too late)* Does not grasp the notion of chronological order or divisions of time (hour, day, month, year)* Cannot read and write the time in different ways* Cannot estimate how long something will last* Cannot make the connection between age and date of birth* Cannot situate several events chronologically* Is unable to look ahead to the future


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ORAL EXPRESSION

Signs indicating difficulties in this area:• Unable to speak spontaneously and with ease• Difficult to understand• Has problems when introducing himself / herself

Criteria: recognizable behaviour* Uses a limited vocabulary and substitute words* Uses only the present tense* Confuses certain sounds and words (may need speech therapy)* Makes basic grammatical errors

LISTENING

Signs indicating difficulties in this area:• Seems agitated and restless• Lacks concentration• Does not seem attentive when spoken to

Criteria: recognizable behaviour* Mishears sounds and words (may have hearing problems)* Inappropriate responses to questions and instructions* Often asks to have questions and directions repeated* Inaccurate understanding of questions, instructions and information

SENSE OF SPACE

Signs indicating difficulties in this area:• Factors in the person’s speech that indicate distortions and errors with regard to space

Criteria: recognizable behaviour* Unable to give details of places mentioned*Cannot distinguish top / bottom, right / left, front / back , far/ near* Cannot place writing correctly on a page or board* Incapable of estimating distances* Unable to identify features on a town or road map


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LOGICAL REASONING

Signs indicating difficulties in this area:• Attitudes appear contradictory• Has difficulty arguing• Speech that does not make sense

Criteria: recognizable behaviour* Is incapable of making comparisons between two or more elements* Cannot take account of various aspects of a problem simultaneously* Cannot identify the different aspects of a question* Cannot imagine different possibilities* Cannot formulate hypotheses* Makes no link between cause and effect* Does not use the conditional tense* Is unable to combine dual notions (place / time; time span /distance; double entry table)

NUMERACY

Signs indicating difficulties in this area:• Avoids situations in which counting or arithmetic are necessary• Claims not to understand figures and numbers or says they are too difficult

Criteria: recognizable behaviour* Cannot read or write figures* Cannot count* Cannot add or subtract* Simple mental arithmetic seems impossible or is a source of frequent error


M a n u a l

02 Handout Experiences on basic skills deficits


Handout

EXPERIENCES ON BASIC SKILLS DEFICITS

A literacy student wrote this:

The great Fear is ... by Carole Belsey (extracts only)

Fear - what is it? To me it is someone handing me a form and saying "Fill this in!"It is hard to put into words just what happens to me.Every part of my body stiffens.I go hot and cold all over and there is a little man in my headbashing my brains with a hammer!I have to fight to keep my senses.I usually manage to make some silly excuse, I have got two.One of them goes, "I will have to ask my husband if I am all right."As if I am some sort of Victorian miss who is unable to think for herself.The other one is "I don't understand forms."That's worse because straight away they think I am daft.When I have gone for jobs I have all the answers to thequestions they are likely to askwritten down on a piece of paper,so it's just a matter of copying them down on the form.

School The teacher won’t notice that I cannot read for a month and a half.So well do I remember what I hear and see.When a classmate reads the lesson , I know it by heart.Pretending to follow it in the book I can even spot where you have to turn the page…But one day I misbehaved and had to change places.And I had to go first.It’s terrible.She won’t believe I can’t read since she saw me reading.My troubles are only beginning.(Pascal JARDIN: extract War at Nine)


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Example Worker

“It used to be hard but now it has become impossible. Everywhere you go there are forms to fill in and they are often very complicated; even at work, doing the same job, I now have to take orders directly from clients.”

Rene, 51 years old, is a manual worker in a small business. Like many other 50 year olds, who grew up in the country, his schooling was brief and erratic and is now a distant memory. He sees the evolutions at work; instructions are rarely given by word of mouth, every machine is equipped with a monitoring screen.


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03 The state of knowledge


THE STATE OF MY KNOWLEDGE

Objective

This exercise shall serve to clarify how to find the information you need, to select and present relevant information on

Description

Students are working individually or divided into groups.

They are asked to imagine this scenario: a client from another country has asked for a meeting with you. What kinds of information do you already have about the country s/he comes from? What other information do you need? Do you know how to find it? What will you not know until you meet the client personally?

It would be impossible to know everything by heart - the important thing is to know how to find the information you need. We have put some of this on the website and there are also links to other web sites that should be useful. In addition, you might like to search the web, using a search engine such as Google or AltaVista, for further information of value to you. Bookmark sites to which it will be useful for you to return and organise your bookmarks so that you can easily find them.

Students could start with these:

How can I find out what rights my clients have to education, training and work?

Where do I find information about my clients' countries of origin so that I can understand their educational and work background?

What reasons are there for migration and who is likely to migrate to my country?

How do I spot problems caused by torture and trauma, and what do I do about them?

Material computer, internet connectionDuration 60 - 90 minutes


M a n u a l

04 Functional Illiteracy


FUNCTIONAL ILLITERACY

Objective

This exercise shall serve to clarify and exemplify terms used before (“functional illiteracy”, “basic skills” etc);

Intensive exchange of experience at dealing with the target group of clients affected by reading and writing deficits

Description

Students are divided into four groups, discussing one case each.

They share ideas of how to deal with respective clients and offer most suitable counselling. By developing the group’s “counselling concept” they should integrate theoretical and practical knowledge already acquired in the first stage of the course. After that, group results are presented to all participants and the trainer and then discussed and evaluated together.

Material Handout showing 4 cases Duration 80 minutes (20 minutes for each group to work on a case, 60 minutes for presentation and discussion of results)


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05 Handout Share Ideas

05 Handout: Share Ideas

Share ideas of how to deal with respective clients and offer most suitable counselling.

1) ALFRED T., AGE:52

worked as a storage worker in a small enterprise

rural area (small town)

driving licence

obvious basic skills deficits (including IT and social skills)

frustrated and rather aggressive

no signs of readiness for respective „outing“

2) SUSANNE F., AGE: 30

woman returner

urban area

worked in gastronomy (kitchen)

no driving licence

obvious basic skills deficits (including IT and social skills)

very insecure, shy, inhibited


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3) KEMAL K., AGE: 24

came to this country when he was 6

urban area

worked at building sites

no driving licence

attended special needs school

obvious reading and writing problems

basically cooperative,

under particular pressure of having to find a job soon (family)

4) DORIS M., AGE: 18

worked as a cleaner

rural area (small town)

no driving licence

basic skills deficits (including IT and social skills), talks about frustration during school time, but would not mention her reading and writing problems

under particular pressure of having to find a job soon


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06 My culture

06 Reflection

MY CULTURE

Objective

Intensive exchange of experience at dealing with the target group of refugees or migrants

Description

Students share ideas on:

What is culture? What is my culture?

How does it impact on education and work in this country?

What is its relevance to guidance, education and work?

By developing the group’s “counselling concept” they should integrate theoretical and practical knowledge already acquired in the first stage of the course. After that, group results are presented to all participants and the trainer and then discussed and evaluated together.

Imagine that you are a refugee or migrant in another country. What aspects of your own culture might create challenges for you and for a guidance counsellor there?

Students will write a short report on reflections and, email it to the tutor or tutor-group

Material computer, flip chart Duration 60 minutes


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07 Handout multicultural guidance I

07 Handout multicultural guidance

LOOKING FOR MULTICULTURAL GUIDANCE MODELS AND SKILLS

First, think about a successful multicultural guidance session that you have experienced - what was good about it and how do you know it was good?

Now, think whether you used a particular model of guidance - it worked on that occasion - would it work equally well for all kinds of clients? For example, the same model and processes might not work equally well with refugees, asylum-seekers and migrants. What other models are there?

What skills did you use? Do you think the session could have been even better if you had more skills? What kind of skills would have made it better?

Use the web to explore models of guidance and multicultural guidance skills. We have put some material on the website and there are also links to other websites that should be useful. In addition, you might like to search the web, using a search engine such as Google or AltaVista, for further information of value to you. Bookmark sites to which it will be useful for you to return and organise your bookmarks so that you can easily find them.

You could start here:

What extra guidance and counselling skills do I need in order to give a good service to someone from a different country?

Where they have rights, what kinds of problem are my clients likely to have in actually accessing guidance, education, training and work? What changes can my organisation and I make to help to overcome these problems?

Do men and women have different guidance and counselling needs?

When you have found out what kind of information is available and which is the most relevant to your needs, you should be ready to write the assignment.

Material computer, internet connectionDuration 60 – 90 minutes


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08 Handout multicultural guidance II

08 Handout multicultural guidance

ASSIGNMENT: MY OWN PRACTICE IN MULTICULTURAL GUIDANCE

Write a report of 3-5 A4 pages under the following headings:

The processes described above which most accurately reflect how I work at the moment (or have worked in the past);

Elements of my practice which could be changed better to meet the needs of refugee, asylum-seeker and migrant clients;

How my practice should take into account the heterogeneous nature of the client group and its diverse needs.

Students will write a short report on reflections and, email it to the tutor or tutor-group

Material pen, paper / computerDuration 60 – 90 minutes


M a n u a l

09 Handout: The organisation for which you work ... I

09 Handout: The organisation for which you work in terms of

multicultural guidance

REFLECTION: WHERE MY ORGANISATION IS NOW

Think about the organisation for which you work in terms of refugee, asylum-seeker or migrant clients.

What does your organisation do well?

What does it not do so well?

What might be the first thing you would want to change?

Write a short report on your reflections and, if you wish, email it to your tutor or your tutor-group.



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10 Handout: The organisation for which you work ... II

10 Handout: The organisation for which you work in terms of

multicultural guidance

EVALUATING AND PLANNING IMPROVEMENT FOR YOUR SERVICE

Imagine you are a refugee, asylum-seeker or migrant (choose any of these) who has been advised to come to your service. Picture your journey from your home to the service - entering the building - finding the correct office ... and so on. What would you expect? What might be confusing? What would make it more pleasant, less intimidating, and so on?

Now switch to being an adviser to the service. What kind of changes would help to serve this target group? What kind of local contacts should be developed? Think about the 'ideal' functions of guidance - does your service carry them all out? Which important functions does it not carry out?

Use the web to explore models of service delivery and improvement. We have put some material on the website and there are also links to other websites that should be useful. In addition, you might like to search the web, using a search engine such as Google or AltaVista, for further information of value to you. Bookmark sites to which it will be useful for you to return and organise your bookmarks so that you can easily find them.

You could look at this section of the website:

Where they have rights, what kinds of problem are my clients likely to have in actually accessing guidance, education, training and work? What changes can my organisation and I make to help to overcome these problems?

You might also need to look back at this one:

What extra guidance and counselling skills do I need in order to give a good service to someone from a different country?



M a n u a l

11 Creating a vision

11 Creating a vision

CREATING A VISION OF ORGANISATIONAL PRACTICE TO MEET THE NEEDS OF REFUGEES, ASYLUM-SEEKERS AND MIGRANTS

Objective

Intensive exchange of experience at dealing with the target group of refugees or migrants.

