Askills brochurea4 toolbox by Stela Georgieva

A-Skills

Assessment of Social Skills for better possibilities for employment

TOOLBOX

INTRODUCTION

A-Skills Assessment of Social Skills for better possibilities for employment

INTRODUCTION

Content. ......................................................................................................................................................................................................................................3 1 Introduction.....................................................................................................................................................................................................................5 1.1

The Project in short.................................................................................................................................................................................................................................................5

1.2

About this document in short. .............................................................................................................................................................................................................5

2 Descriptors..........................................................................................................................................................................................................................6 3 Tools. ..............................................................................................................................................................................................................................................9 3.1

Tools - overview........................................................................................................................................................................................................................................................10

3.2

Communication........................................................................................................................................................................................................................................................18 3.2.1 DESCRIBE THE JOB. ...................................................................................................................................................................................................................................18 3.2.2 AMERICAN DEBATE..................................................................................................................................................................................................................................20 3.2.3 CIRCLE OF QUESTIONS. .....................................................................................................................................................................................................................22 3.2.4 BIOGRAPHY..........................................................................................................................................................................................................................................................24 3.2.5 EVALUATE YOUR SEARCHABLE LABOR MARKET!......................................................................................................................................25 3.2.6 BEHAVOUR EVENT INTERVIEW – COMMUNICATION SKILLS..................................................................................................26 3.2.7 FOCUS GROUP – QUALITY OF COMMUNICATION IN A GROUP. ......................................................................................28 3.2.8 DESCRIBE YOUR ROLE MODEL IN COMMUNICATION.......................................................................................................................29 3.2.9 PRESENT YOUR TEAM...........................................................................................................................................................................................................................30 3.2.10 CREATE YOUR OWN CV..................................................................................................................................................................................................................31 3.2.11 MY FIRST JOB.................................................................................................................................................................................................................................................32 3.2.12 WHAT WORD DESCRIBES YOU BEST?.......................................................................................................................................................................34 3.2.13 POWER OF POSITIVE FEEDBACK.....................................................................................................................................................................................36 3.2.14 MY FIRST WORK DAY. ........................................................................................................................................................................................................................37 3.2.15 AT THE RECEPTION. ..............................................................................................................................................................................................................................39 3.2.16 EMPLOYMENT LAW..............................................................................................................................................................................................................................42 3.2.17 TRAVEL AGENT. ...........................................................................................................................................................................................................................................43

3.3

WORKING IN TEAM..............................................................................................................................................................................................................................................44 3.3.1 INTERVIEWING A TEAM MEMBER......................................................................................................................................................................................44 3.3.2 DESIGNING A PROJECT......................................................................................................................................................................................................................47 3.3.3 BUILDING A SKYPSCRAPER. ........................................................................................................................................................................................................50 3.3.4 BUILDING A TOWN....................................................................................................................................................................................................................................52 3.3.5 OBSERVATIONAL CHECKLIST – TEAM WORKING SKILLS...............................................................................................................54 3.3.6 DO YOU KNOW YOUR SKILLS IN TEAM WORK?............................................................................................................................................55 3.3.7 PHOTO QUEST..................................................................................................................................................................................................................................................58 3.3.8 NOTEBOOKS........................................................................................................................................................................................................................................................59

3.4

HANDLING CHANGES /PROBLEM SOLVING..............................................................................................................................................................62 3.4.1 SCENARIO INTERVIEWS.....................................................................................................................................................................................................................62 3.4.2 THE CASE METHOD..................................................................................................................................................................................................................................64 3.4.3 HANDLING CHANGES..........................................................................................................................................................................................................................65 3.4.4 BEHAVOUR EVENT INTERVIEW – HANDLING CHANGES/PROBLEM SOLVING............................................66 A-Skills Assessment of Social Skills for better possibilities for employment

INTRODUCTION

3.4.5 DISPLAY YOUR IDEAS............................................................................................................................................................................................................................68 3.4.6 LIMITING INSTRUCTIONS & CREATIVITY.................................................................................................................................................................69 3.4.7 WHAT HAS HAPPENED TO THE CONSULTANT...............................................................................................................................................71 3.4.8 HIDING PLACE..................................................................................................................................................................................................................................................73 3.4.9 BEHAVIOUR INTERVIEW....................................................................................................................................................................................................................75 3.4.10 IN AND E-TRAY.............................................................................................................................................................................................................................................76 3.4.11 TREES THAT TALK. ....................................................................................................................................................................................................................................78 4 References & Links................................................................................................................................................................................................ 81 4.1

References...........................................................................................................................................................................................................................................................................81

4.2

Links. .............................................................................................................................................................................................................................................................................................81

5 Annex. ............................................................................................................................................................................................................................................ 82 3.2.4 Hand-out “Biography”.........................................................................................................................................................................................................................82 3.2.10 Hand-out “Observation checklist”...............................................................................................................................................................................94 3.2.11 Hand-out “Observation checklist”...............................................................................................................................................................................94 3.2.12 Hand-out “Observation checklist”...............................................................................................................................................................................95 3.2.13 Hand-out “Observation checklist”...............................................................................................................................................................................95 3.2.14 Hand-out ”List of communication skills and qualities”. ............................................................................................................96 3.2.14 Hand-out ”Self-evaluated questionnaire”. .....................................................................................................................................................99 3.2.15 Hand-out ”Self-evaluation of the process”................................................................................................................................................ 100 3.2.17 Hand-out “Travel Agent”......................................................................................................................................................................................................... 102 3.3.2 Hand-out “Project roles”.............................................................................................................................................................................................................. 103 3.3.4 Hand-out “Building a Town”. ................................................................................................................................................................................................. 104 3.4.6 Hand-out “My skills at work”............................................................................................................................................................................................ 110 3.4.1 Hand-out “Scenarios”....................................................................................................................................................................................................................... 111 3.4.1.1 Scenario #1.................................................................................................................................................................................................................................................. 111 3.4.1.2 Scenario #2.................................................................................................................................................................................................................................................. 112 3.4.1.3 Scenario #3.................................................................................................................................................................................................................................................. 112 3.4.1.4 Scenario #4.................................................................................................................................................................................................................................................. 112 3.4.1 Hand-out “Solution Matrix”.................................................................................................................................................................................................... 113 3.4.2 Hand-out “Case Method”........................................................................................................................................................................................................... 113 3.4.5 Hand-out “Observation checklist”............................................................................................................................................................................... 115 3.4.6 Hand-out “Observation checklist”............................................................................................................................................................................... 115 3.4.8 hand-out ”10 people to shelter”................................................................................................................................................................................... 117

A-Skills Assessment of Social Skills for better possibilities for employment

INTRODUCTION

1 | INTRODUCTION 1.1 The Projec t in short This project wants to development of an assessment system for teachers/trainers and other people working with unemployed with the aim to evaluate and accredit non-formal and informal education and training (knowledge, skills and competencies they have been acquired through their experience rather than the traditional formal school system). In the past years, social skills have become more and more important to employers all over Europe. Despite the development, obtaining a formal education & training in this field has not yet been developed to its full capacity and potential, leaving a majority of unemployed in theâ&#x20AC;&#x2DC;openâ&#x20AC;&#x2122;without any formal education or training or recognition of their knowledge, skills and competencies. For this reason, the ASKILLS project will give the opportunity to assess the knowledge, skills and competencies they have received informally through work, volunteer work or through talent over the years. The project will provide a database with necessary exercises for assessment of knowledge, skills and competencies that unemployed have and which have not been highlighted before. Furthermore, the project will develop a system of assessment mainly around the following steps: CV evaluation, assessment and feedback.

1.2 About this document in short This document presents the collation of tools suggested by the project partners for teachers/ trainers based on prior research among education experts, company representatives and unemployed in the partner countries (i.e. Austria, Bulgaria, the Czech Republic, Greece, Romania and Sweden). It focuses on the three areas those participants rated as the most important, most in need of tools in soft skills assessment: Communication, Working in teams and Handling changes/problem solving. This research has also revealed the most appreciated tools to consider which all reflect a very practical â&#x20AC;&#x201C; hands-on approach requested by HR managers, teachers and trainers. This document will therefore provide tools in form of and for Interviews, Observations of on the Job Tasks and Role-plays. The following pages will offer a concise insight into the learning outcomes descriptors the tools shall be applied for.

A-Skills Assessment of Social Skills for better possibilities for employment

Descriptors

2 | descriptors

Level 1

Following the European Qualification Framework (EQF) which is a common European reference system that aims at linking different countries’ national qualifications systems and frameworks to foster transparency among them, the ASKILLS project developed descriptors of learning outcomes – competences, skills and knowledge that can be applied in divers ways in teaching and learning - at four levels, from basic (level 1) to intermediate (level 4) covering all types of education, training and qualifications (i.e. from school education to professional and vocational):

The learning outcomes relevant to Level 1 are

Communication

Working in team

Awareness of various types of verbal interaction (conversations, interviews, debates, etc.).

Knowledge of available opportunities in order to identify those suited to one’s own personal, professional and/or business activities.

Understanding the main features of written language (formal, informal, scientific, journalistic, colloquial, etc.).

Level 3

Level 2

Awareness of the variability of language and communication forms over time and in different geographical, social and Communications environments.

The learning outcomes relevant to Level 2 are

The learning outcomes relevant to Level 3 are

Ability to communicate, in written or oral form, and understand, or make others understand, various messages in a variety of situations and for different purposes. Communication includes the ability to listen to and understand various spoken messages in a variety of communicative situations and to speak concisely and clearly. Ability to read and understand different texts, adopting strategies appropriate to various reading purposes. Ability to write different types of texts for various purposes, monitor the writing process (from drafting to proofreading).

Basic skills required to carry out simple tasks. Can identify a problem.

Basic skills required to carry out simple tasks. Ability to work co-operatively and flexibly as part of a team. Being able to identify one’s personal strengths and weaknesses.

Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools. Ability to act proactively and respond positively to changes. Ability to structuring the Problem.

Positive attitude to change and innovation.

Ability of looking for Possible Solutions.

Knowledge processes and general concepts, in a field of work or study.

Adapt own behaviour to circumstances in solving problems.

http://ec.europa.eu/dgs/education_culture

A-Skills Assessment of Social Skills for better possibilities for employment

Handling changes/ problem solving

Descriptors

Level 4

Level 3

Ability to search, collect and process written information, data and concepts in order to use them in study and to organise knowledge in a systematic way. Ability to formulate oneâ&#x20AC;&#x2122;s arguments, in speaking or writing, in a convincing manner and take full account of other viewpoints, whether expressed in written or oral form.

The learning outcomes relevant to Level 4 are

Take responsibility for completion of tasks in work or study. Adapt own behaviour to circumstances when working in teams.

A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information. To look at each potential solution and carefully analyse it. Ability of making decisions.

Disposition to approach the opinions and arguments of others with an open mind and engage in constructive and critical dialogue.

Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change.

A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study.

Confidence when speaking in public.

Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities.

Ability to do the Implementation.

Willingness to strive for aesthetic quality in expression beyond the technical correctness of a word/phrase. Development of a positive attitude to intercultural communication.

Ability to checking that the process was successful. This can be achieved by monitoring and gaining feedback from people affected by any changes that occurred.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3 | Tools For the individual to function in society it requires some degree of social competence. All people have some form of it, but different people have their social competences in different areas. A group requires different skills than required between individuals. It does not necessarily mean that an individual who is outgoing in a group have high social competences in all situations. A socially competent individual consists not of already attained skills, but individuals are constantly trying to develop and improve their skills. If an individual wants to change their social skills, it is not the personality to be changed, but old habits and patterns.

A-Skills Assessment of Social Skills for better possibilities for employment

3.2.5

3.2.4

self-review

A core element of competence assessment

To be able to find out if your searchable labour market is big enough.

Evaluate your Raise awareness of searchable labour the labour market and market! different job tasks

Biography

Circle of questions Training in listening to Increase the Teamwork, one another. And in doing Communication, so, finding out about each Motivation, Trust other’s values.

3.2.3

Increase communication, teamwork, raise awareness of your own situation,

Review educational and work experiences, possibly a revaluation

argument, discussion, debate, rhetoric, pros and cons, active listening

American debate train communication skills

Investigation, employability, entrepreneurship, communication, analysis, social interaction

Keywords

3.2.2

Learning Objectives

Describe the job Get to know job descriptions through on the job observation

Tool Title

3.2.1

Tool number

1-4

EQF levels

Writing implements & stationery

One questionnaire per participant

An intimate atmosphere

Sufficient floor space for circles of 6-20 people

A whistle and a stopwatch

Knowledge about where Paper and pencil to find information about Computer vacancies and about how to prepare and adapt an Internet connection application.

using creative and communicative methods of biographical work can also help determine which experiences are positively and realistically assessed.

listen to others to listen actively basic social competence

Presentation by the participants, possibly aided by questions from the moderator

The participants will be given time to analyse the scenarios alone and discuss them in the group together with the trainer. Open evaluation in two small groups

Participants add to their partner’s presentation and rectify it, if necessary Task1: 1-3 hours To have the outcomes reviewed by the coach Task2: 1-2 hours and to be given the Task3: 2-3 hours opportunity to make necessary changes. In the levels 3-4 a peer review would be fruitful from several perspectives.

150 minutes

15- 30 minutes

record/take video of the debate and review Discussion after the activity and do an assessment.

writing a recap

questionnaire

self-evaluation

Assessment/ Evaluation

is a better speaker

1 – 1 ½ hours

6 hours

Recommended duration

learning diary

see tool

using video resources

Variables

performs active listening

links learnings to personal job situation knows what a debate is

is skilled in communication

knows job-profiles

Learning outcomes

References to other tools

Tools

3.1 Tools - overview

A-Skills Assessment of Social Skills for better possibilities for employment

3.2.11

3.2.10

3.2.9

3.2.8

My first job

to help the learners speak Ice-breaker, job easier in a group description, communication, presentation

To identify, evaluate and improve the quality of communication in a group

Social interaction, soft skills, communication, listening, conflicts, evaluation, SWOT analysis Describe your To identify and evaluate Social interaction, soft role model in good (and bad) skills, communication communication communication skills skills, evaluation, role on the example of role model. model Present your team To identify and assess Social interaction, soft skills and competencies skills, employability, of a group of team working, participants while analysing skills, preparing common communication, presentation of the presentation skills. team Create your own To help the learners CV creation ; CV to become acquainted employability ; writing with how to create skills ; summarising their own CV and put skills ; their knowledge, skills and competences most effectively on their CV.