Description

Students are working individually or divided into groups.

They are asked to use information taken from the course and from clients, to assess the support needed by clients and compare it with the support offered by their organisation.

They are asked to identify areas where they do not match and write a proposal (3-5 A4 pages) on how the organisation could develop in order to serve this client group better.

They should include case studies of organisations that offer good models of practice.

Material pen, paper / computer, flip chart Duration 60 – 90 minutes


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12 Handout Filling in a form

12 Handout: Reflection

FILLING IN A FORM


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13 Handout Excuses

13 Handout: Excuses

EXCUSES

People say that they have forgotten their glasses. They then ask the person who gave them the form to complete it.

If they know that their inability to read or to write is going to become apparent they may bring distractions with them, e.g. a dog, a child or a mobile phone that keeps ringing.

They say that they are in a hurry and ask if they can take the form or document away and bring it back later. They then get someone else to complete it.

They may say something like, “I will have to ask my husband/wife about this before I fill it in, so please can I take it away and bring it back later”?

They bring a friend, partner or parent who ‘does this sort of thing’.

They ask where to sign a form with no attempt at reading what they are signing.

They become evasive and distracted if asked questions about qualifications, certificates etc.

People become aggressive or frustrated, pretending that this is because of the interview process.

They say that they only want to go on courses where they do not have to fill in forms.

They keep on being late or missing appointments.

They are unsure about when they did things in the past, e.g. previous jobs etc.

Having to deal with institutions like banks, people with low literacy levels have a strong preference for face-to-face contacts and prefer to return to the same branch and the same member of staff.

They are very reluctant to use automated phone systems and computerized kiosks or workstations.


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People are happier dealing with a company when they can develop a good relationship with the one person who they meet on each visit.

The first contact with an official in an organization is often critical, but if they show sensitivity and are not condescending, the relationship is likely to develop.

Many use avoidance as a coping mechanism, hoping that if they avoid something it will go away.

They never do written things right there, but take forms etc. with them to bring them back when they come next time.

They repeatedly ask you to explain what they have just read.

Their eyes fail to move right while "reading".

They fail to respond to mailed notices, bills, etc.

They ask you to call rather than mail the information to them.

They generally turn down opportunities that require reading and/or writing.

From a social point of view, they often appear shy, awkward and may be tongue-tied.

They may act aggressively or continously make jokes to cover low levels of confidence.

If they do write something, they make spelling errors, there are reversals of letters and words, omissions of letters.

People say that they have hurt their arm or hand, sometimes even to the extent of having it bandaged or in a sling.


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14 Motivation - Communication

14 Motivation - Communication

ACTION PLANNING: MOTIVATION - COMMUNICATION

Anticipate individual future, establish a reference to one’s individual future as an important biographical perspective (indiv. work)

Review and train individual social perception (plenary)

Description Individual work:

Get paper and a pen. - Imagine we have now the year 2019 and you are …. years old. - Mark two columns on your piece of paper: on the left “dreams”, on the right “reality”. - On the left write down, what it could be like in 15years from now; dream about it, this is utopia, fantasy! - On the right make notes about the expected reality. Write down what it will most probably be like if you consider your development realistically. Small groups – reflection. Tell each other your stories in the way as if it was 2019 right now. Tell the story in the first person and start out with something like:”I work as a …. I have got two children …. I have just …. “ - The listeners pay special attention to what is not being told. Individual work: Write down your thoughts regarding the following questions: - Have I taken the political development into account? - What do I essentially need for life (financial situation, relationships, work …)? - What is the relationship between my “dreams” and my “reality”? - What could be reasons for the dream not to come true? - What can I contribute to realize the dream? - Which feelings come up when I think about my future? - Which areas in my future can I see clearly, which ones remain unclear?

Notes

In this exercise it is important that participants really use their creativity and phantasy to dream up something extraordinary that makes a difference to plannable reality.

Material paper and pens for everybodyTimeframe 90 minutes

Description Plenary – assignments:

One person is asked to leave the room. Everybody else describes this person as detailed as possible. Every participant reads out his/her description. The person comes back in. Now the descriptions are reviewed with the person present. Options: Observer-duos: You can also ask two participants to form an observer-duo troughout the whole course.


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The two observe each other according to certain aspects determined prior to the session in regard to communicative and social areas and exchange their observations at the end of the course. If this exercise is used in gender-related trainings, please note the following: Experience in different trainings has shown that women observe men more benevolently than the other way round; men apparently observe more fact-related, orient themselves by what they consider to be the facts. Women interpret rather emotionally, men more in patterns and clichés. Women interpret much more detailed and embedded in strong experiencial knowledge. They tend to give men a bonus when they realize that they are open to subjects regarding women and families.

Notes

This exercise is valuable for general communication trainings in regard to communicating non-verbally. Participants come to realize how much they observe about the people surrounding them and also how much they communicate themselves by outfit, body language etc.

Material paper, pensTimeframe 30 minutes


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15 How ‘they’ live their lives

15 Reflection

HOW ‘THEY’ LIVE THEIR LIVES

Supports creativity, presentation skills, understand differences in perception

Description

This exercise requires men and women to work in separate groups (4-6 individuals each group). Each group is asked to predict life of the opposite sex in regard to work, education, social life, spare time, family and living conditions.

The group’s ideas are written down on a notepad. When finished, the results are presented to the other group. A joint discussion proceeds of what is similar and different between the groups.

Notes

This exercise helps participant to understand how different perceptions about the opposite sex can be. It may very well add to the fun factor in a training but also raise serious discussions. Can also be used in teambuilding processes when two or more teams have to be integrated.

Material paper and pens; well mixed group of women and men Timeframe 45minutes


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16 Professional project construction

16 Mobilization

APPROPRIATION OF THE APPROACH OF PROFESSIONAL PROJECT CONSTRUCTION

To identify the subjects and thematic of the training. To get prepared to all questions which may occur all along the training

Description

A simple questionnaire to be worked out individually and then to be presented to the whole group.If it’s a big group pair can make the preparation.

Two parts:

1/ About my professional objective:

6 questions allow putting words on some notions, which are still not clear as for example the barriers, or resources, which may block or help them to reach their objective. All problems raised during the training are considered but from the person’s point of view who makes a point on herself regarding her professional objective

2/About my project construction

What does « Building a professional project, » mean? And which elements are required to reach this goal?

This question allows to put in evidence all the subjects and thematic of the training. A synthesis document identifying the different modules of the program and the different objectives targeted are given to them.

The last question allows them to write down which are the elements they possess and which one they need to work on in particular.

The vocabulary used has to be simple and the questions short and precise.

Materials Paper and pen Duration Minimum 3 hours ½ day


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17 One day in the future

17 Reflection

ONE DAY IN THE FUTURE

Anticipate individual future, realize differences of female and male life designs by discussing individual ideas of the future

Description

Plenary - imagine this is the year 2013. It is Monday...

What is your day going to look like?

Write down key words what you do, hear, see and how you are spending the day.

Small groups/pairs:

Tell each other about your phantasies.

Consider how your imagination is connected with your socialization as a woman, as a man and with the gender subject.

Compare how you comply with today’s reality.

Which feelings, thoughts does the comparison arise in you?

Notes

This exercise supports creativity, inspires motivation to look ahead and design one’s own life actively and supports goal-definition.

Material paper and pens to take notesTimeframe 30 – 40 minutes


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18 Opposites or diversity?

18 Reflection

OPPOSITES OR DIVERSITY?

Understand differences in roles, attributions, attitudes

Description

Participants move around the room accompanied by music.

As soon as the music stops the trainer “separates” the room with her/his arms:

participants on the one side are assigned one role,

participants on the other side are assigned a contrary role with the task to get into contact with the other side non-verbally.

Possible roles: Men – women Handicapped people – not handicapped people From Austria – not from Austria Female boss – male secretary Children – grown-ups Female doctor – male doctor Mother with child – father with child Various professional groups Etc.

Notes

Good exercise that offers opportunity for participants to slip into roles they normally don’t have.

Material enough space for all participants to walk aroundTimeframe 15 minutes


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19 Pessimists and Optimists

19 Reflection

PESSIMISTS AND OPTIMISTS

Starts discussions and selfreflection on individual role

Description

Each participant gets two cards. On the one they write the obstacles they see for gender mainstreaming and on the other they write ideas how they can facilitate gender mainstreaming.

The cards are collected and clustered.

A discussion is facilitated how to overcome the obstacles and implement changes.

Notes

This tool on the one hand serves a desire of many people to express the reasons they see why something should not work and on the other hand encourages participants to think about their active part concerning the subject matter.

Material cards, markersTimeframe 45 minutes


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20 The kind of message pictures send

20 Reflection

THE KIND OF MESSAGE PICTURES SEND

Recognizing codes in pictures, especially those referring to gender

Description

In pairs – assignment: Go through a newspaper or magazine and stop on a page where you see various pictures / persons. The more pictures / persons the better. - Analyse the pictures in regard to gender:

How many women/men do you count all together? How are the women presented, how the men? By themselves? In a group? Who is in the center, in the background, etc.? Also look out for the line of sight? Consider the subtitles of the pictures and the context: from which area are the

pictures – politics, economy, daily life, culture, commercials? Do the pictures emphasize gender stereotypes? If yes, how?

Options

Plenary - Only enter the quantitative results of the groups of two and have the other participants guess which area the pictures were from.

Small groups - Review a whole newspaper, vacation brochure, magazine regarding the presentation of women/men/girls/boys. - How many pictures, cartoons, illustrations in total emphasize the stereotypes? How many are neutral? How many show modern, non-cliché like, diverse presentations of gender?

Notes

This exercise can be used in general communication trainings by having participants work on questions like: what do all these pictures and their contextes tell you? What do you think is the intended message?

Material current daily papers, magazinesTimeframe 30 minutes

Supports creativity, presentation skills, understand differences in perception


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21 Reflection “Who am I ...?”

21 Reflection

“WHO AM I – A PICTURE GALERY“

Objective

Get to know each other, find similarities, identification via a picture which reduces stress in connection with talking about oneself

Description

A large variety of pictures and fotos out of magazines that show various situations, emotions and people are put on a table to choose from.

First Step: Each participant chooses one picture that he/she likes best or thinks suits best.

Second Step: like-minded persons with similar themes should be found among the participants. This developes into an exchange of similarities and preferences discovered on the basis of the pictures.

Third Step: each participant presents his/her picture to the whole group, explaining why he/she chose this specific picture, what it has to do with his/her person and which similarities he/she could find among the other group members. Then it is another person’s turn with who similarities had been identified.

Duration: 1 hourMaterial: various pictures, fotos out of magazines, journals, brochures


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22 Expectations of the Course

22 Action planning

EXPECTATIONS OF THE COURSE

Clarify expectations and if they can be met, clarify current knowledge of the subject matter

Description

Participants are sent to work in small groups on three questions:

Which expectations / requests do I have?

What exactly should not happen?

What is my understanding of „Soft Skills“?

Answers are captured on the paper. Afterwards a speaker of the group is chosen to present the results to the whole group.

Duration: approx. 1 hour / 20min of that group work Participants: work in groups of approx. 5 personsMaterial: Flipchartpaper, color markers


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23 Morning round with musical instruments

23 Awakening Senses

MORNING ROUND WITH MUSICAL INSTRUMENTS

Easy start for the day, perception of own and others’ moods, awakening senses and working capabilities

Description

Various rhythmic instruments are put on a table. Participants are asked to choose one instrument suiting their current mood the best and to try it out.

Then each person presents a sound corresponding to his/her mood. The other participants try to assess, which mood this sound represents. Once found out and confirmed it’s the next person’s turn.

Duration: 30 minutesParticipants: whole group of approx. 15 individualsmaterial: various rhythmic instruments (e.g. triangle, shakers, chime, drums)


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24 Soft Skills in the professional context

24 Introduction

SOFT SKILLS IN THE PROFESSIONAL CONTEXT

Clarification of focus of interest, exchange of experience, basis for discussions

Description:

In preparation of a meeting with persons out of the professional context, participants produce answers to the following three questions:

What is our objective for the entrepreneurs’ meeting

What is usefull for us to learn

What are we interested in regarding Soft Skills in the professional context

Results are written on flipchart paper and afterwards presented to the responsible persons representing the companies, thus serving as a basis for discussions.

Duration: 1 hourParticipants: small groups of 5 individuals Material: Flipchart paper, color markers


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25 Collage showing variety in communication

25 Introduction

COLLAGE SHOWING VARIETY IN COMMUNICATION

Communication, cooperation, teamwork, ideafinding, problem definition

Description

Participants are briefly introduced to the subject. The group is then asked to choose adequate pictures, symbols for the subject communication and relevant aspects and to glue these pictures onto paper so that a collage develops. Arrangement and choice is determined by the group’s processes.

The observer initially named is now sent into the group with the instruction to observe the following aspects:

roles within the team

respect for differencies

dealing with conflict / different opinions

tolerance

discrimination

general mood in the course of the process

steps towards goal achievement

Evaluation is performed in two steps: 1. presentation of the observer, 2. presentation of the collage. With the aspects and relevant factors captured in the collage the transition to the subject communication can be made.

Duration: 1 hour and 30 minutesParticipants: whole group of 15 individuals, one person of the group is chosen to act as observerMaterial: paper for the background (e.g. several pieces of flipchart paper) glue, removable adhesive tape, scissors, markers, magazines, journals, brochures,…


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26 Communicating Ball as Feedback

26 Activation

COMMUNICATING BALL AS FEEDBACK

Clarification of how the day went, ball serves to feel safe speaking in front of group and to hold something in hands at the same time

Description


Duration: 15 minutesMaterial: 1 small softball


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27 The only one

27 Activation

THE ONLY ONE

Understand and deal with clichés

Description

The trainer gives an example of stereotyped phrases and clichés in our everyday life. Then the group is separated into a group of men and a group of women. Each group has to write down a list of typical behaviors the “other sex” is usually attributed. “How they drink, how they smoke, how they sit, how they walk, how they move, …..”

Each group has to choose the way they will show these behaviors: role play, drawings, little songs or poems, jokes… Afterwards, the trainer asks 2 representatives who accept to be the only one man among women and the only one woman among men. Each representative has to watch the presentation, listen to compliments and also critical statements and if he or she wants to may also comment. To end the exercise, the 2 representatives express their feelings about being alone like this, talk about their reactions, how they see the rest of the group, what do they think about their feelings, what have they perceived themselves.

Notes

This exercise supports creativity and humor on the one hand and provokes strong experience especially for the one woman/one man. Conflicting attitudes and opinions become visible and can be dealt with. Participants practise different ways of communication.

Material paper, markers, glue etc.; mixed group of women and menTimeframe 90 minutes


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28 Ball Game in a circle

28 Activation

„BALL GAME IN A CIRCLE“

Objectives

activity to relax, action-oriented learning of verbal and non-verbal communication

Description

Participants are standing in a circle. There are two steps:

First step: the balls are to be thrown without speaking as quickly as possible. After a few minutes the activity is interrupted and the next step is explained. Second step: throw the ball only if eye-contact has been established with another person.

In the end the differences of the two phases are reflected and focus is drawn to verbal and non-verbal communication.

Duration: 20 minutesMaterial: 2 small soft balls


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29 Dealing with communication barriers


DEALING WITH COMMUNICATION BARRIERS

Objectives

Introduction to the subject, determination of problem areas, recognizing and exchanging of already existing potential solutions

Description

Participants receive the following questions regarding the subject Communication in the professional environment“:

Which communication barriers do I know?

How do related misunderstandings appear?

How are they being dealt with?

Results are put on paper and presented to the whole group by one person. They are then used as a transition into the theoretical area of the subject.

Duration: 45 minutesMaterial: flipchart paper, brown paper, color markers Participants: small groups of approx. 5 individuals


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30 Hidden pictures

30 Reflection

HIDDEN PICTURES

Change in perspectives, entering into others’ perceptions, sharpening of own perception, tolerant behaviors

Description:

One picture at a time is presented via the overhead projector. The task is to recognize several different pictures in one picture to transition to dealing with different perceptions and finding tolerant behavior regarding differencies in opinions.

Duration: 20 minutesMaterial: overhead projector, slides


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31 Picture dictation

31 Reflection

PICTURE DICTATION

Communication, dealing with association, enhancing imagination and change of perspectives

Description:

Participants get paper and markers and they draw onto their paper what the selected person dictates:

rectangle

circle

triangle

diagonal line

horizontal line

dot

including the respective positioning (upper left, central, lower right, etc.)

The results should look like the original.

Participants are requested not to ask questions but simply put down on paper what they hear. This exercise serves as transition to the subject “communication barriers, loss of information, self- and others’ perception”.

Duration: 15 minutesMaterial: paper, color markers


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32 Expression and variety of non-verbal communication

32 Reflection

EXPRESSION AND VARIETY OF NON-VERBAL COMMUNICATION

Refection of levels of non-verbal communication, action-ortiented perception and expression, fun and relaxation, creativity

Description:

Participants seperate into four groups. Each group has to communicate different moods/feelings using various types of media:

impatient/annoyed

uncertain/hesitant

happy/optimistic

convinced/self-confident

The type of media is then selected from: painting, sound/rhythm, pantomime, building a human sculpture.

After rehearsals in small groups the results are presented to the other participants who should recognize and name the presented mood/feeling.

Participants: small groups of approx. 5 individuals Duration: 1 hourMaterial: rhythmic instruments, flipchart paper, color markers


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33 Morning drawing


MORNING DRAWING

Warmup, picture of the group’s and the participants’ individual mood

Description:

One person expresses his/her mood by making a few strokes with a marker. The poster is handed around until a picture of the whole group is completed and conclusions can be drawn regarding the general mood of the group.

Duration: 15 minutesMaterial: flipchart paper, color markers


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34 Chain of information


CHAIN OF INFORMATION

Concentration, understanding loss of information, relaxation, fun

Description

Everybody except for one person leaves the room. The person is instructed with either a short story or four related pictures.

The task is to transmit the information without any questions to the next person re-entering the room, the second person will then transmit the information received to the third person until, in the end, the very last person presents the final version of what has been understood to the whole group. In case of pictures the last person can draw the pictures as understood on flipchart paper.

This excercise shows loss of information in communication and the development of rumors.

Duration: 30 minutesMaterial: short story or four related pictures


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35 Problem Solving Strategie


PROBLEM SOLVING STRATEGIE

Development of possible solutions, change of perspectives, flexibility, communication, self-presentation, self-confidence

Description

As an introduction to the subject a text is read to the groups ( max. 6 participants each) as an example:

“The manager of the restaurant calls a meeting with his personnel and says: a lot of plates get broken these days. You have to improve this situation and something has to happen very soon!”

The task is now for the small groups to analyse the following aspects:

missing information

dealing with this issue

finding problem solving strategie

and to prepare an appropriate roleplay. Each group then presents their results in their roleplay.

Duration: 1 hour and 30 minutesMaterial: none


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36 Ways of meeting people


WAYS OF MEETING PEOPLE

Dealing with „making contact – establishing contact“, non-verbal perception channels, relaxation

Description

This exercise serves as a warm-up activity or for relaxing

Step 1: All participants move around the room and find a way of making contact.

Step 2: Contact is made my shaking hands.

Step 3: five participants are chosen. One person gets blindfolded and now has to try to recognize the other four by the individual pressure of their hands.

Afterwards the discussion is led about the variety of possibilities to make contact in different situations, cultures etc. and about aspects of recognition. Then the connection is made to non-verbal perception channels.

Duration: 30 minutes to 1 hour Material: one piece of cloth or eye bandage


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37 Handout Teamwork

37 Handout: Introduction to Subject

TEAMWORK By Webster Dictionary

Teamwork is the concept of people working together as a team. The concept has spread from the world of sports where it is well known and accepted, to business, so much so that it is in danger of being considered by some as an empty buzzword, or a form of corporate-speak. In the 21st century, as people are becoming more sophisticated and society is becoming more technically advanced, working as a team makes it easier to accomplish goals.

Some things cannot be accomplished by people working individually. Larger, ambitious goals usually require that people work together with other people. Anyone who has ever been to a job interview will invariably be asked what the concept of teamwork means to them. The reason for this is because companies today want people who are team players, people who are able to get along with their colleagues and work together in a cohesive group. Because teamwork is the desired goal of many organisations today, they will often go to the effort of coordinating team building events in an attempt to get people to work as a team rather than as individuals.

Skills Needed For Teamwork

There are seven essential skills that one must learn in order to be able to successfully adopt the concept of teamwork. These skills are:-

1. Listening - it is important to listen to other people's ideas. When people are allow to freely express their ideas, these initial ideas will produce other ideas.

2. Questioning - it is important to ask questions, interact, and discuss the objectives of the team.

3. Persuading - individuals are encouraged to exchange, defend, and then to ultimately rethink their ideas.

4. Respecting - it is important to treat others with respect and to support their ideas.

5. Helping - it is crucial to help one's coworkers, which is the general theme of teamwork.

6. Sharing - it is important to share with the team to create an environment of teamwork.

7. Participating - all members of the team are encouraged to participate in the team.


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38 Warming up


WARMING UP

Relaxation, supporting concentration

Description

Different objects are arranged on a table, important is that all objects can be seen by all participants.

One person memorizes the arrangement and is then asked to leave the room. The objects are re-arranged and one thing is removed completely.

The task is to recognize which object has been removed. This exercise can be repeated several times and alternatively objects can be added.