Focus group â&#x20AC;&#x201C; quality of communication in a group

Behaviour interview, job interview, employability, social interaction, communication

Keywords

3.2.7

To realize practical experience and examples employment- and/or live-related

Learning Objectives

Behaviour event interview â&#x20AC;&#x201C; communication skills

Tool Title

3.2.6

Tool number

1-4

EQF levels

computer and internet connection to access the online CV tool

Total duration 1 hour and 25 minutes

2 hours

4 hours

1 hour

Meeting room

Meeting room, presentation tools

2 hours

3 hours

Recommended duration

Meeting room

Variables

Links knowledge acquired with specific tasks and job profiles Summarizes the main This activity requires tasks and role of a specific blank cards. job Communicates to a group of people

Summarizes the main knowledge, skills and competences in a few pages

Knows skills, characteristics and ways of positive (and negative) communication. Identifies and presents his/her skills/ competencies and of the team.

Handles behaviour interview Evaluates the quality of personal communication skills within a group.

Describes practical examples of his/her behaviour/situation.

Learning outcomes

questionnaire to be completed by all participants

Self-assessment, questionnaire

Multiple assessment (self-assessment, coach, other participants)

Assessment/ Evaluation

References to other tools

Tools

Keywords

3.2.15

At the reception Train communication skills with different customers

Communication skills by role-playing; communication with different types of customers; social interaction

Communication skills by interviewing, communication, interview, professional skills and qualities, employability, social interaction

My first work day To evaluate and train various communication skills by interviewing

3.2.14

To build ones motivation, Creativity, goal-setting, goal-setting, self-esteem self-esteem , group work and personal impact.

Learning Objectives

Power of positive The aim of the exercise is Positive Feedback, feedback to be thought provoking conversation, so you can then continue with a session on giving appropriate positive feedback.

What word describes you best?

Tool Title

3.2.13

3.2.12

Tool number

1-4

EQF levels

Understand the communication differences in different social environments is skilled in communication Flexible to new and unusual situations Knows different communication strategies Lead constructive dialogue with different people in different situations Awareness of the role and possibilities of communication in different situations

Summarizes his personality in one word Be concise and to the point Ability to provide positive feedback

Learning outcomes

Sheets and pens

Computer with internet connection, multimedia

This activity requires papers

This activity requires, pen, paper and blank badges

Variables

2 hours

3 hours

2 hours

50 minutes

Recommended duration

make video and a review of the role play

questionnaire

self-evaluation

list with communication skills and qualities to be assessed by the consultant

questionnaire

Questionnaire The discussions that will take place will also allow for the exchange of ideas between the participants and trainers and the provision of feedback by all learners and trainers. self-evaluation

questionnaire to be completed by all participants

Assessment/ Evaluation

References to other tools

Tools

A-Skills Assessment of Social Skills for better possibilities for employment

Learning Objectives

Keywords

Travel Agent

Designing a project

Interviewing a team member

3.3.1

3.3.2

reviewing and learning from role-models

work in teams and interviewing people

Design and complete a project as a team and learn about tasks to be done

The goal of this tool is to help the participants to communicate much better.

interview, team-work, field-trip, project, analysis, roles, comparing findings

designing a project, team-work, work in small groups, assigning roles, good practice research, learning through observation

Communication with the client, tourism

Employment Law The goal of this tool is to Communication verbal and help the learners improve nonverbal, para and meta their communication skills, language, employment to use reasoning and logic law, employer, employee, to answer the question. union

Tool Title

3.2.17

3.2.16

Tool number

1-4

EQF levels Variables

learns about team-roles, functions and task division

working a team and be aware of roles and task division knows how to make an interview

understands tasks that are to be done to complete a project

see tool

Knowledge of area Paper and optionally employment relationship; recording equipment Knowledge of language (verbal, non-verbal, para and meta language), active listening techniques, interview techniques Is able to Communicate effectively using appropriate language and attitude Is able to communicate assertively Is able to use all languages Specific language in a Situational cards; travel agency A video camera (if you Effective communication decide to record); techniques Evaluation forms

Learning outcomes

1 â&#x20AC;&#x201C; 2 days

1 day

30 minutes to 2 hours

Â˝ - 1 hour

Recommended duration

presentation of findings

evaluation of of the company

reviews/tests

presenting the results and give feedback

self-evaluation

Feedbacks from the other participants

Observational fiches

Self-evaluation of the process

review of recorded materials

feedbacks from the observers

self-evaluation

Assessment/ Evaluation

References to other tools

Tools

3.3.6

3.3.5

3.3.4

3.3.3

Tool number

Working in a team and learning through roleplaying by building a prototype construction

Learning Objectives

Observational To identify and checklist – team assess team working working skills competency during observation of a common job task Do you know your Knowledge about skills in team personal abilities to work? work in team based on past experience and hypothetical situations.

Improve self-esteem.

Enhance appreciation between playful exercises and the earnest nature of the assessment

Building a Town Identify competencies and skills such as work planning, concentration, team work skills, conflict resolution skills, motivation.

Building a skyscraper

Tool Title

team work, interview, professional skills and qualities, employability, job interview questions

Social interaction, competency model, soft skills, employability, team working

Working in team, increase the participants selfesteem and motivation.

building exercise, working in teams, design, plan, build, division of tasks and responsibilities, connecting with a concept

Keywords

1-4

EQF levels

Hand out – see appendix

Paint, thick markers

Cartons, cloth scraps. glue, scissors

Paper and cardboard

A large room Coloured construction paper

1.5 - 2 square meters of cardboard per group

see tool

Variables

attitude for selfimprovement

Responsibility for the performance in teamwork

Knows about strengths and weaknesses in teamwork.

Assesses performance Meeting room and behaviour of him/herself and other members within team.

Identifies potentials, strengths and weaknesses of oneself and other teammembers.

application of skills, knowledge and competence to reach a result Knows advantages of planning and division of roles.

working on a task together with a group

Learning outcomes

1 hour

4 hours

3 hours

5-6 hours

Recommended duration

List with questions

Discuss career choice based on the needs of the professional field and the participant’s strengths-andweaknesses profile. Multiple assessment (360-degree feedback)

Identify strengths and weaknesses with the use of self-evaluation and observed evaluation; findings are shown in a strengthsand-weaknesses profile.

Present the “town”

appointing a jury to review and give feedback

evaluation through observation

Assessment/ Evaluation

References to other tools

Tools

A-Skills Assessment of Social Skills for better possibilities for employment

Tool Title

Photo quest

Notebooks

Case Method

Tool number

3.3.7

3.3.8

3.4.1

Keywords

A-Skills Assessment of Social Skills for better possibilities for employment

To learn the group one technique to deal with issues. i.e. motivational problems regarding learning etc. by involving all in the group at the same time, and to get a structured way of dealing with issues and at the same time also be able to get consensus with the solutions.

The goal of this tool is to help the learners to develop team work skills, communication and leadership skills.

Increase the communication skills, teamwork, and problem solving, find different solutions.

Working in team, communication and leadership

Complete a nonteamwork, observation typical task as a team of the job tasks, social and explore skills for interaction team work, group decision-making and management of specific task.

Learning Objectives

1-4

EQF levels Variables

Rulers

Is able to assume his/ her role in the team

To interpret and draw conclusions from the information and to help participants to form an action plan with the information and conclusions drawn from this activity.

Is able to use motivation techniques

Is able to meet deadlines

Preferably one big white-board, or at least that much space required to draw the model so it is visible to the whole group. (Hand out see appendix )

Scissors

Staff motivation

Is able to react in accordance with the role assumed

Stapler and staples

Project Management

Connects the available resources and opportunities to the terms of the given task. A4 white sheets Leadership

Ability to work cocamera, computer, operatively and flexibly PowerPoint, as part of a team. multimedia

Learning outcomes

Assessment/ Evaluation

Minimum 2 hours, including an explanation and introduction

Assessment is built in to this model, you assess as you go. This includes self-assessment from the individuals/group working the model.

fiches

Feedbacks

45 minutes to 1 Self-evaluation of the hour process

List with questions clarifying the performance of work task

4 hours and 30 Presentation of the min results of the task;

Recommended duration

References to other tools

Tools

To realize practical experience and examples employmentand/or live-related

Behavior event interview – handling changes/problem solving

Display your ideas In this brainstorming exercise the learners learn to come up with ideas separately and then together as a large group. The brainstorming technique helps those who are more comfortable in smaller groups to contribute while still taking advantage of large group creativity and brainstorming.

3.4.5

3.4.3

3.4.4

Learning Objectives

By interviewing several people about different situations and studying the participants should gain more competence in dealing with problems Handling changes Through this activity you can train problems/ changes through interactive theatre.

Scenario interviews

Tool Title

3.4.2

Tool number

Brainstorming, group work, ideas, problemsolving

Behaviour interview, job interview, employability, social interaction, communication

Solutions, discussions, argument

interviewing people, dilemmas, scenarios, recommendations, solutions

Keywords

1-4

EQF levels Variables

Meeting room

Is able to brainstorm ideas

Is able to provide solutions to problems and

to efficiently work in groups,

Handles behaviour interview Is able to communicate This activity requires well with others, papers

Describes practical examples of his/her behaviour/situation.

To be able to spot and handle conflicts and problems in different situations.

Techniques on how to handle and prevent conflicts and problems of this kind.

learn about and adopt different viewpoints

practice in interviewing see tool people

Learning outcomes

2 hours

3 hours

1-2 hours

3 hours

Recommended duration

a questionnaire

The “actors” can have a discussion after the activity and do an assessment At the same time he “audience” do the same but from their point of view. Both groups make bulletnotes and share these in a common discussion together with the trainer. Coach assessment/ feedback

learning diary

review of recorded materials (audio or video)

peer review

Assessment/ Evaluation

References to other tools

Tools

A-Skills Assessment of Social Skills for better possibilities for employment

3.4.8

Hiding place

Handling changes, observation on the job tasks, problem solving, group decision, selfreflection

Brainstorming, group work, problemsolving, open-ended instructions

Keywords

Information about Problem solving, group personal values, decision, role play game individual’s strategies for problem solving and one’s behaviour in group decision making;

What has To observe the happened to the performance of work consultant tasks in an unusual and suddenly changing situation

3.4.7

Learning Objectives

Limiting instructions & creativity

Tool Title

3.4.6

Tool number

1-4

EQF levels Variables

Computer with internet connection, multimedia, work sheets, pen, agenda for the day and specific materials

Responds appropriately to conflicts

Ability to make decisions

Attitude to deal with changes Know the different Work sheets, pens methods of decision making in a problematic situation

Ability to looking for possible solutions and act proactively in group decisions

Know the different methods of decision making in a problematic situation

Ability to sell one’s idea A wide to a group area with partitions or separate rooms. Ability to present a new product and describe the positive outcomes

Learning outcomes

1 hour and 15 min

2-3 hours

2 hours

Recommended duration

list with questions

review of recorded game (audio or video)

evaluation through observation

exchange of ideas between the participants and trainers

a questionnaire

Assessment/ Evaluation

References to other tools

Tools

Trees that talk

The goal of this tool is to help the participants to communicate and to solve problems through negotiations.

Communication, handling changes/ problem solving, negotiations

Communication, handling changes/ problem solving, behaviour interview, situational interview.

Keywords

3.4.11

The goal of this tool is to help the learners to assess how candidates are handling changes and problem solving

Learning Objectives

Communication, handling changes/ problem solving, in-tray exercise.

Behaviour interview

Tool Title

3.4.10 In & E tray exercise The goal of this tool is to help the learners to handle different job tasks, solve problems

3.4.9

Tool number

1-4

EQF levels This activity is designed as paper based.

Variables

2 hours

Recommended duration

feedback fiches

Self-evaluation

Self â&#x20AC;&#x201C; evaluation of the process

Assessment/ Evaluation

Techniques to approach Fiche with the roles 30 minutes to 2 Self-evaluation of the the interlocutor in hours process A video camera (if solving problems/ you decide to record); Feedbacks fiches conflicts Evaluation forms Negotiation techniques

Ways of solving problems from the organization

Types of problems see tool which could appear into an organization

Ways to solve problems in organizations The learners will receive a mini guide Change Management how to develop a structured interview Interview â&#x20AC;&#x201C; selection and also forms to method in HR fill in.

Types of problems in organization

Learning outcomes

References to other tools

Tools

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.2 Communication 3.2.1 DESCRIBE THE JOB

Learning Objectives

The goal of this tool is to help the learners to get to know different job descriptions and to become acquainted with several ways how a job can be described (e.g. job announcement, job description, presentation, informal, formal etc.). Thus the learners can show they are aware and understand the traditional job profiles.

Keywords (e.g. type of tool, social skills category, methodology)

Investigation, employability, communication, social interaction

The learners will be investigating different job-profiles that are in their field of interest. After they have chosen one, they will describe it orally and/or in writing; depending on the size of the group and education level. After the learners have chosen a job, they search the media (internet, newspaper etc.) about different descriptions of this job. They should collect as much material as possible reaching from videos to written job-announcements.

Abstract (short narrative text)

The next step is to analyse the content and sort the collected materials by categories. They should define the common characteristics of the elements per category (like announcement, profile description etc.). Subsequently, they will share their findings and describe the job they picked. This can happen in the following ways (depending on complexity/knowledge level): •

Informally on a peer to peer level,

•

Formally in front of a group of people,

•

Formally in front of a group of people using visual aids such as flipcharts, PowerPoint, etc.,

•

Make a video or audio report about the job.