Material: 20 different objects (e.g. scissors, paper clips, ruler, rock, leaf, shell, key, match …Duration 30 min.


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39 Drivers of motivation


DRIVERS OF MOTIVATION

Finding motivational strategies, teamwork

Description

Participants will find answers regarding a) signs, b) reasons, and c) change strategies for the following questions:

show total resistance

having lost their motivation

knowing little and wanting no more

knowing a lot and requesting special attention and conditions

Results are presented to the whole group on posters and used as a basis for discussions about motivational drivers.

Material: paper and markersDuration 30 min.


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40 Motivational factors in the spotlight

40 Motivation

Motivational factors in the spotlight

Supporting autonomy, creativity, development of resources, motivational drivers, teamwork, change of perspectives, relaxation, introduction to camera work

Description:

After an introduction to the subject and the techniques of camera work participants, equipped with cameras, go outside where they will take pictures that show “motives and factors that support their motivation and factors that help them be at ease in stressful situations”.

Results are then presented to the whole group either as a poster of fotographs or a video.

Duration: 3 hoursParticipants: small groups of 5-6 participantsMaterial: polaroid camera, video camera, brown paper, markers, glue


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41 Perception: Mix up

41 Motivation

PERCEPTION: MIX UP

Flexibility, relaxation, change of perspectives

Description:

After a few consecutive days of seminars name tents are changed before participants arrive.

The facilitator observes how participants deal with the new situation upon their arrival.

The experience from the participants’ point of view is then discussed and the connection to the subjects flexibility and change of perspectives in different situations is made.

Duration: 15 minutesParticipants: whole group of approx. 15 participants Material: chairs, name tents


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42 Dissemination activity

42 Action planning

DISSEMINATION ACTIVITY

Summary of contents, capturing priorities relating to importance in professional context, dealing with transfer

Description:

Two groups with professional priorities are formed whose task it is to:

collect essential points of the contents learned and define considerations / strategies to comply with the dissemination activities and

to discuss the integration of soft skills in the training context with objective, methods and contents.

Presentation to the whole group.

Duration: 2 hoursParticipants: two small groups of approx. 8 participants Material: paper, markers


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43 Final sound

43 Action planning

FINAL SOUND

Relaxation, team spirit

Description:

Each participant selects one instrument of choice and briefly experiments with it. Then all participants stand in a circle.

One person begins to present his/her sound and one after the other joins in. Objective is to find a common beat which can be taken away in everybody’s mind as the sound of the group.

Duration: 10 minutesParticipants: whole groupMaterial: rhythmical instruments


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44 Feedback

44 Action planning

FEEDBACK

Objectives

Summary of the seminars’ contents, provide overview

Description

Participants find answers to the following questions:

what was important for me

what will I integrate into my work

what was less interesting

what I wanted to add ...

Presentation of posters to the whole group.

Duration: 1 hourParticipants: small groups of 8 participantsMaterial: Flipchart paper, markers


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45 Interview productions

45 Action planning

INTERVIEW PRODUCTIONS

Practice working with video, sensitization for individual strengths and areas of improvement

Description

In a brainstorming session ideas for subjects are collected, two subjects defined and two teams formed accordingly. Participants receive rules of the game for their interviews (1. say hello in a friendly way, 2. ask the person if she/he has some time, 3. explain briefly what the interview is about and what kind of questions will be asked, 4. careful camera positioning, 5. ask questions, 6. say thank you and good by politely). The teams leave accompanied by one trainer each to make their interviews. Upon their return the videos are analysed. Reflection: Which role(s) have you tried out? What did you like, what was fun? What did you not like so much?

Notes

This exercise supports creativity and having fun at work. Teamwork and cooperation turn out to be important to make good productions. Different feelings about different roles in the team support selfreflection on conflicting emotions; observations of participants can be analysed in regard to typical roles for women and men.

Material flipchart, markers, paper, 2 videocameras with microphones; 2 trainers requiredTimeframe 2,5 – 3 hours


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46 Key Qualifications

46 Action planning

KEY QUALIFICATIONS

Define individual key qualifications, expand potentials

Description

The worksheet below is worked through together with the participants.

Guiding questions:

Where have you acquired this key qualification?

Which ones of those do you have?

As a consequence research may be performed (via internet or newspapers) for additional key qualifications. After this collection the next step is considering which key qualifications suit particularly for each individual participant. These key qualifications can be compiled in small groups or in pairs and then presented to the whole group.

Worksheet:

1. Organization and execution of an assignment: • precision, systematic approach, organization and coordination skills are required to complete an assignment

2. Teamwork and cooperation • customer-oriented behavior and the ability to express oneself are becoming more and more important. That includes willingness and ability to work in teams.

3. Application of learning and working techniques • knowledge and application of various working- and learning techniques as well as the ability to abstract and transfer are very important besides technical knowledge.

4. Assurance in cultural techniques • Customer-oriented behavior requires quick independent information to questions and independent working. Therefore reading, writing and calculating are essential.

5. Problem solving and decision making competences • approach to structure problems, presentation of possible solutions and independent decisions will be more required from employees in future.


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6. Independence and responsibility • reliability and sensible action are as important as self-reflection and the resulting individual control of work processes and results.

7. Perseverance and endurance • very important is perseverance in finding a solution to an assignment, the ability to concentrate but also the tolerance to frustration in case of failure and the motivation for another attempt.

8. Creativity and flexibility • special appreciation will be acknowledged those employees that develop and implement their own ideas and also participate in the setup of their workplace and engage themselves in new work areas.

9. Speaking competence in foreign languages • employees on all levels are more and more required to have language competences due to the stronger international economical connections. Most important is verbal communication with the business partners.

10. Ability and willingness to learn • learning does not end with school, on the contrary that’s when it starts.

Every person in work life nowadays has to participate in further education besides her/his job. That’s the only way she/he can keep up with or anticipate the developments at the workplace.

Notes

It is very important for the facilitator to help participants connect individual qualifications with examples they know from their experience and examples where these qualifications can be applied. For women with children it is important to gather key qualifications out of periods of time when they were raising their children.

Material worksheet, pensTimeframe 90 minutes


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47 Networking

47 Action planning

NETWORKING

Research concrete contacts to companies

Description

The trainer provides a worksheet to insert several contact information.

To begin with, the worksheet “personal contacts” is filled out by participants individually. Who has got the most people listed? In a second step all the people listed are reviewed regarding their connections to local companies (Where do parents work, brothers and sisters, aunts and uncles of these persons?)

At last, everybody produces a list of companies for interviews. Whatever is not clear can be clarified immediately by phone or as homework over the weekend.

Reflection:

how many women/men are on the list,

what professions do they have and

in what way do they support individual trainees to find jobs.

Notes

This tool is an excellent basis for very concrete steps toward job applications. It helps participants to concentrate on their resources and thus motivates to take the next step.

Material worksheet “personal contacts”, pensTimeframe 30 minutes


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48 Typical professions

48 Action planning

TYPICAL PROFESSIONS ?

To raise awareness for gender-typical professions

Description

Brainstorming on the flipchart: which professions are said to be typical male, female?

Information about vocational orientation of participants: women decide for 3 professions, men for 5 professions out of a total of 250 professions.

Gender-atypical professions are which ones?

Do any of the participants know anybody who has that profession?

Exchange of experience of the participants. Discussion: What are advantages and disadvantages of a gender-typical choice of profession? In groups of men and women, participants work on advantages and disadvantages of gender-atypical professions for each gender.

Example: men work on “servant”; women work on “car-mechanic”.

Present and discuss in the whole group.

Notes

This tool is a good basis for introducing the subject of gender mainstreaming as well as activating participants to reflect on and discuss conflicting attitudes and opinions. Working in groups supports teamwork and presentation skills.

Material flipchart, paper, markersTimeframe 30minutes


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49 Women go self-employed

49 Action planning

WOMEN GO SELF-EMPLOYED

Develop female approach to self-employment.

Description

Typical approach “bigger is better” (new jobs). Bigger projects have more chances of being supported as they create jobs; risks however are also higher.

Supporting self-employment of women: small is smart (higher sustainability & less risk).

Typical approach: the focus is on formal and legal aspects of self-employment.

Supporting self-employment of women: even if formal aspects are completely fulfilled there is still development of sellable ideas, customer orientation and marketing knowledge, these have to be developed and supported first.

Typical approach: funding of investment for fixed assets.

Supporting self-employment of women: funding of cost of living and entrepreneural qualifications.

Typical approach: conventional business plans developed for companies that sell reproducable goods and services.

Supporting self-employment of women: new development of business plans for founding of small companies in the field of personal serives.

Notes

This approach raises awareness for special resources of women who are planning to work on a self-employed basis and helps to strengthen selfconfidence and assertiveness. “Women” stands for authentic, sustainable, integrating; “selfemployment” stands for strategic, selfassurance and professionality; = “selfemployment for women”

Material n/aTimeframe 60 minutes


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50 Gender Sensitisation

50 Sensitisation

GENDER SENSITISATION

Awareness raising on typical attributes for women and men

Description

The group brainstorms words for the following topics and the trainer writes everything down on the flipchart: Jobs/ professions (e.g. teacher, surgeon, farmer); Adjectives (e.g. strong, sensitive, honest); Nationalities (e.g. Spanish, Italian, Austrian); First names (e.g. Pablo, Julia, Elisabeth).

Then the trainees individually associate different words and build statements. Each trainee writes down at least 4 statements on cards.

The trainer picks up all the cards, mixes them and reads out one by one. The group then discusses “clichés” and perceptions about men and women.

Notes

It is important to point out that there are no right or wrong answers. Collecting all cards at once and mixing them helps to keep input anonymous so participant don’t have to defend their ideas

Material flipchart, markers, cardsTimeframe 30 minutes


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51 Feel the difference

51 Sensitisation

FEEL THE DIFFERENCE

Understand differences in body language; realize male and female portions and recognize their origin in our lives’ histories

Description

Plenary: Imagine a line that separates the room into two areas, the female area and the male area...

Everybody moves into the male area first and presents with movements, body posture, mimic and gestures how you feel as a man. “I am …. I’ve got …. I do …. “

Everybody now changes over to the female area and present with movements, body posture, mimic and gestures how you feel as a woman. “I am …. I’ve got …. I do …. “

Now move back and forth between the male and the female area and try to feel which body postures, movements, which gestures and mimic suit you.

Plenary – reflection on the following questions:

How did I do in the two areas?

Which memories have come up?

What did I find easy, what more difficult?

Where do I know the behaviors from?

Do I recognize them out of my own life history?

Of myself? Of other persons in my environment?

How do I behave in which situations?

Which clichés of male and female do I have in myself?


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Which sayings, phrases, directions come to my mind?

What have I noticed about others?

Option

Let participants find a place in the room.

Where is your “correct” place – at this moment?

In the female area? In the male area?

Close to the line? Far away from it?

Define and let settle.

Notes

Good exercise to make differences visible through body language. Participants get a chance to “feel” the difference.

Material enough free space to part the room into two areasTimeframe 60 – 90 minutes


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52 Municipal Planning Department

52 Sensitisation

MUNICIPAL PLANNING DEPARTMENT

Learn about effect of planning measurements on women and men, develop strategies for more equal opportunities

Description

The story takes place in a densely populated urban area. A shopping center is supposed to be extended but there are few green areas in the immediate surrounding and the nearby shopping street is endangered, too.

Roles of politicians, planners and citizens can be experienced. It is also possible to take on a role of the opposite sex.

All participants are simultaneously active and attempt to get their interests through. The objective is to find concerted possible solutions. The game offers lively experience relating to the subject equal opportunities.

Notes

This tool offers a great opportunity to experience completely new roles as well as processes of discussion and decision-making and the dynamic these processes and the people involved create

Material story, role descriptions; two facilitatorsTimeframe ½ - 1 day


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53 My Life

53 Sensitisation

MY LIFE

Compare experiences of women and men

Description

Small groups separated by women and men:

Discuss the following questions:

How has my belonging to this gender influenced my life and my work?

How have I imagined / planned my life to be?

Which changes would help me to fully use my potentials?

Small groups mixed women and men: reflect on experiences.

Notes

Good exercise to reflect one’s own life in general and in the gender-context.

Material paper and pens to take notes; mixed group (women and men)Timeframe 90 minutes


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54 Project „Sharp Eye “

54 Sensitisation

PROJECT „SHARP EYE “

Introduce subject and raise awareness to aspects in the immediate environment

Description

Participants form small groups and get a digicam for each group. The assignment is to take fotos with a focus on the relevant subject e.g. gender.

Questions may be for the example-subject gender:

How do you see men? How do you see women?

How do you see men and women working together?

Where are there more men, where more women? etc.

In consequence the participants arrange an exhibition of their pictures and the trainer analyses it with them. The participants may write a report about the results of their analysis which may be forwarded to a local newspaper or hung out publically in the institute or placed in the internet (depending on availability and infrastructure).

Notes

Very creative tool to introduce a subject and activate participants to discuss it. At the same time it supports cooperation and presentation skills

Material 2-3 digital cameras, computer, printerTimeframe 1 day


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55 Qualities

55 Sensitisation

QUALITIES

Self-Reflection – Conflict Management – Gender Sensitisation

Comparing statistics about male and female qualities

Description

The trainer provides a list of 20 qualities and the trainees mark them with “1” for women or “0” for men, next to each quality.

Qualities:

clever - self control - physical strength - high size – beauty - professional success - fighting spirit – aggressive - risky behaviour - being able to love - acting tenderly – sweet – weak – romantic - able to cry - ability for physical love – strong – assertive – competent - soft.

The trainees read out their total results for men and for women. The trainer notes the results, asks for explanations about the choices. She/He adds up all the results from the group and shows the final average.

The group discusses and compares their results.

Notes

This exercise helps to raise awareness about how we associate qualities / characteristics and the different / conflicting opinions that exist in this respect.

Material List of qualities for all participants, pensTimeframe 30 minutes


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56 Ranking

56 Sensitisation

RANKING

Self-Reflection - Conflict Management - Identify existing norms and values, understand ranking and differences of approaches

Description

Participants have to rank 5 fictional individuals that are described with certain traits on who will have the highest status to the lowest status in the company or in a group.

Notes

The ranking exercise can be used in many arenas. It can be used individually or in groups — or first individually and then in the group.

If the later option is used it is important to compare the individual ranking with the group ranking and to have a separate discussion about that.

Material flipchart, paper, pensTimeframe 30 minutes


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57 The 6-3-5 method


THE 6-3-5 METHOD

The 6-3-5 method is a way of brainstorming:

you have 6 particiapants

that deliver 3 ideas / solutions to a certain topic / questions

within 5 minutes (without being interrupted).

The ideas / solutions are then discussed by the 6 participants.

The 6-3-5 method can be used in a process of getting ideas - to make sure everyone gets the chance to make a contribution. This sort of brainstroming usually opens the discussion, encourages to utter thoughts participants might have kept to themselves fearing they don't fit into the current stream of discussion.


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58 Roles & expectations


ROLES AND EXPECTATIONS

Teamwork – Gender Sensitisation – Conflict Management – Co-operation

Objective

Cooperate as a team to produce a collage, expectations among teammembers

Description

Which attributes does a “good woman”/”good man” have? Collection of arguments in small groups and preparation of a collage. Presentation and evaluation in large groups. Group discussion on the subjects: “Who sets the rules? Which rules am I prepared to comply with?”

Notes

This exercise provides an opportunity to reflect own conflict management strategies and at the same time supports teamwork and cooperation. Participants also experience the different roles within a team. The exercise as described above enhances the topics to roles of women and men.

Material newspapers, magazines, fotographs, glue, brown paper, markers, scissorsTimeframe 90min.


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59 Activation

59 Self-Reflection

ACTIVATION

Recalling individual childhood and youth experiences, realize emotions and experiences

Description

Plenary – assignment for individual work: Think back. Imagine an environment from that time. How did you feel at the age of 5 (8, 10, 12, 14, 16…)? Pick one of these objects that appeals to you spontaneously. Plenary – reflection: Participants present the object they have chosen and answer the question how they felt at that time. Small groups – assignment: Exchange ideas, thoughts about the object and the emotions and experiences. Prepare a pantomimic scene for the plenary in which you present your emotions and moods from that time. Plenary – presentations of small groups.

Notes

This exercise can be used as an introduction to reflecting what has influenced participants in their childhood. Participants should have had the chance before to get to know each other in order to feel comfortable with such an exercise.

Material prepare various objects associated with childhood and youth such as Teddybear, diary, ball, toys, lipstick ….Timeframe 30 – 50 minutes depending on group size


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60 Self-Reflection

60 Self-Reflection

CLARIFY INDIVIDUAL CAREER ASPIRATIONS

Description

The circle of career possibilities is explained on the flipchart: the inner circle contains the name of the individual participant; the second circle around the first contains names of all the people that have played a role in the participant’s life; with a different color age and profession are added to each person; in the third circle one characteristic per person is added (in the color of the names again); with a third color the profession is added that this person has been anticipating for the participant. Participants work individually on this exercise.

In a second step they write down all professions they like themselves left to the circle and the professions they do not like so much on the right. The circle of career possibilities are then discussed in the group and the participants receive feedback from their colleagues and the trainer. Reflection: which person (woman/man) in individual participant’s environment anticipates which kind of job for him/her?

Notes

This exercises is helpful in reflecting career aspirations in paricipants’ environment and whether they comply with their own. It helps to determine whether there are role models concerning careers in their immediate environment and if participants are supported in their vocational orientation or constrained or if there is indifference.

Material A3-paper, markers of different colors, sample sheetsTimeframe 30minutes individual work plus additional time for reflection


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61 Handout Eisenhower principle

61 Handout : Introduction

THE EISENHOWER PRINCIPLE

The Eisenhower Principle was the method President Dwight D. Eisenhower used to determine how to meet his goals. He divided his tasks into four categories:

IMPORTANT LESS IMPORTANT

IMMEDIATE to be tended to right away can wait a moment

LESS IMMEDIATE can wait, but not put off too long

relegated to the wastepaper basket

Immediate /Important: The tasks that need to be tended to right away.

Immediate/Less Important: The jobs that are demanding, but can wait a moment.

Less Immediate/Important: Those tasks that can wait, but which will become problematic if put off too long.

Less Immediate/Less Important: The chores that can be relegated to the wastepaper basket or given to someone else without worry.


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62 Learning Diary

62 Reflection

LEARNING DIARY

Accompanying the learning process: at the end of a learning unit/learning day for reflection; to prepare learning conferences or counselling sessions. In order to evaluate and reflect different learning units in order to plan and influence the learning process

Description

The Learning Diary can be used as an instrument for individual reflection as well as for the documentation of the learning process or for collecting material.

Normally it contains working sheets for reflectinos/evaluations of the learning units, experiences with the topics of the units, special reflections as preparation for learning conferences or counselling sessions, etc.

The Learning Diary is in the possession of the learners and stays there. It’s a personal, individual instrument for reflection. The working sheets are only a proposal for the learners. If they use the or do their reflection in a different way ist the decision of the learners. The chance of using the sheets in the Learning diary is to document the learner’s thoughts so that they can look them up later or remember things they want to discuss/clarify.

Variables

The Learning Diary is an offer for voluntarily using. Trainers should make clear the chances of using it, but should not force learners to use it. If learners refuse to use it, trainers should offer them different forms of individual reflection/evaluation.

Material required Folders, working sheets (‘Learning Diary’)Duration 5-15 minutes


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63 Handout Learning Diary

63 Handout Reflection

LEARNING DIARY

Accompanying the learning process: at the end of a learning unit/learning day for reflection; to prepare learning conferences or counselling sessions. In order to evaluate and reflect different learning units in order to plan and influence the learning process

for the course

_______________

My name:

_____________________


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Contents of the Learning Diary


Reflections of the different learning phases

TRANSFER CONTRACT WITH MYSELF

Transfer Contract with myself

Reflections of special excercises/tools

Individual reflection within the Learning conference

My interests and expectations for this course

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What do I already know about the contents of this workshop?

Which aspects of the contents are especially interesting for me?

What are my expectations for this course?


My interests and expectations for this course

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My notes: What I want to remember – what I noticed …

What I want to talk about later on in the learning (questions, topics,...)


Reflection of the first learning phase

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What I liked/disliked today (contents, methods/excercises, atmosphere in the group,...)

What I take with me from this day

What was missing or not quite clear for me …

Where I would like to continue and deepen my learning in the next few days/weeks …


Reflection of the first day in the course

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What did I like/dislike concerning this excercise?

In which way did it suit to me/ my learning styles?

What did I learn from the way we worked in this excercise? Can I use this in different surroundings?


Reflection of the excercise _________

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My notes: What I want to remember...

What I would like to clearify …

Ideas I had concerning the learning contents …


Reflection of the second day

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What do I want to contribute/discuss in this Learning Conference? (concerning contents, methods, atmosphere, group, tutor/facilitator,…)

What do I want to talk about concerning the planning of the learning process?

My feedback to this Learning Conference


Individual reflection for the Learning Conference

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What do I gain/take with me from this course?

What do I want to use in my work/in my way back to employment?

When will I do this?

Who can help me with this? Who do I ask for support?

Date:_________________ ________________________________(signature)


Transfer Contract with myself

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64 The only one


THE ONLY ONE

Objective

Understand and deal with clichés

Description

The trainer gives an example of stereotyped phrases and clichés in our everyday life.

Then the group is separated into a group of men and a group of women.