The final task could be to design a job announcement for the ideal job. Knowledge:

Learning outcomes: Knowledge/Skills/ Competences

•

knows different types of job-descriptions

•

distinguishes the differences in wording used in job-announcements

•

knows the tasks to be done in certain jobs

Skills: •

Is able to gather information from various sources

•

Is able to describe a job profile in his/her own words

Competence:

•

Applies presentation techniques

•

Links findings and understanding of job-profiles to other job-profiles and the market situation

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Level 1 To know of various types of verbal interaction (conversations, interviews, debates, etc.); • To understand the main features of written language (formal, informal, journalistic, etc.). • Level 2 Knows the variability of language and communication forms over time and in different social and • communications environments; Is able to communicate, in written or oral form; • Understands various messages in a variety of situations and for different purposes. •

EQF level addressed

Variables to take into account (e.g. materials, equipment)

Recommended duration

Assessment/ Evaluation

References and other useful sources

Level 3 Is able to read and understand different texts, adopting strategies appropriate to various reading • purposes; Is able to write different types of texts for various purposes, monitor the writing process (from • drafting to proof-reading); Is able to search, collect and process written information, data and concepts in order to use them in • study and to organise knowledge in a systematic way; Is able to formulate one’s arguments, in speaking or writing, in a convincing manner and take full • account of other viewpoints, whether expressed in written or oral form. Level 4 • Can engage in constructive and critical dialogue; • Can preconceives in advance what the counter-arguments will be and express answers in a structured manner; • Has confidence when speaking in public; • Can apply different presentation techniques according to topic and audience (e.g. numeric, visual aids, etc.) • Can be proactive and adaptable to the changing situations • Can apply the knowledge gained into a professional environment and/ or as an advancement to further studies • Has acquired the appropriate vocabulary in accordance to the situation at hand Shows initiative and autonomy in the method to be used and can go off script • • Can combine prior information gained and apply it to the situation • computers and internet access for internet research • newspapers or other media resources In some countries there are video portals where employees talk about their jobs and explain what • they do. The trainer should make a research prior to the activity whether these portals exist in the national language. 1.5 hours (approx.) • 0.5 hour research and finding • 0.5 hour analysis of materials • 10-15 min. presentation/ participant and review Possibilities to review this activity are: Self-evaluation of the process • • Questionnaire: What did the others learn about the job through the presentation? http://www.careersportal.ie/interviews/ http://careerservices.wayne.edu/behavioralinterviewinfo.pdf http://frp2.org/english/Portals/0/PDFs/Toolkits/JD%20summary%20E,%20Oct%2025,%202011.pdf

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.2.2 AMERICAN DEBATE

Learning Objectives

The participants of this exercise can practice and show their communication skills through a lively role-play-debate called „American debate“. The learners will become more skilled in understanding different viewpoints and using arguments to convince or to defending their opinion. They will improve their rhetoric performance through practice and role-playing (in particular active listening, preparing, performing discussions and find pros/ cons).

Keywords (e.g. type of tool, social skills category, methodology)

argument, discussion, debate, rhetoric, pros and cons, active listening This is a very good tool to practice and show the communication skills in a playful and exciting manner at once. In two groups of people the participants think of the pros and cons regarding a topic and later on discuss them in a lively debate. Every participant should present at least one pro or con in this exercise. This is how to develop the exercise: 1. The facilitator introduces the method to the group and proposes a topic. Alternatively, the group can choose their own topic. The topic should allow the group to take on two contradictory and rather polarised opinions. 2. The group should split in two equally large small-groups. Participants should be encouraged to join a group whose opinion they might not share. One small-group will be for and the other one against something.

Abstract (short narrative text)

3. The groups work separately for some time and gather arguments for/ against. They will need these arguments for the debate later on. They should take notes on moderation cards or flipcharts. It is important that the groups do not display their arguments before they verbally express them in the debate later on. 4. The facilitator sets up the two groups in rows opposite to each other. When the small groups are ready s/he introduces the debaters to the (virtual) audience. The facilitator then introduces the rule that before a group comes up with a new argument, the argument of the other group needs to be repeated in their own words (to check active listening skills). 5. One group starts and alternately they speak and respond to each other’s opinions. The goal is not to reach consent or to convince the other group. The goal is to practice their rhetoric skills, to listen and argument wisely. 6. After about 20-30 minutes the facilitator stops the debate. S/he can invite each party to give a final statement. 7. When the debate has finished, the facilitator should make a recap of the central arguments and give feedback about the development of the debate. 8. Together the group reflects upon the exercise. They can discuss how difficult or easy it was; what they liked or disliked; what the crucial arguments were; what was unusual/extraordinary etc.

Learning outcomes: Knowledge/Skills/Competences

Knowledge: • knows the difference between a discussion, a conversation and a debate • knows what a “rhetoric question” is • knows that there are several points of view regarding different topics • distinguishes questions, exclamations, narratives • understands the influence of non-verbal communication (gestures, mimics etc.) Skills: • is able to listen carefully and to repeat what has been said (active listening) • is able to research information to undermine an argument • is able to present his/her arguments using a convincing language

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Competence: applies active listening and uses the arguments in his/her favour • • preconceives in advance what the counter-arguments will be and searches for answers • builds up an argumentation chain • supports his/her arguments with visual aids (graphs, pictures, statistics) • supports his/her arguments with sending adequate verbal and non-verbal signals. Level 1 Knows various types of verbal interaction (conversations, interviews, debates, etc.); • Knows about non-verbal communication (gestures, mimics) • Understands WH-questions and the different types of grammatical sentences (questions, • exclamations, …); Level 2 Knows the variability of language and communication forms over time and in different social and • communications environments; Is able to communicate, in written or oral form; • Understands various messages in a variety of situations and for different purposes. •

EQF level addressed

Level 3 Knows and can understand different texts, adopt strategies appropriate to various reading • purposes; Knows and can write different types of texts for various purposes, monitor the writing process • (from drafting to proof-reading); Is able to search, collect and process written information, data and concepts in order to use them • in study and to organise knowledge in a systematic way; Is able to formulate one’s arguments, in speaking or writing, in a convincing manner in small • groups and take full account of other viewpoints, whether expressed in written or oral form; Knows and can practice active listening; • Applies different visual aids in presentations. • Level 4 • Can engage in constructive and critical dialogue; • Can preconceives in advance what the counter-arguments will be and express answers in a structured manner; • Has confidence when speaking in public; • Can apply different presentation techniques according to topic and audience (e.g. numeric, visual aids, etc.) Depending on the skill level the learners are at, this exercise can be scaled accordingly. Group size is flexible and starts from 3 participants; divide bigger groups into smaller ones where applicable. If the facilitator does not know learners’ competence level based on prior work or checks it is recommended to enrol step by step starting as described below checking the lowest level. Participants at higher levels can be assessed according to their performance then.

Variables to take into account (e.g. materials, equipment)

Level 1: The learners can be introduced to the debate and watch a few videos of examples of debates. They • could distinguish the difference between a debate and a discussion. The learners may not do the role-play itself but prepare certain pro and counter arguments. An • alternative would be that two people role-model and the others watch. • Choose a simple topic!

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Level 2: As above however at this level it is important that the learners actually practice. It is not • important how well they are able to voice their arguments. The topic should be chosen accordingly. •

Variables to take into account (e.g. materials, equipment)

Level 3: The groups may receive a minimum of pro/counter-arguments they should collect. These • arguments could be expressed in writing. Each participant of a group should at least voice one of the arguments. • • Choose the topic according to the level! Learners from this level on should be challenged more in the revision and feedback phase of the • exercise. Level 4: The participants may research the details regarding each argument. Statistics and graphic displays • (use of visual aids) should help them undermine what they have to say. • Choose the topic according to the level! The rules should be safeguarded more strictly e.g. warning and expulsion if a person breaks a rule • i.e. does not repeat the argument.

Recommended duration

Assessment/ Evaluation

This exercise does neither require much material nor a lot of preparation. The groups need moderation cards and markers. Ideally there are pin-boards or something similar where the arguments could be pinned onto. The topic should be well defined in advance. 1 – 1 ½ hour(s): • 5-10 minutes introduction • 15-20 minutes small group • 20-30 minutes debate • 10-20 minutes debrief Possibilities to review this activity are: Learning diary review • • Write a short recap about the exercise Record the debate and watch the video together (may cause resistance by participants!) • http://www.actdu.org.au/archives/actein_site/basicskills.html

References and other useful sources http://www.americasdebate.com/ http://debate-central.ncpa.org/

3.2.3 CIRCLE OF QUESTIONS

Learning Objectives

An activity that gets participants listening to one another. And in doing so, finding out about each other’s values. Participants form two circles, one inside the other. As the circles rotate in opposite directions, participants are faced with different colleagues who ask and respond to a series of questions.

Keywords (e.g. type of tool, social skills category, methodology)

Increase the Teamwork, Communication, Motivation, Trust

EQF level

1 to 4

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Pre-Work Make a note of the questions and order in which you are going to ask them 1. Split the group into two equal teams (if you have an odd number of participants, join in yourself to even the numbers) 2. Ask one team to stand in a circle, facing outwards 3. Ask the second team to create a slightly larger circle around the first, facing inwards Abstract (short narrative text)

4. Explain to the two teams that they are about to greet one another (shake hands) and that those in the inner circle will ask a question (determined by the facilitator) of the person opposite them. Point out that these will be open questions and there can be no wrong answers 5. The respondent standing in the outer circle will have 30 seconds to give their answer before the whistle blows and they must be silent, as they answer, the questioner must just listen and not speak 6. As facilitator you must then ask those who responded in the outer circle to ask the same question of their partner in the inner circle. Once again, the respondent to the question will have 30 seconds to give their answer before the whistle blows and they must be silent Knowledge: Basic social knowledge can be acquired or emphasized, the importance of really listen to others.

Learning outcomes: Knowledge/Skills/Competences

Skills: To be able to focus upon other people, to listen actively. Competence: Active listening, basic social competence •

A whistle and a stopwatch

•

Sufficient floor space for circles of 6-20 people.

Level 1: The participants are familiar with the importance of verbal communication and do participate and really put the questions and answers. Variables to take into account (e.g. materials, equipment)

Level 2: The participants are aware of their language and behaviour in the situation and draw conclusions of their experience. Level 3: The participants may take responsibility for their experience and adapt to the different scenarios. Level 4: The participants will be able to analyse the scenarios alone and discuss them in the group.. They are also able to solve problems that would occur, either by themselves or with some assistance of the trainer.

Recommended duration

•

15- 30 minutes

Possibilities to review this activity are: Assessment/ Evaluation

•

Have a discussions after the activity and do an assessment

The participants will be given time to analyse the scenarios alone and discuss them in the group together with the trainer.

References and other useful sources

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.2.4 BIOGRAPHY

Learning Objectives

A core element of competence assessment is biographical work. It opens up the possibility to bridge the gap between prior experiences and present activities. Possible skills and decision-making criteria with respect to career choice can be drawn from biographical work. Biographical work in competence assessment mainly means self-review by the participant. All areas of life, i.e. work, school, family and personal sphere, are included for they affect all decisions.

Keywords (e.g. type of tool, social skills category, methodology)

Review educational and work experiences, possibly a revaluation

EQF level

Abstract (short narrative text)

1 to 4 Aim, process and timeframe are explained for each interview • • • •

Findings of the interviews are highlighted by the interviewer in the subsequent presentation. Interview partners are chosen (e.g. by random selection). Key questions are introduced and explained. Interviews are conducted.

Results are presented by participants to the rest of the group. Possible occupational interests and experience in these areas; using creative and communicative methods of biographical work can also help determine which experiences are positively and realistically assessed. Self-esteem, e.g. an individual’s confidence in own abilities is revealed during the presentation of personal work experience. This can be followed up in a subsequent qualitative review. Factors influencing career path planning, e.g. family situation and expectations. Learning outcomes: Knowledge/Skills/Competences

Knowledge: conducting biographical work with participants whose levels of education are different; as can be their scope of occupational activities and language proficiency. The findings should contain comprehensive information on quality and individual assessment of activities that can be used e.g. in a counselling or coaching session. Skills: Self-assessment skills, but also skills in writing and communication. Competence: The participant identifies his/her own competencies. Self-assessment encourages the development of the client’s own judgement and evaluation skills, encourages reflection on learning, and involves the client in the whole learning and assessment process. As the biographical work may touch on very personal and private matters, an intimate atmosphere is very important. Participants are therefore informed that personal information is not to be passed on to outsiders and the completed questionnaires are personal properties.

Variables to take into account (e.g. materials, equipment)

One questionnaire per participant Writing implements & stationery Dictionaries in native languages of participants with migrant background Hand out – see appendix Level 1-4 Level 1 The participants are familiar with the importance of written communication and have basic skills in writing and interview techniques. Level 2 The participants are aware of their language and are able to express themselves so that it is comprehensible to other people. They will have the ability to structure their biography.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Variables to take into account (e.g. materials, equipment)

Level 3 The participants will take responsibility for adapting their work to the circumstances at hand, and to formulate their oral or written communication and also to understand the work of others. Level 4 The participants will be able to develop their interaction with others in discussions and reading with in a constructive fashion. They are also able to self-assess and take action accordingly on their work and the process involved.

Recommended duration

•

150 minutes

Assessment/ Evaluation

Possibilities to review this activity are: Open evaluation in two small groups • Presentation by the participants, possibly aided by questions from the moderator • Participants add to their partner’s presentation and rectify it, if necessary •

References and other useful sources

Hand-out 3.2.4

3.2.5 EVALUATE YOUR SEARCHABLE LABOR MARKET! This task will increase the participant’s communication skills and raise awareness of the labour market and different job tasks. Learning Objectives

To have knowledge about haw the modern labour market works. To be able to adapt job applications according to the demands in labour market advertisements. To be able to find out if your searchable labour market is big enough.

Keywords (e.g. type of tool, social skills category, methodology)

Increase communication, teamwork, raise awareness of your own situation

EQF level

1 to 4 To find out if your searchable job market is big enough. 1. Think about what your searchable job market is like right now. How large geographical area are you looking at? What type of positions (job titles) are you looking for? Start now from your job- and geographical area and make a list of potential employers that are available in this area. Collect them under different headings, such as industry, trade, etc. What positions are available in the companies? How many employees are there in the company?

Abstract (short narrative text)

Make the list of companies unconditional, i.e., do not think ”John’s workshop, I do not put them on my list because I don’t want to work for him”. In which of the companies can/could there be work that you are able to perform? How many positions are there at the company that I can apply for? Report your work no later than two o’clock the same day. 2. Locate 4 jobs you can think of applying for, prioritize the order in which you want to apply for those jobs. 3. Add at least one complete application form (advert, CV, personal letter) to priority 1 or 2 of your thread in the ”discussion “ on the electronic chat and send it to your coach for feedback - Read the applications of others and comment! Please do not submit your application until you have got feedback from the coaches.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Knowledge about where to find information about vacancies etc. Basic knowledge about how to prepare and adapt an application Learning outcomes: Knowledge/Skills/Competences

Skills: To be able to write an application for a position. To be able to adapt an application according to demands. Competence: To carry out the whole process of applying for a position including follow up. • Paper and pencil •

Computer

•

Internet

Level 1: The participant may start with a narrow perspective to start to learn about the technique. To search from the perceived opportunities. Level 2: The participant identifies more opportunities based on a less narrow perspective. Variables to take into account (e.g. materials, equipment)

The participant starts to interact with other participants, thus opens up for team work and a more structured effort. Level 3: The participants may extend their area, both geographical and professional due to a wider understanding of information collected. The applications should be documented and reviewed critically. The participant makes his own priorities about what to apply for and where. Level 4: The participants take full responsibility of his job search process. The participant evaluates the results of his job search and adjusts accordingly to the results of the evaluation. Task1: 1-3 hours

Recommended duration

Assessment/ Evaluation

Task2: 1-2 hours Task3: 2-3 hours Possibilities to review this activity are: to have the outcomes reviewed by the coach and to be given the opportunity to make necessary changes. In the levels 3-4 a peer review would be fruitful from several perspectives.

References and other useful sources

3.2.6 BEHAVOUR EVENT INTERVIEW – COMMUNICATION SKILLS

Learning Objectives

Keywords (e.g. type of tool, social skills category, methodology)

Behaviour interview, job interview, employability, social interaction, communication.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Behavioural event interview is interviewing based on discovering how the interviewee acted in specific situations (mostly employment- and/or live-related). The logic is that how you behaved in the past will predict how you will behave in the future i.e. past performance predicts future performance. In a behavioural interview generally, an employer has decided what skills are needed in the person they hire and will ask questions to find out if the candidate has those skills. Instead of asking how you would behave, they will ask how you did behave. The interviewer will want to know how you handled a situation, instead of what you might do in the future. 1. Before interview, the trainer prepares behavioural interview questions. Questions will be more pointed, more probing and more specific than traditional interview questions.

Abstract (short narrative text)

2. Ask participants to refresh their memory and consider some special situations they have dealt with or projects they have worked on; and prepare stories that illustrate times when they have successfully solved problems or performed memorably. The stories will be useful to help participants respond meaningfully in a behavioural interview. 3. During interview, the trainer will ask behavioural interview questions according prepared scenario to get concrete examples of participant´s behaviour in the past. 4. The trainer makes an evidence of behaviour interview and participant´s competences. 5. The trainer provides feedback to the participant. Examples of behaviour interview questions for communication competency: Do you listen? Give an example of when you did or when you didn’t listen. • • Have you handled a difficult situation with your boss/an officer …? How? • Have you handled a difficult situation with colleague/another person? How? • What do you do if you disagree with your boss/an officer …? • What do you do if you disagree with your colleague/another person …? Knowledge: Knows practical characteristics and examples of the competency. • Realizes his/her practical examples of behaviour/events related to the competency. •

Learning outcomes: Knowledge/Skills/Competences

Skills: Is able to describe practical examples of his/her behaviour/situation. • Improve presentation skills. • Is able to better handle job interview. • Competence: • Handle behaviour interview. 1 to 4 Level 1 Participants are aware of importance of communication, communication skills and interviews.

EQF level

Level 2 Participants are aware of variability of communication forms and realize examples of their communication skills. Level 3 Participants are able to formulate practical examples of their behaviour/situations. Level 4 Participants are able to handle behaviour interview and are more confident in communication/interview.

Variables to take into account (e.g. materials, equipment)

A place for carrying out an interview with participant. No other special requirements.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Recommended duration

Assessment/ Evaluation

References and other useful sources

3 hours in total 1 hours preparation for interview • 1 hour interview • • 1 hour assessment and feedback Possibilities to review this activity are: •

Coach assessment/feedback on competencies, performance and further development

http://jobsearch.about.com/od/behavorialinterviews/a/behavioral-interview-questions. htm http://www.mindtools.com/pages/article/newCS_85.htm

3.2.7 FOCUS GROUP – QUALITY OF COMMUNICATION IN A GROUP Learning Objectives

The goal of this tool is to identify and evaluate the quality of communication in a particular group (study group, working team) and help to identify recommendations for improvement of their communication.

Keywords (e.g. type of tool, social skills category, methodology)

Social interaction, soft skills, communication, listening, conflicts, evaluation, SWOT analysis. A group of people who study or work together will discuss the quality communication in the group. They will analyse and assess strengths and weaknesses and specific problems in their communication and will formulate recommendations for improvement. 1. The coach will introduce objectives and principles of the discussion.

Abstract (short narrative text)

2. Each participant will shortly describe (in written) his/her opinion on strengths and weaknesses in communication in the group and also evaluate communication skills of each member of the group. 3. Then each participant will present his/her opinion to the group. 4. The coach will open a discussion on the key issues/problems in communication of the group and give suggestion for improvement. The coach will support and facilitate the discussion.

Learning outcomes: Knowledge/Skills/Competences

5. At the end the coach will sum up the discussion and main recommendations. Knowledge: Knows better his/her communication skills. • Knows better skills of members of the group. • Knows how to evaluate skills. • Skills: Is able to identify strengthens and weaknesses in communication • Competence: Evaluate the quality of communication of him/her-self. • Evaluate the quality of communication of others/group. • 1 to 4 Level 1 Participants are aware of different types of verbal interaction (group discussion).

EQF level

Level 2 Participants are aware of various types of language and communication forms and skills in a group.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Level 3 Participants are able to listen and understand to others and identified and analyse (SWOT) communication skills. Level 4 Participants are able to approach the opinions and arguments of others with an open mind and engage in constructive and critical dialogue. Variables to take into account (e.g. materials, equipment) Recommended duration

Assessment/ Evaluation References and other useful sources

Place for discussion 2 hours in total • 30 min preparation of description of communication in the group • 1,5 hour presentation and discussion on communication in the group • 30 min recap – main findings and recommendations Possibilities to review this activity are: Multiple assessment (coach, participants) • Self-assessment • http://www.mindtools.com/pages/article/newTMC_05_1.htm http://www.mindtools.com/pages/article/newCS_85.htm

3.2.8 DESCRIBE YOUR ROLE MODEL IN COMMUNICATION Learning Objectives Keywords (e.g. type of tool, social skills category, methodology)

The goal of this instrument to identify and evaluate good (and bad) communication skills. Social interaction, soft skills, communication skills, evaluation, role model. Participants will identify and analyse communication skills on an example of their favourite „role model”.

Abstract (short narrative text)

1. Each participant will chose one the most favourite “role model”. He/she will describe reasons of the selection and the skills, characteristics, attitudes and the way of communication/behaviour of this person he/she likes. 2. After all participants will discuss the skills, characteristics and examples important for good and effective communication. 3. (Participants may also discuss inappropriate behaviour in communication – “communication killers”). Knowledge: Knows skills, characteristics and ways of good and/or communication. •

Learning outcomes: Knowledge/Skills/Competences

EQF level

Skills: Is able to identify skills, characteristics and ways of positive and negative • communication. Competence: Evaluates skills, characteristics and ways of positive and negative communication. • 1 to 4 Level 1 Participants are aware of different types of communication skills important for social interaction. Level 2 Participants are able to express his/her opinion and understand and make others understand. They are able to speak concisely and clearly.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Level 3 Participants are able to organise information in a systematic way. They are able to formulate his/her arguments on communication skills and styles – both positive and negative. Level 4 Participants are confident in speaking in a group and formulating arguments. They have an ability of constructive and critical dialogue. Variables to take into account (e.g. materials, equipment) Recommended duration

Assessment/ Evaluation References and other useful sources

Place for discussion 1 hours in total (depending on number of participants) • 1 hour introduction and discussion (10 min introduction + 10 min discussion per person) Possibilities to review this activity are: Self-assessment • • Questionnaire http://www.ehow.com/info_12038411_role-modelhttp://www.ohio.edu/hr/outplacement/upload/5_Communication_Skills.pdf

3.2.9 PRESENT YOUR TEAM Learning Objectives

The goal of this tool is to identify and assess skills and competencies of a group of participants while preparing common presentation of the team.

Keywords (e.g. type of tool, social skills category, methodology,.)

Social interaction, soft skills, employability, team working, analysing skills, communication, presentation skills. Participants as a team will need to prepare common presentation of their team for potential employers. They will discuss and describe skills and experience of each member and of the team.

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

1. The coach will introduce objectives of the exercise and participants will organize a team. 2. Each participant will describe his/her experience and skills. Then the participants will discuss competencies of the team and will analyse strengths and weaknesses of the team. (Eventually they could also discuss which type(s) of work/sector(s) would be appropriate to their competencies.) 3. After participants will prepare a common presentation. 4. At the end participants will present their presentation to the coach (eventually to employers). 5. The coach (employers) will provide a feedback on working in the team and the presentation of the team and communication within the team. Knowledge: Know better his/her skills/competencies. • Know different skills/competencies of person in a team. • Know how to present skills/competencies. • Skills: Is able to identify and analyze his/her skills/competencies. • Is able to identify and analyze of others (group). • Is able to present his/her skills/competencies. • Is able to present skills/competencies of a team. •

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Competence: Applies self-assessment and assessment on skills/competencies. • 1 to 4 Level 1 Participants are aware of personal team working skills. Level 2 Participants are able to work co-operatively within a team. EQF level

They are able to identify his/her personal strengths and weaknesses. Level 3 Participants are able to take a responsibility for group work. They are able to adapt own behaviour when working in team. Level 4 Participants are able to assign, manage, and evaluate a work in a team.

Variables to take into account (e.g. materials, equipment)

Place for group work and for presentation and presentation tools (flipchart / notebook with SW for presentation (MS Power Point), data projector).

Recommended duration

4 hours in total • 3 hour group work and preparation a presentation • 1 hour assessment and feedback

Assessment/ Evaluation

Possibilities to review this activity are: Self-assessment • • Questionnaire

References and other useful sources

http://www.mindtools.com/pages/article/newTMC_05_1.htm http://www.mindtools. com/pages/article/newCS_96.htm http://www.mindtools.com/CommSkll/PresentationPlanningChecklist.htm http://www.mindtools.com/pages/article/presentation-mistakes.htm

3.2.10 CREATE YOUR OWN CV Learning Objectives

The goal of this tool is to help the learners to become acquainted with how to create their own CV and put their knowledge, skills and competences most effectively on their CV.

Keywords (e.g. type of tool, social skills category, methodology)

CV creation ; employability ; writing skills ; summarising skills ; 1 to 4 Level 1 Participants are aware of personal team working skills. Level 2 Participants are able to work co-operatively within a team.

EQF level

Tools

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

Each learner will be expected to develop their own CV, which will be summarising their knowledge, skills and competences on a maximum 2 pages in total. The CV will be completed using an online tool to which the learners will be expected to input their knowledge, skills and competences. The tool, however, will enable them to input their informally acquired skills and competences (soft skills) and focuses on such skills and competences for which the learner has not already acquired a formal education. Knowledge: knows the different sections of a CV • knows the language to be used when developing a CV • • knows the different knowledge, skills and competences of the jobs he/she has had Skills: Is able to summarize his/her knowledge, skills and competences in a few pages • Is able to describe a job profile in his/her own words • Is able to present his/her informal qualifications (soft skills) • Competence: Summarizes the main knowledge, skills and competences in a few pages • Links knowledge acquired with specific tasks and job profiles •

Variables to take into account (e.g. materials, equipment)

This activity requires the learner to use a computer and have an internet connection to access the online CV tool. In addition, the learner should have basic knowledge on using a computer and its main features in order to be able to complete the tool online.

Recommended duration

2 hours in total to summarise the knowledge, skills and competences of the learner and input them into the Online CV tool. The specific tool can be assessed using a questionnaire to be completed by all participants, who will provide feedback on the overall effectiveness of the specific tool.

Assessment/ Evaluation

References and other useful sources

Assessment can also take place in the group through group discussion and provision of feedback between the participants. A questionnaire can also be used to evaluate the overall group settings and outcome of the exercise. www.socialconsultant.eu Hand-out 3.2.10

3.2.11 MY FIRST JOB Learning Objectives

The goal of this tool is to help the learners speak easier in a group and open up, while the ultimate goal is for each person to guess who had a particular first job.

Keywords (e.g. type of tool, social skills category, methodology)

Ice-breaker, job description, communication, presentation 1 to 4 Level 1 Participants are aware of personal team working skills. Level 2 Participants are able to work co-operatively within a team.