Each group has to write down a list of typical behaviors the “other sex” is usually attributed. “How they drink, how they smoke, how they sit, how they walk, how they move, …..” Each group has to choose the way they will show these behaviors: role play, drawings, little songs or poems, jokes…

Afterwards, the trainer asks 2 representatives who accept to be the only one man among women and the only one woman among men. Each representative has to watch the presentation, listen to compliments and also critical statements and if he or she wants to may also comment.

To end the exercise, the 2 representatives express their feelings about being alone like this, talk about their reactions, how they see the rest of the group, what do they think about their feelings, what have they perceived themselves.

Note

This exercise supports creativity and humor on the one hand and provokes strong experience especially for the one woman/one man. Conflicting attitudes and opinions become visible and can be dealt with. Participants practise different ways of communication.

Material paper, markers, glue etc.; mixed group of women and menTimeframe 90 minutes


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65 The life tree

65 Reflection

LIFE TREE

Biography work to find out one’s: potentials and fears

Description

Each person paints a tree. The tree should describe this person as she or he is.

The group gives feedback to each painted tree.

Variables

root: beginning of one’s life, one’s talents, the family one was born in

tree trunk: the life one has lived so far, important moments of one’s life

tree top: one’s situation here and now, important relationships,

Duration 2 hoursMaterial required wall paper, colours. sweet music


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66 Working life curve

66 Reflection

MY PERSONAL (WORKING-)LIVE CURVE

In the first phase of the training to become aware of important stations in one’s (working) life and to teflect changes, influences, crises for identifying strategies and competences of coping with these situations. The exercise enables learners to get a more positive picture of learning, of themselves and of their potentials.

Description

In the first phase learners work with a worksheet on their own, which is a time bar on which they can mark special times/incidents in their life. This can be incidents in their personal or in their working life which had influences on their work, life or learning. In a second step they decide to which extend these incidents had been positive or negative for them.

After working on their own, the learners come together in small groups and exchange, what they found out. They might talk about similarities, find out knew aspects and points of view, etc.

Variables

The incidents might be quite personal. It is important, that learners have the chance to talk about such experiences in the secure setting of a small working group or with the tutor. They should not be discussed within the whole group. If deep problems are identified, learner and/or tutor should contact a psychologist or other help.

Duration 60-90 minutes according to the intensity of reflection and exchange.Material Copies of the working sheets, pencils, quiet rooms for the small working groups


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67 Handout Working life

67 Handout: Reflection

MY PERSONAL (WORKING-)LIVE CURVE

In the first phase of the training to become aware of important stations in one’s (working) life and to teflect changes, influences, crises for identifying strategies and competences of coping with these situations. The exercise enables learners to get a more positive picture of learning, of themselves and of their potentials.

Description

Looking down memory lane … Remember the times, moments or situations of fundamental change in your life, that meant a break-in or a break-up for your personal life and your identity.

Mark those dates of change on the horizontal axis (middle line) and write down the according causes on the edge of the sheet (e.g. occupational change, loss of job, marriage, birth of child, divorce, …)

Reflect and assess the meaning of those times of change from today’s perspective. Enlist your rating (between 1 and 5) as points in the coordinate system – postive ratings on the upper half and negative ratings on the lower half.

Your „personal life curve“ emerges, when you draw a line from point to point over the time.

Now start working in small working groups. You alone decide, which aspects of your “life curve” you want to share with the group.

Discussion can be led by questions like…

How did I feel in those times of change?

Which experiences did I make then?

How did I cope with these situations, how have I overcome or blocked out the difficulties?

Present your „life curves“ to the working group. You decide which aspects to discuss openly.


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68 Web of competences

68 Awareness raising to knowledge & skills

WEB OF COMPETENCIES

Goals

This tool is designed to help clients to be aware of individual competencies developed during their life and allows to graphically represent competencies for further professional and personal development.

Description

The Web of competencies allows client to assess his/her skills and knowledge in a specific area of work and to ask for specific feed-back on his/her self-perception. An exercise allowing both highlighting strengths and identifying learning goals.

Variables

Attention to the personal development

Material Template, Example of "Web of competencies” and penDuration 45 minutes for the individual work


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69 Handout awairness raising

69 Handout: Awareness raising to knowledge & skills

TEMPLATE FOR THE “WEB OF COMPETENCIES”


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Example of a “Web of Training Competencies”


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70 Profiling my individual competencies


PROFILING MY INDIVIDUAL COMPETENCIES

The awareness of their own competencies and potentials enables the learners to use their resources for planning, managing and directing the learning more effectively. It is the basis for developing concrete learning interests and goals.

Description

The exercise is divided into three phases:

1. Learners fill in the first working sheet with the activities, jobs etc. they have performed and with the skills and competencies they have developed or used for these activities.

2. Then the learners transfer their competencies to the second working sheet, a list of competencies, where they can range in their own and get an overview over their strengths and the fields/competencies they might develop further more.

3. In the last phase the learners think about fields/competencies they want to develop and develop learning goals and perspectives.

Variables

Learners with low self-esteem and difficult learning biography with mostly negative experiences might need counselling and attendance in identifying activities and competencies with a positive connotation. The tutor might have to point out the positive aspect even within activities the learners experienced as negative.

Duration 30 – 60 minutes according to the intensity of reflection, additional time for developing learning interests/goalsMaterial Copies of the working sheets, pencils, quiet rooms for the small working groups


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71 Handout: Profiling



Worksheet 1

List up the jobs and occupations you had so far in your life in the left column (also temporary jobs or jobs in a private context). In the right column then please register the qualifications/competencies necessary for the respective work.

WORK/OCCUPATION:

What have I done?e.g.: carrying out newspapers

QUALIFICATIONS/COMPETENCIES:

What did I have to be capable of? What did I learn?e.g.: punctuality, effective planning, logistics, …


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Worksheet 2

On the following worksheet you find a set of qualifications and competencies, that are increasingly required in different fields of work. They are classified into 3 categories; methodical abilities, social competencies and occupational qualifications.

Please read through the worksheet first and clarifiy misunderstandable aspects within your group.

Then check your personal worksheet 1: which of the competencies and qualifications given in worksheet 2 do also appear on the list of your personal competencies? Mark those on worksheet 2.

As the next step, valuate the qualifications and competencies given in worksheet 2 for yourself: do you consider them well developped, moderately or rarely developped?

Also decide, which of those you would like to train further.

Good luck!


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Worksheet 3

MY QUALIFICATIONS AND COMPETENCIES… … ARE ……strongly developped

…moderately developped

…rarely developped

I. Occupational qualificationsSpecific knowledge and skills of my occupation… Technical skills/dexterity in …Computer/software applicationsKnowledge of foreign languages II. Methodical abilities

Learning competenciesLearning styles and strategies, reception and processing of infomation

RetentivityMemory capacity, short/long-term memory

ConcentrativenessAbility to concentrate, wide-awakeness

Cogitationlogic, abstractly, conceptional, coherent, exactly

Imaginative Power ITransformation of verbal instructions into practice, to proceed from thinking to doing

Imaginative Power IITechnical understanding, handling of symbols, spacial imagination

TransferBring new knowledge into everyday situations, turn general statements into specific action

FlexibilityTo turn on to different /new topics

OverviewAbility to assess and to valuate, to detect connectedness, to distinguish essential from non-essential aspects


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MY QUALIFICATIONS AND COMPETENCIES… … ARE …

…strongly developped

…moderately developped

…rarely developped

Phantasycreative thinking, improvisation, strike new paths

Correctness

Orderliness

Discipline

Punctuality

Structuring, planning, deciding; classify tasks, define steps of procedure, supervise perfomance, valuate results

Ability to analyseFind out possible causes/reasons of problemsIII. Social und personal competenciesPatience, endurance

Accurateness, diligence

Reliableness

Keep emotions under control

Sensitive perceptionUnderstanding for behavior and acting of others

Cooperation and teamworkSocial correctness, stand to the rules

Take over responsibility

Ability to cope with pressure

Commitment

Autonomy, self-reliance

Willingness/readiness to social adjustment

Ability to cope with criticism, Express and accept criticism


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72 Skills Analysis


SKILLS ANALYSIS - THE FAMILY AS A LEARNING SPACE

Illustrating the fact that skills acquired in the family can be transferred to the work situation, even if certain modifications may sometimes be required.

Description

After a short introduction the participants are asked to draw a personal mind map and describe effects of family experience and learning on their own person.

The whole range of coping skills that are needed or must be mobilised to solve everyday problems is presented using an everyday example, i.e. a child that suddenly falls ill.

This and similar examples are intended to show how to transfer the skills one uses in daily family life into ones work situation and how they can become part of a career-oriented skills profile.

Variables

It is up to the participants if they want to draw a mind map or if they prefer another form of representation.

Duration About 90 minutesMaterial Paper and pencils for all participants, worksheets


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73 Handout Skills Analysis




Example: Personal mind map and describing effects of family experience and learning on their own


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74 Handout Skills analysis




Example: IMPORTANT EXPERIENCES WITHIN MY FAMILY

IMPORTANT EXPERIENCES WITHIN MY FAMILY

SPACES OF LEARNING AND EXPERIENCES

WHAT HAVE I LEARNED? WHAT SKILLS HAVE I AQUIRED?

IN WHICH RESPECT ARE THEY IMPORTANT FOR MY LIFE

OUTSIDE MY FAMILY?


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75 My latest success


MY LATEST SUCCESS THAT I AM MOST PROUD OF

Providing the participants with the positive experience what will strengthen their self-esteem.

Description

The participants write down the latest success they have experienced.

The latest success is presented to trainer and other group members

Variables

What kind of success is important for the participants (occupation, family, friends, etc.)?

What does success mean to the participants?

What do they gain with success?

Duration 1 hour - 45 minutes for the individual work +15 for presentation


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76 Feedback vehicle

76 Feedback provision

FEEDBACK VEHICLE

Allows teams to practice feedback during and after the training event.

Description

In pairs or individually, imagine this team as a vehicle. It can be anything you wish, a car, tractor, steamboat or plane. The vehicle should express what you feel is the essence of the team.

Make a drawing of this vehicle.

Try to place the different team members in the vehicle. Which parts of the vehicle do you see them corresponding to? Who is the sail, motor, compass, seat, brake, global positioning system, and so forth. Why?- Explain your drawings to each other.

Debrief – What did we get out of this?

Duration About 1 hour for a team of 4 peopleMaterial required Paper, pens, cairs


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77 Feedback rules


FEEDBACK RULES

The rules are needed for a concrete, constructive feedback that helps the learner and does not hurt him/her, whenever a group or a team reflects a process or exchanges experiences or in counselling situations.

Description

The feedback rules describe,

How feedback should be carefully worded

How the group members should act within a feedback phase

How the one, who is getting feedback should behave/react.

Variables

In groups that do not know feedback rules, they should be presented and explained. They might be visualised in the room for the whole learning process.

Material required Copies of the feedback rules and/or posters..


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78 Feedback chair


FEEDBACK CHAIR

During and after the training event to allow teams to practice feedback during and after the training event.