EQF level

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

In this activity, the learners all get to know each other better by learning about their first jobs. The question is not too intrusive and most people are happy and sometimes excited to talk about their first job as it reminds them of how far they have come. It also allows the learners to engage in a conversation with each other using the first job as an initial point in order to get to know each other better. Give one blank card to each person. • Ask the learners to write their first job on the card. You, the trainer, should also do • the same too. Ask them to fold the cards. • • Collect all the cards including yours and shuffle them. Now read through each card one at a time. Let the group guess who had that first job. • Once guessed successfully allow a one-minute conversation as that person explains what he did or recalls the experience for the group. Move on to another card and continue until all cards are covered. • As you go through this exercise, the guessing game becomes easier as less people are • left to choose from. This is why you also need to include yours so that there is still a choice to be made for the last learner. Knowledge: Knows how to describe a specific job and his/her role • Skills: Is able to summarize his/her role in a specific job • Is able to describe a job profile in his/her own words • Is able to present a job to a group of people • Competence: Summarizes the main tasks and role of a specific job • • Communicates to a group of people

Variables to take into account (e.g. materials, equipment)

Recommended duration

Assessment/ Evaluation

References and other useful sources

This activity requires blank cards. 10 minutes are required for the trainer to explain the exercise. 45 minutes are needed to carry out the activity. 30 minutes are required for participants (learners) to provide feedback on the tool and activity. Total duration = 1 hrs. and 25 minutes The specific tool can be assessed using a questionnaire to be completed by all participants, who will provide feedback on the overall effectiveness of the specific tool. Assessment can also take place in the group through group discussion and provision of feedback between the participants. A questionnaire can also be used to evaluate the overall group settings and outcome of the exercise. www.socialconsultant.eu Hand-out 3.2.11

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.2.12 WHAT WORD DESCRIBES YOU BEST? Learning Objectives

The goal of this tool is to build ones motivation, goal-setting, self-esteem and personal impact where knowing who one wants to be is critical.

Keywords (e.g. type of tool, social skills category, methodology)

Creativity, goal-setting, self-esteem , group work 1 to 4 Level 1 Participants are aware of personal team working skills.

EQF level

Level 2 Participants are able to work co-operatively within a team. They are able to identify his/her personal strengths and weaknesses. Level 3 Participants are able to take a responsibility for group work. They are able to adapt own behaviour when working in team. Level 4 Participants are able to assign, manage, and evaluate a work in a team. In this exercise, the learners are forced to choose one word that described them best. The process they go through to find this one word helps them to better understand their own likes and dislikes as they want to be seen by outsiders. The exercise is ideal for courses on motivation, goal setting, self-esteem and personal impact where knowing who one wants to be is critical. The following steps must be followed: (1) Explain to the learners that everyone has certain likes and dislikes that define their character. Sometimes being forced to describe this helps people to better understand where they are and where they want to go. (2) Ask the learners to think of 10 words or phrases that describe them the best and write this down. These can be words that describe their character, talent, personality or even their emotional state. The words can describe how they are or how they want to be.

Abstract (short narrative text)

(3) For your reference some examples are provided below. However, you don’t need to elaborate too much on this as not to anchor learners on their use. You want them to come up with their own original words. Examples are: • Character Determined • Prosperous • Over Achiever • Go getter • • Honest Problem solver • • Competitor Emotions • Super-happy • Enthusiastic • Skills • • Windsurfer Artist • • • •

Explorer Pilot Writer

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

(4) Allocate 10 minutes for this part. (5) After the allocated time, ask the learners to choose one word from the set that describes them the best. (6) Allocate 2 minutes for this part. Abstract (short narrative text)

(7) Ask everyone to present their ideal word to other. (8) Distribute the blank badges and ask them to write their ideal word on their badges. They should wear the badges for the rest of the course to emphasize the word both to themselves and to others. This will also make the word more memorable for them. (9) Optionally, ask the learners to share the other 9 words they have chosen with other participants too. This helps the group to get to know each other better and can act as an icebreaker. Knowledge: Basic words that describe oneself • Language to be used in describing one-self •

Learning outcomes: Knowledge/Skills/Competences

Skills: Is able to summarize his/her personality in one word • Is able to communicate with others • Is able to efficiently work in groups • Is able to present his/herself in one word • Competence: Summarizes his personality in one word • Be concise and to the point •

Variables to take into account (e.g. materials, equipment)

This activity requires, pen, paper and blank badges Providing explanations on the exercise and tool: 5 minutes

Recommended duration

The actual activity takes = 10 minutes for 10 words and 5 minutes for one final word = 15 minutes Group feedback = 30 minutes Total time is approximately = 50 minutes but this highly depends on the size of the group involved and will increase in duration as participants increase in number. The specific tool can be assessed using a questionnaire to be completed by all participants, who will provide feedback on the overall effectiveness of the specific tool.

Assessment/ Evaluation

References and other useful sources

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.2.13 POWER OF POSITIVE FEEDBACK

Learning Objectives

Positive feedback can have a dramatic effect. In this exercise, learners will learn to appreciate the power of positive feedback, however small, when it is provided repeatedly during the course of a conversation. The aim of the exercise is to be thought provoking so you can then continue with a session on giving appropriate positive feedback. As a result it is ideal to go through this exercise at the beginning of a session on giving feedback.

Keywords (e.g. type of tool, social skills category, methodology)

Positive Feedback, conversation,

EQF level

Abstract (short narrative text)

1 to 4 Level 1 Participants are aware of personal team working skills. Level 2 Participants are able to work co-operatively within a team. They are able to identify his/her personal strengths and weaknesses. Level 3 Participants are able to take a responsibility for group work. They are able to adapt own behaviour when working in team. Level 4 Participants are able to assign, manage, and evaluate a work in a team. Divide the learners to pairs. If you have an odd number of learners use a group of 3. • Ask each pair to nominate one person as a speaker and one as listener. If you have a • group with 3 members, two will be listeners and one will be a speaker. Explain that in this exercise speakers must talk about a particular topic and the listeners • will listen to them and give them feedback. Ask the speaker to leave the room so you can brief the listeners. While outside, each can • think of a subject they want to talk about when they come back. Explain to listeners that they must use positive feedback to guide the speakers’ • conversation towards a direction of their choice. They can use body language, gestures, nods, confirming voices such as “yes” to guide the speakers. No other types of feedback, including negative feedback is allowed. Ask the listeners to think of their Goal Statements and then write this on a piece of • paper. They should then fold their paper and place it in front of them. The topics should not be obvious but can be anything they like: - The state of the economy is going down. - I love working with clay and making sculptures. - We pay too much tax these days. - I love mountain biking. - My new tablet computer is the best gadget I ever had. Ask the speakers to come back to the training room. • Ask the speakers to start talking about their topic. • • While talking, the listener should use positive feedback to guide the conversation towards their goal statements. Observe the conversations to see if you need to give a bit more time so more listeners • achieve their goals. For this you may need to know their goals in advance. After the allocated time, bring back everyone and ask the listeners to declare if they • reached their goal statements or how close they were to do so. The listeners can now reveal their goal statements to their partners and reveal their intentions throughout the conversations. Expect majority of the groups to reach their goals. Surprisingly, despite giving only • positive feedback, it is easy to guide the conversation towards a particular topic. Your aim in this exercise is to highlight this critical point. • Follow with a discussion to emphasis the point.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Basic knowledge on current issues at hand • Language to be used in providing feedback • Learning outcomes: Knowledge/Skills/Competences

Skills: Is able to communicate well with others • Is able to efficiently work in groups • Is able to provide positive feedback • Is able to listen actively to others • Competence: Ability to provide positive feedback •

Variables to take into account (e.g. materials, equipment)

This activity requires papers.

Recommended duration

Total time required is approximately = 2 hours The specific tool can be assessed using a questionnaire to be completed by all participants, who will provide feedback on the overall effectiveness of the specific tool.

Assessment/ Evaluation

References and other useful sources

The discussions that will take place will also allow for the exchange of ideas between the participants and trainers and the provision of feedback by all learners and trainers. In a group setting to allow for the overall group evaluation and input. www.socialconsultant.eu Hand-out 3.2.13

3.2.14 MY FIRST WORK DAY

Learning Objectives

Using a scenario, this exercise provides an opportunity to evaluate and train various communication skills. At the same time, it allows the consulted to consider the importance of communication skills, to focus in more detail on his/her professional skills and qualities and how to present them, and to “face” any possible fears about the first working day.

Keywords (e.g. type of tool, social skills category, methodology)

Communication skills by interviewing, communication, interview, professional skills and qualities, employability, social interaction Interviewer presents to consulted the idea of an imaginary situation - scenarios and gives him/her the following instructions and tasks: “Imagine that you are going for the first time to the workspace you are aspiring to. In this first day, you will have to present yourself and your skills in front of several people in different ways: 1. You are entering the building and the receptionist greets you. What will you tell him/her to present yourself in the best way?

Abstract (short narrative text)

2. The employee from the “Human Resources” department has already introduced you to the colleagues with whom you will be working in the same room. You are telling them about yourself and share your experience from the job interview. You are sharing that one of the questions was to explain the difference between interview, conversation and debate. One of your colleagues is curious and again you need to specify the differences between the concepts. How will you explain it to him/her? Your colleague does not understand your point very well. What will you do to make sure that he really understands your point?” 3. After these first two tasks you can discuss the possible fears and worries that the consulted/unemployed had or felt that he/she might encounter in the new job. You can continue with the task number 4. A-Skills Assessment of Social Skills for better possibilities for employment

Tools

4. “Your first work assignment is to describe five things about the communication within an organization to be present for the workspace to be most effective. Structure your arguments in writing. You can make an on-line research to find theoretical and/or practical evidence for your thesis. 5. You still have not met with your manager. It will happen in an hour. Until then, you have time to make the final task on your first work day - prepare a presentation (oral or written) to present in the best way your professional skills and qualities.” Abstract (short narrative text)

Once the presentation is finished it is really important for the consulted to present himself/ herself. Depending on the capabilities of the consultant and his/her knowledge level this can happen only in front of the couch/consultant, in front of a group of people (other unemployed or some couch’ colleagues). Couch / consultant can invite a real manager who will give feedback to the consulted. Various assignments are given depending on the availability of consulted and the observations of the consultant about his/her handling of each of them. Consultant provides feedback to the consulted after each task. Knowledge: Know the difference between a conversation, interview and debate • Understand the communication differences in different social environments • Uses a program for visual presentation •

Learning outcomes: Knowledge/Skills/Competences

EQF level

Skills: Ability to communicate concisely and clearly in spoken and written form. • Ability to listen and understand different types of assignments • Ability to formulate one’s arguments and understand what one needs to do if he/she • faces misunderstanding Ability to speak calmly and confidently in front of public • Competence: • Flexible to new and unusual situations Reflects on his/her professional skills and abilities, as well as his/her own experiences • Respects received feedback • Shows commitment to the development of his/her communication skills, learns and • uses received information about himself/herself quickly To certain extent the different subtasks of this exercise are related to the skills that the trainee should have at each level. The facilitator begins with the first task and stops at the subtask, which hinders the consulted and does not allow him to implement it fully and efficiently. Here are some guidelines for assessing the skills of the consulted: Level 1: At this level the consulted is expected to fulfil only the first subtask of the exercise It is important to: • be able to conduct a short conversation • to be able to introduce him/herself at initial meeting with a stranger. • understand the difference between conversation, debate and interview • be able to understand different types of tasks Level 2: At this level the consulted successfully copes with the first two tasks of the exercise and: • is able to express him/herself concisely and clearly. • of course, at different situations different style of communication should be used • is able to use different communicative messages in order to convey his/her point of view when someone does not understand him/her • in the third subtask of the exercise is able to verbalize his/her ideas in a written form. Here, the consultant does not assess the quality of the answer, but the ability of the consulted to express him/herself in a written form

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

EQF level

Level 3: At this level the consulted successfully accomplishes the whole exercise 3. At this point the following abilities of the consulted are assessed: • to hear the others’ point of view, to understand it and to be able to formulate his/her argument in a constructive way. • to be able to constructively express him/herself in a written form. • has the ability to search on-line information, to analyse it and to use the arguments that suit his/her goals. To hear and understand the feedback that the consultant gives him/her. • Level 4: At this level the consulted copes successfully with the last subtask offered. He/she knows her/his professional qualities and skills and is able to present them in an attractive way and to communicate them confidently in public.

Variables to take into account (e.g. materials, equipment) Recommended duration

Assessment/ Evaluation

Computer with internet connection, multimedia, sheets, pen. 3 hours to perform all subtasks An interview is a form of communication, therefore the overall performance of the consulted can be used to evaluate his/her communication skills. It can be used to assess verbal and presentation skills, recognition and usage of non-verbal communication, active listening and ability to ask and answer questions, and written communication skills as well. Pay attention to how articulate is the consulted, how clearly does he/she communicate, how easily does he/she select words to use to answer the questions. Notice the non-verbal communication and the facial expressions as well. How does he/she present himself/herself and justify his position, etc. Possibilities to review this activity are: self-evaluation questionnaire (see Hand-out “Self-evaluation questionnaire”) • • a list of communicative skills and qualities to be assessed by the consultant (see Hand-out “ List of communication skills and qualities”) If the consultant uses self-evaluation questionnaire, he/she may discuss with the participant the reasons and arguments for the assessment she/he has mad. Thus contributing to further examination and assessment of communication skills. It is possible to use both hand-outs simultaneously and in this way the discussion may focus on the differences between the assessments (self-evaluation vs. consultant evaluation). Here, questions may be asked, such as: «What do you think is the reason for the different points of view on this skill expression? », What do you think is the reason I have evaluated higher/lower this skill? etc.

References and other useful sources

In each hand-out, the facilitator may add more skills, qualities and abilities to be observed and assessed. http://careerplanning.about.com/cs/firstjob/a/new_job.htm http://www.uwgb.edu/clampitp/Communication%20skills.htm Hand-out 3.2.14

3.2.15 AT THE RECEPTION

Learning Objectives Keywords (e.g. type of tool, social skills category, methodology)

The purpose of this tool is to put the consulted in situation of dealing with various customers. Although in the form of a role play, consulted will be able to use different types of communication strategies, depending on the attitudes and needs of the customer, to verify his/her own communication skills with “easy” and “difficult” clients, to explore his/her own responses, emotions, thoughts and feelings in different situations. Communication skills by role-playing, communication, role playing, communication with different types of customers, social interaction A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

This role-playing game can be done as a group or individual activity. As a group activity, participants will divide into pairs and choose which of them will be partner A and partner B. Partners A take the role of receptionist in a hotel. They will have the task to serve every customer who visit them during the day, regardless of his behaviour. Partners B receive the instructions in an envelope. Their task will be to take on the role of different customers with different behaviour. Roles of partner B: 1. Telephone conversation in which a man is interested in the conditions and prices at the hotel. He wants to rent a double room for 3 days. 2. An old man who wants to use the spa in the hotel and asks for more information about the offered services. The man has a hearing problem, so the receptionist has to speak clearly, slowly and with few words to explain the spa services in the hotel. 3. A young lady who comes to the reception to complain about the damages to the room - a clogged waste water pipe, the water is cold, uncomfortable bed. The lady speaks angry, interrupts and does not hear the explanations of the receptionist. The receptionist will need to find a way to “calm down” the unhappy customer. 4. A tourist who wants to travel around the city. He asks the receptionist politely to write him a page with the most famous landmarks of the city and something specific of each of them. The receptionist could not refuse the kind request and take time to help the tourist. 5. A tourist who does not understand the language of the receptionist and speaks very little English. The receptionist has to make a conversation with him and to tell him that there are no rooms available for today, only for tomorrow onwards, and to tell him about the prices and other hotel services. 6. The manager of the hotel, who calls for the receptionist about received complaints from customers about his/her work. The behaviour of the manager is not too aggressive but still raising his voice, although he is willing to have a constructive dialogue. The manager will respond to a dialogue if the receptionist hears the arguments of the other, formulates his/ her own arguments without attacking, and maintains good tone throughout the dialogue. After passing through the 6 roles the partners change their places. The best would be if partners B go to another partner A and thus would avoid any resemblance to RPGs. The exercise ends with a group discussion where all participants share their experiences as receptionists and clients. If the application of this tool is individual, then the consultant enters into these roles and will have a direct opportunity to observe the behaviour and handling of the task of consulted. Knowledge: Knows the difference between communicating on the phone vs face to face • communication Knows the specifics of the communication with different types of customers • Knows different communication strategies • Skills: Ability to formulate one’s arguments, engage in constructive and critical dialogue. • Ability to express himself/herself concisely and clearly; resulting in constructive • dialogue with different people in different situations Ability to listen and hear the perspective of others • Ability to communicate information clearly and concisely in written form • Ability to use different communication strategies • Ability to formulate one’s arguments, engage in constructive and critical dialogue. • Develop positive attitude in intercultural communication • Competence: • Flexible to new and unusual situations Reflect on his/her own thoughts, emotions, feelings • Respects received feedback • Awareness of the role and possibilities of communication in different situations •

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

This exercise is again with several subtasks, each of which is related to the different EQF levels: Level 1: At this level the consulted is expected to cope with the first subtask, which requires ability to lead a short formal conversation. If the consulted finds it difficult to play the role of a hotel receptionist, the task may be altered and his last professional role may be used. Level 2: At this level the consulted is able to do successfully the second subtask, too. He/she understands the different communicative context requires different style of communication and is able to change it in accordance with the situation. He/she is able to speak simply and clearly and to separate the important information from non-important. Here again it is possible to use the personal professional context, instead of the role-play offered

EQF level

Level 3: At this level the consulted successfully accomplishes tasks from one to four. In the third task she/he shows skills to keep patience, to listen to others’ point of view without interrupting. He/she is able to formulate arguments clearly and convincingly. Uses different communicative strategies with different clients. In the fourth task she/he shows the ability to state information clearly and concisely in writing. Level 4: At this level the consulted successfully accomplishes all subtasks. Communicative strategies are various and are changed with ease, depending on the client that is „talked to“. The consulted is able to use and understand non-verbal communication. He/she is able to converse and give understandable messages, even in a non-specific intercultural communicative situation. The last subtask is focused on the ability to lead constructive dialogue: to hear the others’ point of view, to state arguments, based on the heard, but without attacking or protecting him/herself „desperately“. There is awareness and reflection on their own behaviour during the discussion after the exercise.

Variables to take into account (e.g. materials, equipment)

Sheets and pens Total duration 2 hours.

Recommended duration

Assessment/ Evaluation

References and other useful sources

1 hour to perform the role playing and 1 hour for discussion. If the group is larger, the discussion can continue for over 1 h. In individual consulting the discussion can continue for 20 -30 minutes When the task is done individually, the consultant is able to observe directly the behaviour of the consulted and in the conversation afterwards to discuss his behaviour, communication strategies, difficulties, emotions, thoughts and feelings. When used in a group, the discussion after the role play is the most important for the assessment. The consultant should be able to gather information from all participants, to identify their strengths and weaknesses in communication with different clients. For this purpose, it is important to hear the views of both partners in the role play and understands both thoughts, emotions and feelings of the “receptionist” and the experience of “customer”. The consultant can walk around throughout the RPG to gather his own information by observation. It is possible the consultant to use “Self-evaluation of the process” questionnaire, through which each participant can share his/her own assessment and opinion about coping in different situations (see Hand-out “Self-evaluation of the process”). It is also possible the role-plays to be filmed and the viewed and discussed with the consulted. http://www.wikihow.com/Develop-Good-Communication-Skills Hand-out 3.2.15 A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.2.16 EMPLOYMENT LAW Learning Objectives Keywords (e.g. type of tool, social skills category, methodology) EQF level EQF Level 1

EQF Level 2

EQF Level 3

EQF Level 4

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

Variables to take into account (e.g. materials, equipment) 42

The goal of this tool is to help the learners improve their communication skills, to use reasoning and logic to answer the question. Communication verbal and nonverbal, para and meta language, employment law, employer, employee, union 1 to 4 - Basic skills required to carry out simple tasks; - transmits the messages formulated before in writing; - formulates simple messages - basic cognitive and practice abilities needed to use relevant information in order to execute the tasks and to resolve simple problems through simple rules and tools; - uses verbal, non-verbal and para languages in transmitting the messages - A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, material and basic information; - adequately uses of all types of languages - Reacts accordingly with the attitude and the message received. - A range of cognitive and practical skills necessary for finding solutions to specific problems in a field of work or study; - uses the most adequate techniques for communication in order to efficient the communication on a specific theme; - he/she is assertive in relation with the interlocutor; - actively listening, requests clarification, adapts the answer to the new situation 2 working groups or even number of working groups. Each group prepares an interview guide for another group. Each group receive the same indications (but will not know this) about how to interfere with the interlocutor or to facilitate communication. Through their representatives will then perform the interviews with one of the members of another group. The interview has as a topic something about employment law on employer – employee relationship or employers and the union. The interviewer will follow the interview guide and he/she will adopt different styles in the relation with the interviewee, trying to create through his/her attitude different attitudes of the interviewee, checking in this way aspects regarding assertiveness and active listening (e.g. Intervene over interlocutor assuming that the response was to give, it comes with another question without leave him/her to finish what he/she had to say, make notes, contradicts the speaker, he/she address to another colleague or makes a phone call without notice and without even apologize, etc.). He/she will use of non-verbal language, paralanguage, meta language to reach the goal. All other takes notes to give feedback on how the two were able to show that they have a good control of the topics. Knowledge: Definition of assertiveness in correlation with aggression-passitivity extremes; • Defining the levels of listening: • Knowledge of area employment relationship • Knowledge of language (verbal, non-verbal, para and meta language), active listening • techniques, interview techniques Skills: Is able to communicate effectively using appropriate language and attitude • Is able to communicate assertively • Is able to use all languages • Competence: Reacts according to the attitude and message of the interlocutor; • • Choose appropriate communication techniques to effectively communicate. Paper and recording equipment if the trainer decides to record the interview and after that to play in order to give feedback.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Recommended duration

Â˝ - 1 hour Possibilities to review this activity are:

Assessment/ Evaluation

Self-evaluation of the process Feedbacks from the observers

References and other useful sources

3.2.17 TRAVEL AGENT Learning Objectives Keywords (e.g. type of tool, social skills category, methodology,.) EQF level EQF Level 1

EQF Level 2

EQF Level 3

EQF Level 4

The goal of this tool is to help the participants to communicate much better. Communication with the client, tourism 1 to 4 - Basic skills required to carry out simple tasks; - communicate verbal basic professional information; - formulates simple messages/explanations - basic cognitive and practice abilities needed to use relevant information in order to execute the tasks and to resolve simple problems through simple rules and tools; - uses verbal, non-verbal and para languages in transmitting professional messages - A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, material and basic information; - adequately uses of all types of languages - Reacts accordingly with the attitude and the message received. - A range of cognitive and practical skills necessary for finding solutions to specific problems in a field of work or study; - he/she is clear, concise, calm in relation with the interlocutor; - Assertive in relation to the interlocutor; -Transmit different types of information presented in comparison The trainer will have to prepare 2 cards packages. One package for travel agent and one for the possible tourists. The participants will be divided into groups of 2. The cards will be shuffled, and each group will receive one card. The groups which get Travel Agent cards should play a role as the travel agents which have to offer their Holiday Package to the tourists as interesting as possible. The Travel Agent should consider the tourists preferences and budget. The groups which get situations cards should play role as tourists and have to act according to the situation given on the cards.

Abstract (short narrative text)

The tourists should consult all the travel agents before they choose the best travel agent, which can offer them the most interesting package. The travel agent will have 10 minutes at his/her disposal in order to convince the tourist to buy from him/her. Remind to the participants that the tourists are not allowed to take things for granted, since they want to have a splendid vacation. They have to consult everything in details. After the participants ends the exercise, they are asked to fill in a form in which they have to evaluate how the communication process worked between them, a self-assessment and partner assessment. They also have to argue why they bought from one of the agent and not from other. Optional the role playing exercise could be recorded. In this case, the movie will be played and analysed by all the participants. They will make a new evaluation of the situation resulted and will compare the results with the first evaluation. A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Specific language in a travel agency • Effective communication techniques • Behaviour vis-à-vis from a client • Types of languages in communication • Learning outcomes: Knowledge/Skills/Competences

Variables to take into account (e.g. materials, equipment.)

Skills: Is able to communicate verbal • Is able to use specific language in communicating with the client • Is able to present different offers • Competence: Advise the client presenting the company offers through comparisons • It is clear, concise, calm in relation with the client displaying a professional attitude • The trainers will need: Situational cards; • A video camera (if you decide to record); • Evaluation forms •

Recommended duration

30 minutes to 2 hours (depending of the number of the participants)

Assessment/ Evaluation

Possibilities to review this activity are: Self-evaluation of the process Observational fiches Feedbacks from the other participants

References and other useful sources

Hand-out 3.2.17

3.3 working in team 3.3.1 INTERVIEWING A TEAM MEMBER Learning Objectives

The learners participating in this exercise will learn how to set up an interview and to compare their findings. They will analyse how a team and its separate units work together on different tasks, goals or projects.

Keywords (e.g. type of tool, social skills category, methodology...)

interview, team-work, field-trip, project, analysis, roles, comparing findings The core exercise consists of setting up an interview with different members of a team and then to compare the findings. The participants of this exercise will analyse the results of the interviews and see a role-model of team-work and division of tasks.

Abstract (short narrative text)

As a first step in this exercise the group or the facilitator need to find a team to visit and interview. This can be anything from a sports-club to an NGO, company or any other organisation. First of all the group of participants should gain an insight of the type of entity they will be working with. They should understand the general structure, know the key facts and what their project, goal or tasks are. When the learners have gained an overview of the people/organisation/team, they are going to continue working in small groups (ideally in pairs). They will prepare an interview template with questions.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

When they are ready with designing the interview, they should also take notes about what answers they expect to receive from their interviewees in order to clarify and be conscious of their expectations. It is important that they focus on what their role in the team is and how to collaborate with the others in the group. The learners should ask the interviewees about their strengths and weaknesses as well as about their perception of other team-members. Abstract (short narrative text)

It is necessary that the interviewers take notes during the interviews. It might be necessary that the facilitator clarifies any confidentiality issues with the organisation they work with. Once the learners have collated enough information, they process and summarise their recordings. These results should be presented to the whole group. When each group has presented its findings, they compare their results and point out overlaps and differences. In the reflection phase of this exercise it is important that they discuss the characteristics of each interview partner and his/her role. They should focus in the review and feedback phase on how this exercise could be transferred to their lives. Knowledge: • knows the difference between open and closed questions • knows different types of organisations and entities • knows about skills that are required at certain positions within a team/organisation • knows what “work-place descriptions” are and may read and understand them

Learning outcomes: Knowledge/Skills/Competences

Skills: Is able to structure questions of an interview • • takes notes and is able to record and recall things from an interview • is able to distinguish different departments or areas of activity and can describe them • analyses the functions and roles of different people in a team • is able to set up a work place description Competence: • modifies, adds and leaves out questions of an interview when it is for the benefit of the interview process • draws conclusions based on observations and findings and interconnects them • dares to ask critical questions in a non-offensive manner so that he/she receives an honest answer • can critically review and improve work-place descriptions and/or give detailed feedback

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

EQF level addressed

Variables to take into account (e.g. materials, equipment)

Level 1 Knowledge of available opportunities in order to identify those suited to one’s own • personal, professional and/or business activities. Basic skills required to carry out simple tasks. • Level 2 Ability to work co-operatively and flexibly as part of a team. • Being able to identify one’s personal strengths and weaknesses. • Level 3 Positive attitude to change and innovation. • Knowledge processes and general concepts, in a field of work or study. • Take responsibility for completion of tasks in work or study. • Adapt own behaviour to circumstances when working in teams. • Level 4 Exercise self-management within the guidelines of work or study contexts that are • usually predictable, but are subject to change. • organise a procedure, employ appropriate techniques and develop the methods to carry out the task and/or specialised knowledge in a responsible manner • show initiative and perceptiveness when necessary and s at analysing circumstances and reacting in an appropriate, realistic and creative manner Supervise the routine work of others, taking some responsibility for the evaluation and • improvement of work or study activities. • have acquired competence to evaluate their own work effort and that of others in connection with the current conditions and/or specialised knowledge in a critical and constructive manner There are many ways to adjust the difficulty level of this exercise according to the level of the learners. Here are a few considerations: Level 1: The facilitator should look for a well-structured/functioning team. • The facilitator should take care of the interview partners, communication and • coordination with them e.g. when the interviews are done etc. The interview sheet should be simple and not be longer than 1 page. • They may be briefed very clearly about the structure of the team. • The learners may look up some sample “work-place descriptions” • Level 2: The learners investigate the strengths and weaknesses of the team-members and • research what their opinion is about the other team-members. They summarise the main findings/understandings from their interviews and relate • them to the rest of the group. Level 3: The learners only receive the basic information about the team and may research a lot • of information in advance. They prepare for the visit autonomously. Based on the information conveyed to them they design a flow chart of processes or an • organisational chart. They think of different suggestions of what can be improved in the team. • The participants take on responsibility for the whole process (coordination, • communication with the interview partners, etc.). To facilitate this, the group may appoint an internal steering committee. Level 4: The learners take on the organisational and coordination tasks. • In the reflection phase the team also reviews their own team-performance. • The learners report their findings to the team they worked with in a formal/informal • presentation.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Variables to take into account (e.g. materials, equipment)