Description

Find a comfortable space for your team. Sit in a circle, place one chair in the middle.

One by one, team members sit on this ‘hot chair’.

From there, tell your team colleagues what you would like to get feedback about: your performance as a trainer, your role in the team, and so on. The other team members will then answer you, bearing in mind the guidelines you have agreed on.

Set a time limit for each person’s visit to the hot chair.

While sitting on the hot chair, you cannot react to individual comments, but you have some time for reactions and questions once the feedback round is over and before the next team member takes the chair.

Variables

Attention, this can be a very sensitive exercise. Remember to agree some basic rules for giving feedback beforehand! Attention to: Group Dynamics, Project Management, Personal Development

Duration 20 Minutes per team member


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79 Handout: Feedback rules


RULES FOR FEEDBACK AND COLLEGIAL CONSULTATION

FOR (MUTUAL) FEEDBACK WE RECOMMEND TO STICK TO THE FOLLOWING FEEDBACK RULES IN ORDER TO ALLOW FOR A CONSTRUCTIVE AND PRODUCTIVE PROCESS.

Only give feedback, when the person is ready to receive it.

Feedback should be as detailed and as concrete as possible.

Communicate your perceptions as your perceptions, your assumptions as your assumptions and your feelings as your feelings.

Feedback is not to analyse the person, but to express your personal impression. Therefore form sentences using the first person singular.

Feedback expresses subjective impressions, perceptions and constructive suggestions. These are neither correct nor wrong and should therefore not not be commented.

Feedback shall also comprise positve perceptions.

Feedback can only refer to specific, concrete behaviour – people and perceptions keep changing permanently. Generalisations are out of place!

You should only ask for feedback when you are ready to receive some.

When receiving Feedback, just listen. Do not interrupt the other person.

Consider the Feedback you received and see which aspects you can accept and apply, which help you to develop. You do not need to justify yourself, since Feedback is the other person’s subjective perception.Reminder of past success or decisions taken autonomously can give the student some confidence.


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80 Knowledge, skills & experience


WHAT KNOWLEDGE, SKILLS AND EXPERIENCE DO I HAVE?

Identification of knowledge and experience the participants have and can offer on the labour market

Description

For successful job searching, education and career planning the participants should be aware of their knowledge, skills, personal characteristics, work experience and interests. Most people don’t have a clear idea about their capabilities (knowledge, skills, personal characteristics, experience). They are not able to adjust their capabilities to the employer’s needs. Sometimes even the key strengths of the person are overlooked.


1. The participants are asked about:

education history (finished and unfinished schools), any other training and education, working experience.

2. The participants write down all the information.

3. The information is presented to trainer and other group members

Material pen, paperTimeframe 60min: 45 minutes for the individual work +15 for presentation


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81 Positive thinking


THOUGHT AWARENESS, RATIONAL THINKING & POSITIVE THINKING

To overcome negative thinking.

Description

Negative thinking damages people’s confidence. People are thinking negatively when they put themselves down, criticize themselves for errors, doubt their abilities, expect failure, etc.

It is the negative side of suggestion - it damages confidence, harms performance and paralyses mental skills. From the self-fulfilling prophecy perspective positive thinking causes positive outcomes. Everybody should try not to make black scenarios in advance.

Thought awareness: the participants think about their negative thoughts (worries about how other people perceive them, self-criticism, feelings of inadequacy etc.). Thought awareness is the first step in the process of eliminating negative thoughts.

Rational thinking: The participants write the negative thoughts down and review them rationally. They should consider whether the thoughts have any basis in reality.

Positive thinking and affirmation: The participants replace negative thoughts with positive affirmation.

The participants can use affirmations to build confidence and change negative behaviour patterns into positive ones. They can base affirmations on clear, rational assessments of fact, and use them to undo the damage that negative thinking may have had done to their self-confidence.

Examples of affirmations are:

I can do this.

I can achieve my goals.

People like me for who I am.

I am completely in control of my life.

I learn from my mistakes.


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Variables

What did the participants learn about themselves?

Do they have a lot of negative thoughts?

What attitude is holding them back?

Do they think positive thinking would influence their self-esteem?

How important is self-esteem, in their opinion?

Material required Paper and penDuration 1 hour


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82 Survival strategies


“MY SURVIVAL STRATEGIES”

This tool is suitable as a first autobiographical approach to individual learning. It can be applied early in the learning process, due to it’s playful character and the support it gives to group formation.

To raise awareness of one’s attitudes and behavioural patterns in situations of organised learning as products of individual learning history

Identify situations / strategies in school that became determing for learning attitudes and learning patterns

Detect individual strategies of avoidance and defense against learning

Spot the range of funcionality and non-functionality of those strategies

Facilitation of lively and person orientated communication

Description

The participants are asked to remember their time in school and to focus on the subjects they disliked, they were not interested in or they were not successful in. They shall identify their individual strategies of hiding or masking their lack of knowledge or their disinterest in the subject.

The tool is based on a sequence of the phases “individual reflection”, “group reflection” and “drawing consequences for the ongoing learning situation”.

Variables

Dependend on the target group, the participants shall be encouraged to take notes on their individual reflection.

In the group reflection phase the protection of individual rights has to be ensured: every participant decides himself/herself, what to share with the group and open to discussion and what to keep for himself/herself. This phase can be held with or without the tutor.

When several small groups work parallel, experience shows that it’s important to bring toghether the reflection in the plenary round; learners often wish a collective analysis, also when working autobiographically.


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Structuring aspects for the plenary discussion could be…

Distinguish active from passive patterns

Experiences of success and failure of specific strategies – experience of rewards and sanctions?

Differences in the choice of strategies or different experiences of success / failure due to gender, ethnic background,…

Feedback to group members (by tutor and/or other learners), whether those strategies of his/hers are still noticeable in his/her behaviour.

Feedback by the tutor: What are/were my reactions when my students use/used the strategies that I once applied?

Draw consequences:

How do we – as a group – react, when a member activates his/her strategies of avoidance and defense against learning?

How can we avoid such strategies together?

Duration Ca. 90 minutes: 10-20 minutes of individual reflection; 30 minutes of reflection in a small work group (4 participants per group); 30 minutes plenary roundMaterial Provide enough space for the individual reflection (do not sit too closely), for group reflection (if several small groups work parallel) and the plenary round, Instructions as worksheets or on flipchart paper, Pens for all participants if taking notes on individual reflection


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83 Learning situations


WHAT IS EASY OR DIFFICULT ABOUT LEARNING SITUATIONS

Memory of past experiences and onditions that favour learning can assist a positive attitude to learning. It also helps to decide for or create/plan a positive learning atmosphere. It enables learners to formulate their needs and to participate in the direction of the learning process.

Description

This exercise helps to analyze an important ability that everyone possesses: the ability to learn. It focuses on the conditions that favour learning. To focus on these factors is important and useful in the planning of the learning process and for considering learning and working options.

The learners need ca. 30 minutes to work with the worksheet on their own. After filling their thoughts in, the results can be discussed with the trainer/facilitator or within the learning group.

Variables

There might be discrepancies between the conditions favouring the individual learning process and the possibilities/conditions in the institution/course. These conditions should be transparent for the learners, so that they will not be frustrated. Often it is possible to create conditions in the institution/course that fit to the individually favouring conditions. In a group of learners it is necessary to discuss the individual needs/favouring conditions and to balance them with the needs of the others.

Duration 30 minutes + discussionMaterial Copies of the worksheets, pencils


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84 Handout: Learning situations


HANDOUT LEARNING SITUATIONS

WHAT IS EASY

WHAT IS DIFFICULT TO ME?

RATHEREASY

RATHER DIFFICULT

To schedule my learning times and use them effectively

To relax after my learning time

To concentrate on my learning tasks at home

To remember what I learnt for longer periods

To learn vocabulary, terms, data, …

To work with texts, read focused, filter out the substantial aspects

To write texts/reports, write down my own thoughts

To practice and repeat specifically

To learn on my own

To understand and learn arithmetic procedures, tables, …

To structure, arrange, sort information

To find a learning style of my own


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To prepare for exams/tests

To write exams/tests

To define my own learning goal

To set learning goals

To follow the instruction intently

To engage, involve myself in the class

To process the new informations

To detect the sense of learning

To pose questions during the class

To remember and utilize my previous knowledge

To trust my learning efforts

To assess my learning results

To stick mentally to the actual topic

To work in small groups with the collegues

To „switch“ from one subject to another


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85 Listing and evaluating significant events


LISTING AND EVALUATING SIGNIFICANT EVENTS

Reminder of past success or decisions taken autonomously can give the student some confidence.

Description

The student is asked to make a list in two columns. In the first column s/he lists the most significant events in his/her life so far. In the second column s/he evaluates each one: e.g. whether this represented success or failure, whether it was a stressful or a happy event, whether it started off badly but then improved and vice versa, whether it was easy or challenging. An example (1) is attached.

Variables

a) The degree of literacy of the student - if low, this exercise might be better done orally.

b) This exercise can be done individually or in a group. If in a group, it is important that the members already trust each other and that they know they must not tell anyone outside the group what was said.

c) If a student is very low in confidence and feels that nothing has gone right in life, the counsellor will need to probe gently to find some positive aspects. This would need very careful handling.

Duration At least one hour. A few minutes to explain what is to be done and show the student an example. 15 minutes to list the significant events. 15 minutes to evaluate them. 15-30 minutes to discuss them with the counsellor.Material Paper and pen


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86 Handout Significant events

86 Handout: Awareness raising

LISTING AND EVALUATING SIGNIFICANT EVENTS

Example: List of significant events in my life so far

Events

1 Passing the 11 plus

2 Starting grammar school

3 Doing badly at school

4 Getting married

5 Abandoning my studies

6 Going to work abroad

7 Started making lifelong friends

8 Having a baby

9 Decided to part from my husband

10 Returning to England and starting a new job

11 Learnt to drive and passed driving test

12 Learned to touch-type

13 Made redundant from my job

14 Started multiple part-time typing jobs

15 Decided to return to education, get some qualifications and develop a proper career


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Evaluation

1 Success

2 Stress

3 Failure - stress

4 Risk - stress - challenging

5 Failure

6 One of the best times - challenging - risk

7 Excellent

8 Good though stressful at first

9 One of the worst times - stress - but the right decision

10 Challenging - started off badly but improved a bit - challenging, stress, satisfaction

11 Success and I love driving

12 Success - it proved useful in the future

13 Distressing but not my fault

14 Challenging but okay - I could cope

15 Too soon to say but I hope this was a significant move!


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87 American debate

87 Communication of Pros & Cons

AMERICAN DEBATE

With this tool, pro and contra arguments for any topic are developed. It is very useful as an opening exercise to a certain topic. But as it requires hardly any preparation, it can be used spontanously and flexible whenever discussion is needed as an intermediate result, consolidation or conclusion of a learning phase.