Recommended duration

Assessment/ Evaluation

References and other useful sources

This exercise requires quite some preparation work by the facilitator. Depending on the experience level of the group he/she can pass on parts of the organisational tasks to the group. The key factor is to find a group that lets the learners analyse their doing and is open enough to share some details. Facilitators may introduce role models (e.g. Belbin) from literature in a more diversified or simplified manner. 1-2 days: • 3-4 hours of preparation for the interviews including research • 2-6 hours for visiting and interviewing the team-members • 2-3 hours for summarising their findings • 2-3 hours for comparing the results and processing them • 1-2 hours for reviewing the exercise Possibilities to review this activity are: Team-role reviews/tests • Evaluation of the company (e.g. could be a test composed by the facilitator) • Presentation of the findings to the team they talked to. • http://www.belbin.com/ http://www2.ifm.eng.cam.ac.uk/dmg/tools/process/belbin.html http://reflectionsofmyteaching.blogspot.co.at/2012/04/l2l-teamwork-from-pe-to-mfl-to.html http://mindlifesuccess.com/team-roles/

3.3.2 DESIGNING A PROJECT Learning Objectives Keywords (e.g. type of tool, social skills category, methodology)

Abstract (short narrative text)

By completing this task the participants will gain knowledge of on the job tasks by setting up their own project. They will be working in teams on whatever they like. They will research and learn from good practices and then design their own collaboration project. designing a project, team-work, work in small groups, assigning roles, good practice research, learning through observation The participants will be working on a project/ assignment of their liking. In small groups of at least four people per group they will select a topic for their project, then look up examples and at last plan their own actions. Through this exercise they will become familiar with certain tasks that are to be realised in a certain job. At the beginning of the exercise the people in a large group should investigate what areas of shared interest are present in the group. The small-groups they will be working with should be according to these areas of interest. For example all people interested in IT, Fashion, Sales etc. form a group. The small groups then decide on what specific project they want to work on. It is possible that the facilitator of this exercise previously determines the fields of interest and the projects they may work on. Examples for projects could be: setting up a newsletter, designing a piece of wardrobe, planting a garden, creating a new webpage etc. Once the participants have decided for a topic and a project, they are invited to assign roles to the members of the group. The roles taken should be: leader, co-worker, specialist, assistant. The participants may discuss why they choose whom for a certain role and what characteristics each of these people should have. Ideally the group is large enough so that in addition there can be one observer who only monitors the work of each group but is not involved in the working process. If the groups are rather small it is also possible to assign one observer for all working groups. The description of each role is set from the facilitator, in such a way as to simulate the working environment of the sector selected. A-Skills Assessment of Social Skills for better possibilities for employment

Tools

The second step after assigning roles in the group the learners should gather ideas for their project in a brainstorming manner. The leader of the group directs this process. When all people have a rough idea of the project outline they start to research good practices. Either online, in books or real life they gather examples on how to do what they are planning to do themselves. It is also possible that they bring in an expert or look up a company where they do what they are planning to do. When they have gathered enough input the team members share their findings. Abstract (short narrative text)

Only then they should actually start working on the productive part of their projects. The reason for starting to work only until then is that the participants can learn how others do it first and then go into action. During the productive phase, the facilitator is available to resolve any questions or provide clarifications and guidance when necessary. Time keeping is also their responsibility. It is important that after the productive part of the task, the participants reflect and talk about their roles. Each group presents their project and then a discussion follows. The facilitator moderates the discussion and asks the participants to provide their assessment on the projects presented. Also, self-assessment is required from each group, who also comment on the roles allocation and the distribution of tasks. They also refer to the team work and how it was carried out. Knowledge: • knows about steps that are required to perform a certain task (through observation) • knows some of the characteristics of a leader, co-worker, specialist, assistant and observer • identifies working areas and tasks/projects that belong to an area • knows what is necessary to achieve an objective

Learning outcomes: Knowledge/Skills/Competences

EQF level addressed

Skills: • is able to observe and analyse by looking at examples • is able to research examples/good practices • is able to put into practice theoretical knowledge • distinguishes characteristics within oneself and others to take on a certain role • is able to contribute his knowledge and experience to the success of the team • is able to select from a variety of tools the appropriate ones to make a presentation • is able to thing proactively Competence: • uses the knowledge and skills gained through observation of examples/good practices • applies him/herself fully within an assigned role in a team • organises and takes advantage of all the knowledge and skills available in a team • manages and coordinates teams • can identify problems and find appropriate solutions • can take responsibility • can select through a range of resources and tools the appropriate ones • can reflect upon the experience shared with the team • can undertake self-assessment Level 1 Knowledge of available opportunities in order to identify those suited to one’s own • personal, professional and/or business activities. Basic skills required to carry out simple tasks. • Level 2 Ability to work co-operatively and flexibly as part of a team. • Being able to identify one’s personal strengths and weaknesses. •

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

EQF level addressed

Level 3 Positive attitude to change and innovation. • Knowledge processes and general concepts, in a field of work or study. • Take responsibility for completion of tasks in work or study. • Adapt own behaviour to circumstances when working in teams. • Level 4 Exercise self-management within the guidelines of work or study contexts that are • usually predictable, but are subject to change. • Can apply business related information into practice • Can apply methods and tools to generate solutions to specific problems Exercise management and self-management to achieve an objective set • • Can monitor performance, allocate tasks and coordinate teams • Can take responsibility for the evaluation • Can develop and put into practice creative thinking • Can break down activities and select the appropriate tools for each one of them Supervise the routine work of others, taking some responsibility for the evaluation and • improvement of work or study activities. Depending on the knowledge, skill and competence level of the learners who are being addressed by this exercise, it is possible to adjust it. Here are some considerations for each level: Level 1: •

The areas of interest and the tasks to be realised should be predefined by the learning facilitator.

•

The assignment of roles may be done by the facilitator.

Level 2: •

The members of the group may assign the roles by themselves. Use the materials in the hand-outs to understand the roles even better.

•

Despite the division of roles the participants are flexible in the division of tasks according to their strengths and weaknesses.

Level 3: Variables to take into account (e.g. materials, equipment)

•

The roles assigned should be discussed according to the knowledge and skills. It is important that this is reviewed in the reflection phase of the exercise.

•

The good practices collected should provide enough insight about the tasks to be realised.

Level 4: •

The group can define the areas of interest and the task to be realised in a two-step brainstorming and clustering method. At first the learners write their interests on moderation cards. Then they are clustered by common areas of interest. As a second step they brainstorm projects and tasks to be realised in each area.

•

The learners should not only discuss the roles afterwards they should also work on the definition of each role. The learners can use the hand-out to discuss the roles.

•

The learners could additionally write short summaries or abstracts about the good practices.

The participants may need computers and internet in order to research good practices. Depending on the project the participants may need special materials for completing their tasks. There is a hand-out that can be used for the roles in this exercise. Find the hand-out in the annex. The title is “Project roles”. A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Recommended duration

Assessment/ Evaluation

1 day: • 1 hour for the brainstorming and clustering the areas of interests and tasks 30 minutes for the assignment of roles • • 2 hours for researching and sharing good practices • 2-3 hours to realise the project • 1 – 1 ½ hours for presenting and reviewing the exercise This exercise can also be done in a shorter time-frame. It depends on type and extend of the project outline how much time the groups may need. Possibilities to review this activity are: Self-evaluation exercise • Presenting the project to experts and asking them for feedback. • http://pbl-online.org/pathway2.html http://gsh.lightspan.com/gsh/teach/articles/design.project.html

References and other useful sources

http://www.edutopia.org/project-based-learning http://www.innovationunit.org/sites/default/files/Teacher’s%20Guide%20to%20Projectbased%20Learning.pdf Hand-out 3.3.2

3.3.3 BUILDING A SKYPSCRAPER Learning Objectives

The aim of the exercise is to practice working in a team through building a prototype of a construction. The learners will practice collecting ideas, drawing a plan, building a prototype and presenting the outcomes to a larger group.

Keywords (e.g. type of tool, social skills category, methodology)

building exercise, working in teams, design, plan, build, division of tasks and responsibilities, connecting with a concept The facilitator needs to adjust the setup of this exercise according to the level and size of the group. This exercise is ideal for a larger group of people where at least three sub-groups could be built. There should also be some sort of jury that will review the outcomes, evaluate and give feedback. At the beginning of the exercise the sub-groups assign a group leader. The group leaders (only!) will then receive the detailed instructions for the exercise. The task is to build a prototype of a skyscraper. Each sub-group has to build a skyscraper on their own. The prototypes should be built in the same scale. They should reach as high as possible.

Abstract (short narrative text)

In addition the building should also have a name and represent a specific theme. The theme should be expressed visually by the building. In addition to the construction part, the groups should also design marketing materials for their skyscraper e.g. draw a billboard or posters that present and explain the special features of the building. The construction materials – which need to be set up by the facilitator in advance – are the same for all sub-groups. They receive cardboard, paper, glue (or hot-glue), cutting-knives, scissors, pencils, masking tape and colours. The groups have limited construction time to build their prototype and to design the marketing materials for it. Once the time is up all groups are asked to present their results to the jury. The group will be judged by three criteria:

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

a) design and representation of the theme b) execution and presentation c) team-work and performance Abstract (short narrative text)

The jurors may ask questions about the prototypes in order to gain a better understanding of the details. After the exercise the groups review the process of designing and building the prototype. They will have worked under stress and therefore they should talk about how they felt during the exercise. This is a simulation where they take on a virtual role. The facilitator should revise how this connects to their professional and personal experience. It is also a good opportunity to review strengths and weaknesses. Knowledge: knows what a prototype and a construction scale is • • knows how to draw a sketch/plan for constructing something • identifies potentials, strengths and weaknesses of one-self and other team-members

Learning outcomes: Knowledge/Skills/Competences

EQF level addressed EQF Level 1 EQF Level 2

EQF Level 3

EQF Level 4

Skills: • is able to draw a plan and build something following it • expresses his/her ideas for finding a solution • analyses the existing resources and relates them to the planned building Competence: • uses the skills and knowledge of the team to reach a good result • combines the ideas and creates possible solutions • takes on an assigned role easily and feels responsible for his/her duties 1 to 4 Knowledge of available opportunities in order to identify those suited to one’s own personal, professional and/or business activities. Basic skills required to carry out simple tasks. Ability to work co-operatively and flexibly as part of a team. Being able to identify one’s personal strengths and weaknesses. Positive attitude to change and innovation. Knowledge processes and general concepts, in a field of work or study. Take responsibility for completion of tasks in work or study. Adapt own behaviour to circumstances when working in teams. Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

The difficulty level could be adjusted depending on the knowledge, skill and competence level of the learners. Here are some considerations and indications for each level: Level 1: The facilitator could provide photos or other prototypes as role-models for construction. • The learners may be introduced how to use the materials and tools at disposal. • Level 2: The learners should be told that they will be evaluated by a jury and certain criteria so • that they are aware what they should pay attention to. The roles during the exercise should be reviewed carefully. The learners should provide • each other with some feedback. Variables to take into account (e.g. materials, equipment)

Recommended duration

Assessment/ Evaluation

References and other useful sources

Level 3: Do a SWOT analysis in addition or in the review of the exercise! • The exercise should be connected with experiences from their personal and professional • lives. Check for example, if they have they been in similar projects etc. (stressmanagement) It is important to pay extra attention in the review of the team-work and the roles they • took on. Level 4: All sub-groups may share a common theme which should be expressed in the • architecture of the skyscraper. The presentation should be of high quality. • The facilitator could simulate unforeseen events like: e.g. loss of construction materials, • sudden additional planning meetings with extra tasks (e.g. all roofs have to have a certain colour) or that certain members of the teams have to switch groups. 5-6 hours • 20-30 minutes briefing of leaders • 20-30 minutes handing out of construction materials • 1 hour planning • 2 hours construction time • 1-2 hours presentation of results A possibility to review this activity is using the jury. The jury reviews the results and the process. They should give feedback to the individuals as well as to the whole group. In addition there could be an “internal observer” in each group who will be in charge of the quality management within the group. This person will review and give feedback from his/her point of view regarding the process as well. http://marshmallowchallenge.com/Instructions.html http://skyscrapermodels.us/ http://www.currell.net/models/illinois.htm http://www.papertoys.com/chrysler-building.htm

3.3.4 building a town

Learning Objectives

•

Identify competencies and skills such as work planning, concentration, team work skills, conflict resolution skills, motivation.

•

Enhance appreciation between playful exercises and the earnest nature of the assessment

•

Improve self-esteem.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Keywords (e.g. type of tool, social skills category, methodology) EQF level

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

Working in team, increase the participants self-esteem and motivation. 1 to 4 • Discuss content and task objective. • Form groups of 3 – 4 participants (e.g. by random selection). • Working in small groups, construct a town with buildings and infrastructure from material provided. Participants are observed with regard to task planning, concentration, team work, • conflict resolution, motivation, diligence and fine motor skills. Notes are taken with the help of prepared observation forms. Present group results. • Evaluate personal skills and capacities in the observation forms. • Evaluate skills and capacities using a list of criteria in the observers’ meeting. • Strengths-and-weaknesses profile • • Feedback talk Knowledge: Knows advantages of planning and division of roles. Identifies potentials, strengths and weaknesses of one-self and other team-members. Skills: Utilise the strength of a team. Expresses his/her ideas for finding a solution. Analyses the existing resources and relates them to the plan agreed upon. Competence: Uses the skills and knowledge of the team to reach a good result. Combines the ideas and creates possible solutions. Takes on an assigned role easily and feels responsible for his/her duties. The ability to deal with problems as they occur. • 1.5 - 2 square meters of cardboard per group A large room with enough space for construction work • • Coloured construction paper Paper and cardboard • • Cartons, cloth scraps. glue, scissors Paint, thick markers • • Hand out – see appendix

Variables to take into account (e.g. materials, equipment)

Level 1: The group may be carefully given the information about the given task of “Building a Town”. The learners may be introduced how to use the materials and tools at disposal Level 2: The roles during the exercise should be reviewed carefully. The learners should provide each other with some feedback. Level 3: Do a SWOT analysis in addition or in the review of the exercise! It is important to pay extra attention in the review of the team-work and the roles they took on.