- The learners think of arguments pro or contra a given topic

- Formulate arguments

- Argue the group’s opinion (pro/contra) during the discussion

- Listen to the arguments of the other group

- Skills of communication and argumentation as well as co-operation are trained.

- Everybody gets involved into the discussion, no one is left out.-

Description

The participants work in two groups and collect arguments pro and contra a topic. The arguments are presented in a debate, which is structured by certain communication-rules: Group A’s argument has to be repeated by Group B before reacting with an appropriate counterargument. This procedure ensures that the participants listen closely and actively re-think the other groups’ argument.

Variables

Depending on the learners’ communicative skills it might be necessary to suggest formulations for the argument repetition.

Duration 15-20 minutes of group work 10-15 minutes of debate 5-10 minutes of post-processing. total of 30-45 minutesMaterial The room has to be suitable for group work in two groups, if possible provide two rooms. Flipcharts and flipchart-markers


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88 Handout: American debate

88 Handout: Communication of Pros & Cons

HANDOUT: AMERICAN DEBATE

The American Debate is a form of pro/contra discussion. Extreme positions are developed and represented in the group.

In order to work on a controversal question, the group is divided in two equally large groups. Depending upon the topic, the group situation or personal interests it can be better to organize the grouping as free choice. Group A is then supposed to collect “pro arguments”, whereas Group B gathers “contra arguments” in group work. The arguments shall be listed on a Flipchart.

Meanwhile the moderator sets up two chair rows facing each other. When the group work is finished, the groups sit down facing each other, the flipcharts are posted well viewable on the opposite wall for visualisation and support. Then the debate starts. The first participant of Group A presents an argument. The first participant of Group B takes up this argument by repeating the core statement and attaches a counter-argument. Inquiry is possible.

FLOW CHART

Short introduction of the method (if necessary: why is it applied now?)

Presentation of the topic and the pro/contra positions (e.g. in the form of statements).

Allocation of the group in two approx. equally large groups (encourage the participants also to work in the group that does not correspond to the personal opinion/attitude).

Depending on the level of selfdirection: Hand out a work sheet with the topic and the two viewpoints, concrete tasks to accomplish, the time schedule and materials.

The groups gather in separate rooms for the collection of arguments and they note them on Flipcharts or presentation cards.

Meanwhile the seat order is changed: two rows of chairs facing each other.

The groups post their arguments (flipcharts) on the opposite wall, pin board, etc., so they can read it and the other group can not.

The learning advisor/moderator of the debate presents the communication rule: the other group’s argument has to be repeated in own words before answering with an own argument.


M a n u a l Group A starts the debate with an argument. A participant of Group B reacts with a

short repetition of the statement and a counterargument, etc.

If necessary the moderator occasionally has to remind the participants of the repetition rule and to let the other person finish.

After approx.. 20 – 30 minutes the moderator terminates the debate. The goal is not to convince the other group or to find a common solution or consent.

The moderator and the learners recapitulate the central arguments. Further questions for reflection concern the experiences with the debate, difficulties and easiness, what they dis/liked, what was unusual/new, …

Agreements can be made on how to transfer the communicative rules of active listening and letting the other person finish, and the formulating and presenting of arguments to other situations in the learning process.

EXAMPLE

The American debate can be used in different situations: To work on technical contents, the tool can serve as an opening exercise to a new technical field.

The learning advisor gives two opposite statements (pro and contra) as slogans for the respective groups: E.g. the topic "Rhethoric and the treating of restaurant guests"

PRO CONTRA

A friendly and complaisant behaviour of the waiters promotes the guests’ satisfaction.

The friendliness of the waiters is irrelevant to the guests’s satisfaction. They favour a brisk, smooth operational sequence only.

One can also apply the tool to bring on the discussion of the organisation of the learning process:


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In order to sensitise the learners for new or unusual forms of learning and of shared responsibility and to activate a reflection on good learning conditions, the learning advisor can open for discussion e.g. the following statements:

PRO CONTRA

The co-organisation of learning processes by the learners (concerning contents, ways, goals etc.) is favorable to successful learning.

For successful learning the instructior alone should decide how to arrange and deliver the learning contents.

Modification: larger groups

If the two groups would have to consist of more than 6-8 persons, a third group can be formed as a “group of observers”. The observers study the debate on the basis of an observation manual referring to aspects of content and communication/interaction. Dependent on the learners’ experiences, the preparation time of the two discussion groups can be used for the development of their own observation manual. After the debate the observers are included in the evaluation with their specific perspective.

Preparation:

This tool hardly needs any preparation, which allows for it’s spontanious application.

For the person:

* Communication skills are trained by collection and presentation of arguments.

* Listen the other group’s arguments

* Repeat (was the argument understood correctly?)

* Everyone takes part, no one can withdraw.

* Everyone has to listen and concentrate to follow the debate and to know which arguments have already been discussed and which ones are still to be brought up.


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For the group:

In the group skills of communication and co-operation are promoted, as well as self organisation when collecting and presenting the arguments.


My experiences with this tool:

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89 Ten questions never to be asked

89 Awareness raising

TEN QUESTIONS YOU SHOULD NEVER BE ASKED IN AN INTERVIEW

Published: 8/17/2006 Source //md.jalmc.org/News/News_Detail.asp?id=60

There are numerous state and federal antidiscrimination laws designed to assure that employers hire based upon skill, rather than stereotypes. Therefore, there are some things an interviewer isn´t allowed to ask. How do you know what’s fair game? Here are some questions that should raise red flags.

1. “What’s your race?”

It is illegal for an employer to ask you questions about race or skin color. Unless appearance is a “bona fide occupational qualification” (BFOQ)—for example, if you’re applying for a modeling job—you cannot be required to submit a photo with an application.

Fair questions: None. An employment application may include a space where you voluntarily indicate your race.

2. “What is your national origin?”

An interviewer cannot ask if you are a U.S. citizen, where you were born, or remark upon your accent. Unless a business case can be provided, a company can´t specify that English be the only language spoken on the job.

Fair questions: “Are you eligible to work in the U.S.? Could you, once employed, submit documentation to that effect?” Companies now require all employees to fill out an I-9 form, in order to confirm that you´re a citizen or resident who is eligible to work. If fluency in a language other than English is a job requirement, an employer may ask how you learned that language.

3. “What is your maiden name?”

An interviewer can´t discriminate on the basis of gender or marital status. Recruiters may not ask different questions of female and male applicants or of married and unmarried women. It’s also inappropriate for an employer to ask if you´re planning to have a family or have young children.

Fair questions: An employer can ask for your full name or whether you’ve worked under another name—in order to check your employment history. Interviewers may inquire about childcare and other family issues by asking: “Where do you see yourself in five years? What hours are you available to work? Do you have other responsibilities that may interfere with your ability to meet the requirements of the job—such as overtime or travel?”


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4. “How old are you?”

The Age Discrimination in Employment Act (ADEA) protects people over the age of 40, who work in companies with more than 20 employees, from employment discrimination. Employers may specify an age limit for a position only in rare cases where it can be proven that age is a BFOQ. (For example, the choice of one actor over another, using age as a basis for authenticity.)

In all other cases, an interviewer may not ask when you were born, when you graduated from high school (since most students graduate at age 17 or 18), or any other questions from which your age may easily be determined. Individuals under age 40 aren´t covered by the ADEA, but many states offer them some protection.

Fair questions: Are you the minimum age required to perform this job? (Federal allows those aged 14 and 15 to work in a limited capacity; 16 and 17-years-old can perform non-hazardous jobs.) Some job applications include a space for your date of birth, along with a disclaimer.

5. “Do you have any disabilities?”

Under Title I of the Americans with Disabilities Act (ADA), an employer may not discriminate against a qualified candidate who is disabled, and must make “reasonable accommodations” for physically or mentally impaired employees.

The ADA also states that you can´t be asked about the existence, nature, or severity of a disability. The following questions are also unacceptable: “How many days were you sick last year? Have you ever filed for worker’s compensation? What prescription medications do you currently take? Are you an alcoholic? Have you ever been treated for drug abuse?”

Fair questions: “Can you perform the basic functions of this position with or without accommodation?” The ADA doesn´t cover illegal drug use, so it’s perfectly legal for an employer to ask whether you use these substances. Some companies also request all new employees to have a medical examination.

6. “What is your religion?”

There is no reason for an employer to ask you about your religion or about any holidays you observe.

Fair questions: “Weekend and holiday work is required. Will this pose any difficulties for you?” Also, Title VII of the Civil Rights Act of 1964 allows religious organizations and sectarian educational institutions to express religious preference when hiring.

7. “Have you ever been arrested?”

You are innocent until proven guilty; therefore, it is illegal for an interviewer to ask if you´ve ever been arrested.


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Fair questions: Employment applications often include questions about felony convictions, along with a disclaimer saying that a conviction won’t necessarily remove you from consideration.

In accordance with U.S. Equal Employment Opportunity Commission (EEOC) policy, employers must weigh a variety of elements when factoring convictions into hiring decisions. These include the nature and severity of the offense, the time that has elapsed, and whether the offense has any relation to the position advertised.

8. “What type of military discharge did you receive?”

An employer may not ask whether you received an honorable or dishonorable discharge.

Fair questions: The interviewer is allowed to inquire about your rank when discharged and discuss the skills you gained while in the military.

9. “Have you ever filed for bankruptcy?”

Questions about your financial status, whether you own a home, or have previously had wages garnished are off-limits.

Fair questions: If good credit is a requirement of the job, a company is within its rights to perform a credit check.

10. “Do you belong to any organizations?”

It’s inappropriate for an interviewer to ask whether you are affiliated with or are a member of any political, social, or religious groups—including unions.

Fair questions: An interviewer may ask you if you’re a member of a professional organization, like the American Bar Association.

How to React to Unfair Questions

Try and determine what type of information an employer is looking to receive with her questions. For example, if an interviewer asks if you have children, you may deduce that she wants to know if you´d be missing work often to care for them. You might simply answer that you have no problem meeting the position’s attendance requirements.

If you suspect you were denied a job because of discrimination, check with the EEOC as to the best course of action.


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PARTNERSHIP

The project consortium comprises 16 partners from 10 countries. The multi-actor partnership comprises development partners, expert partners and labour market administration organisations.

Labour Office Dunajska Streda (SK), project promotor

BEST Training (AT), project coordinator

Telehaus Wetter (DE)

IRFA Sud (FR)

IFOA (IT)

DACE – Department of Adult Continuous Education, University of Glasgow (UK)

LPIA Latvian Adult Education Association (LV)

Czech Association for Personnel Management (CZ)

AMS Arbeitsmarktservice Niederösterreich (AT)

Labour Office Znojmo (CZ)

Urad Prace Olomouc (CZ)

Arbeitsamt Zwiesel (DE)

Labour Office Sète (FR)

GMSMK Labour office Hungary (HU)

SPL Servicio Politiche del Lavoro (IT)

SESLV State Employment Service of Latvia (LV)


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