Recommended duration

Level 4: The presentation should be of high quality. Sum up and review can be made by the whole group together with the trainer and observer. • 3 hours A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Assessment/ Evaluation

References and other useful sources

Possibilities to review this activity are: Present the “town” • Identify strengths and weaknesses in the feedback talk with the use of self-evaluation • and observed evaluation; findings are shown in a strengths-and-weaknesses profile. Discuss career choice based on the needs of the professional field and the participant’s • strengths-and-weaknesses profile. Hand-out 3.3.4

3.3.5 OBSERVATIONAL CHECKLIST – TEAM WORKING SKILLS Learning Objectives

The goal of this tool is to identify and assess the level of team working competency during observation of a common job task and provide structured feedback.

Keywords (e.g. type of tool, social skills category, methodology)

Social interaction, competency model, soft skills, employability, team working. The participants within the team will be accomplishing a job task specifically focused on the ability to work in a team. At the end, the team working competency will be structurally assessed from different views.

Abstract (short narrative text)

1. Participants will be organized in small groups – working team. 2. The team will decide on a common job task (real or fictive), they will need to organize and manage work to be able accomplish the task. 3. After the participants finish the task, the assessment will be carrying out. Each participant will be assessed by coach, him/herself (self-assessment) and by other participants (multiple feedback). The assessment will be oral or written, based on pre-defined criteria (assessment checklist). Examples of criteria/characteristics on team working (assessment checklist): Taking into account the ideas and opinions of others. • Sharing with others the knowledge, information and learning. • Appreciating the progress of others and enjoying their success. • Supporting collaboration as the preferred working style. • Accepting of personal responsibility for successes and failures of the team. • Note: The coach could use EQF or different competency models. Knowledge: Knows desired behaviour for team working. • Knows different roles in team. •

Learning outcomes: Knowledge/Skills/Competences

Skills: Is able to use cooperative style. • Is able to respect others. • Is able assess performance and behaviour of him/herself and other members within • team. Competence:

EQF level

• Applies self-assessment and assessment on behaviour and competencies in team. 1 to 4 Level 1 Participants are aware of his/her personal team working skills in the context of professional activities. Level 2 Participants are able to identify his/her personal team working skills and personal strengths and weaknesses.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Level 3 Participants have knowledge of processes and general concepts, in a field of work or study. EQF level

Variables to take into account (e.g. materials, equipment) Recommended duration

Assessment/ Evaluation References and other useful sources

Level 4 Participants are able to identify competencies in self-management, supervision of the routine work of others, and taking responsibility. Place for group work (and equipment needed accomplish the task). 4 hours in total • 1 hour preparation of the assessment process and tools (criteria/checklist) • 1 hour group work 2 hour assessment and feedback • Possibilities to review this activity are: •

Multiple assessment (360-degree feedback)

http://www.mindtools.com/pages/article/newTMM_84.htm

3.3.6 DO YOU KNOW YOUR SKILLS IN TEAM WORK?

Learning Objectives Keywords (e.g. type of tool, social skills category, methodology)

Abstract (short narrative text)

The purpose of this tool is through a battery of questions to assess the knowledge, skills and competences of the consulted to work successfully in a team. This exercise helps the consulted to extract knowledge about his/her own ability to work in a team based on past experience and hypothetical situations. team work, interview, professional skills and qualities, employability, teamwork interview, Job interview questions This is an individual exercise in which the main method is the interview. The consultant has a set of questions during the interview which will help him/her collect information on the knowledge, skills and competence to work in a team. The consultant may predispose the participant in advance and explain what the task of this interview is, to encourage him to feel free to tell as much from her/his experience in teamwork as he/she can. You can start with more general questions related to the work experience of the participant in order to assess to what extent it is related to teamwork. If there is considerable experience, you can use most of the questions listed below. If the participant has not accumulated such experience, you may reformulate the questions to state hypothetical situations: “Imagine that ...”; “Let’s say you work in a team where ...” Using them battery of questions below you can explore and evaluate various aspects of teamwork. The questions are asked sequentially or randomly, depending on the purpose of counselling. You can only use questions that correspond to the knowledge level of the consulted, and ask additional follow-up questions. Encourage the participant to give as much concrete examples as he can. The advantage of the interview as a method is that it allows you to set sufficient additional and provocative questions, so as objectively to assess the skills for working in a team. It is good to ask control questions - questions that measure the same skill, but sound differently in order to verify the accuracy of the information. The disadvantage of this method is that it is not really possible to see the skills for working in a team in practice, as it can be done during a role play. Experience of the consultants asking questions, in-depth research and analysis of different working situations can compensate for this shortcoming. Battery of questions: 1. Tell me about a situation where you were able to successfully complete an assignment from your manager or team leader? 2. Have you had a situation at work or in your personal life when you have received a task that exceeds your present skills and knowledge? Tell us about it? What did you do? A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3. You are on your way to the first meeting of a new project team, what questions are on your mind? 4. What does it mean to be a good team player? 5. Are you more energized by working with data or by collaborating with other individuals? 6. In today’s fast-paced, global, technology world, what team attributes are going to be most valued? 7. Which are the qualities and skills that mostly help you to work with others? 8. What aspects of teamwork do you find challenging? 9. Give an example of a successful project in which you participated. What was your role? Why the project has been successful? 10. Let’s say you’re on a virtual team (you’ve never met most of your teammates.) How can you develop trust with your teammates? 11. What actions and support according to your experience will help a team to work successfully? Abstract (short narrative text)

12. Were you a member of a team that has failed to achieve its goal? If yes, what evaluation would you make of the mistakes? 13. Imagine you are a member of a project team. One of your teammates is pushing the team to come up with an overarching goal, specific objectives and a timeline. You are frustrated by all this talk -- you want to get to work on the tasks at hand, given the challenging deadline imposed by management. How should you react 14. Imagine that you work in a team where everyone has his/her own tasks, but the general deadline depends on the implementation of all members. You have your time allocated, but you get a task with a very short time. What will you do? 15. Have you ever been in the role of a team leader or in a situation of an older employee who works in a team with a young and inexperienced people? Describe the situation. How do you react when you see that somebody does not perform well? What are your specific actions? 16. What is constructive feedback? Give an example as a comment on my work (of the consultant). 17. Imagine that in the team in which you work, there is a man who has quite different from your beliefs and perceptions about teamwork. It happens often to have a different opinion and it’s hampering your work. How would you react? Knowledge: Knows the main aspects of teamwork. • Knows his/her own strengths and weaknesses in teamwork. • Knows how to identify work tasks that are beyond his/her competence • Knows the specifics of constructive feedback. •

Learning outcomes: Knowledge/Skills/Competences

Skills: Ability to take from the experience of his/her own strengths and weaknesses • Ability to work co-operatively and flexibly as part of a team. • Ability to cope well with changes. • Take responsibility for the performance of his/her own tasks in teamwork • Ability to give constructive feedback and direct the work of others • Competence: Positive attitude towards teamwork • Adapts own behaviour to circumstances when working in a team • • Has attitude for self-improvement

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

In this exercise the skills for team work are tested by interview. It is necessary the facilitator to analyse the answers and take out the information which is relevant to the different EQF levels. The following ideas and references may be used: Level 1: It becomes clear from the answers and shared situations that the consulted understands • the essence of team work; • He/she presents a situation that reveals his/her abilities to fulfil simple tasks as part of a team. These tasks usually do not require initiative and proactively but on the opposite, are very specifically set by the team manager. The answers of the questions show she/he knows her/his skills and competences that • can contribute to the work team and easily defines the boundaries of his/her sphere of competence. Level 2: At this level the consulted has a better understanding of his/her strengths and • weaknesses in team work (see quest. 5,6,7 and 8) The consulted presents past experience that shows basic skills of cooperativeness and • flexibility during team work. EQF level

Level 3: At this level the participants have much more awareness and understanding about their • personal role and contribution in the team work. (see quest. 9, 10, 11). They show objectiveness and recognize when a task has been completed successfully • and when not. They have an understanding of what needs to be changed / improved in order to be • implemented better and can take responsibility for their own actions and the need for change. (Question 12) They understand the need to adapt their behaviour to suit the common needs and goals • of the team in which they operate (question 13) Level 4: At this level, except the knowledge, skills and competencies of the previous levels, the • participants show advanced skills for self-management and management of the work of others (Question 15) They understand the role and importance of feedback in team work (question 16) • They are able to cope with their personal beliefs, views and attitudes towards a • particular person in order to achieve the team goals. (team goals over personal beliefs, question 17)

Variables to take into account (e.g. materials, equipment) Recommended duration

1 hour and 30 min

Assessment/ Evaluation

The battery of questions allows evaluating the basic knowledge, skills and one’s competencies for teamwork. The interviewer can ask questions in sequence or in random order, depending on the person. It is important to ask enough follow-up questions in order to obtain maximum information. Depending on the background of the person the consultant may include additional questions. Battery of questions could be proposed in the form of a questionnaire. (see Hand-out “My skills in team work”).This is particularly relevant in a group context.

References and other useful sources

http://hbr.org/2009/05/why-teams-dont-work http://www.tlrp.org/pub/documents/HigherSkillsComm.pdf Hand-out 3.3.6

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.3.7 PHOTO QUEST

Learning Objectives

The purpose of this toll is to observe the performance of the team on a specific task. It will explore the skills of each participant for team work, his/her own participation in group decision-making, skills to meet a specific subtask, knowledge of his/her skills and qualities, display of leadership, and management of a non-typical task.

Keywords (e.g. type of tool, social skills category, methodology)

teamwork, observation of the job tasks, social interaction Participants are divided into groups of 5 and received the following instruction:

Abstract (short narrative text)

„You have a mission: to find and take pictures of real situations of good teamwork. You will go out, find and shoot real situations of teamwork. You can just watch and shoot, and you can also take part in the observed teamwork. You will have 1 hour and 30 min. to collect enough photos. Then you will have 2 hours to select suitable images and prepare a creative PowerPoint presentation. Before leaving the room, you need to find your role in the team by presenting your strengths and weaknesses for inclusion in this task.” After the presentations will have a group discussion where to share experiences and reflections on the performance of each participant. Knowledge: Knowledge of available opportunities in order to identify those suited to one’s own • personal activities. Knows how to work with PowerPoint •

Learning outcomes: Knowledge/Skills/Competences

Skills: Ability to work co-operatively and flexibly as part of a team. • Being able to identify one’s personal strengths and weaknesses. • Take responsibility for completion of tasks • • Flexible, adapts quickly and easily to new people Shows qualities to organize his/her own work and work of others. • Competence: A positive attitude towards teamwork • Adapts own behaviour to circumstances when working in teams • • Connects the available resources and opportunities to the terms of the given task. Level 1: At this level it is not expected that the participants are active and initiative in • discussing the team task and the distribution of roles. They undertake tasks set by another as yet have an understanding of their own skills • and are able to identify tasks that match their experience. During the implementation of the team task, the participants perform simple tasks, • contributing to the fulfilment of the team project.

EQF level

Level 2: At this level, participants can clearly express their strengths and weaknesses for the • task accomplishment. They can point out which role makes them feel best • During the execution of the task they reveal team qualities, such as cooperativeness, • support, flexibility. They are not proactive or initiative, but do not create conflicts or problems for the implementation of the project Level 3: At this level, qualities and skills as initiative, pro-active participation in discussions and • preparation of the team strategy are monitored. Enthusiasm from the participation in the team work is seen. • Participants respond positively and with understanding, if during the execution of the • task there is a change in the original idea and strategy.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

• •

EQF level

They relate sympathetically to people who have less experience and support them in their tasks. There is reflexivity regarding their own team role, skills to see the benefits and lessons from the work done.

Level 4: With this level of expertise people who take most active part in group discussions will be assessed. This category will include people who show qualities and skills of leaders. They manage to guide the group discussion, clearly define team roles, give clear instructions of what is expected by others to do in order to fulfil their specific tasks. During the realization of the task, they not only monitor the implementation of their own responsibilities, but give feedback and / or supervise the work of others. These people in greatest degree will create a favourable team environment and conditions for the realization of the overall task.

Variables to take into account (e.g. materials, equipment)

Camera, computer, PowerPoint, multimedia

Recommended duration

4 hours and 30 min in total 1 hour and 30 minutes allocation of roles and taking photos 2 hours to prepare a presentation 30 minutes for presentation 30 minutes for group discussion

Assessment/ Evaluation

The consultant observes throughout the duration of the task the involvement of each participant: how they include themselves in the discussion of the team roles, how they present their skills and abilities, strengths and weaknesses, do they participated in the discussions and give ideas, do they participate in the preparation of the team strategy, how involved they are in the collection of photos, what is his/her role during the preparation of the presentation, etc. Very important is the final discussion when the consultant needs to ask the right questions, clarifying and supplementing his observations during the performance of work task.

References and other useful sources

http://www.griffith.edu.au/__data/assets/pdf_file/0006/162726/teamwork.pdf http://www.med.unc.edu/ticker/toolkit/measurement/tents-tool-guide http://www.griffith.edu.au/__data/assets/pdf_file/0008/290870/Teamwork-skills.pdf

3.3.8 NOTEBOOKS Learning Objectives

The goal of this tool is to help the learners to develop team work skills, communication and leadership skills.

Keywords (e.g. type of tool, social skills category, methodology)

Working in team, communication and leadership

EQF level

1 to 4

EQF Level 1

EQF Level 2

- Basic skills required to carry out simple tasks; - Assume the role for which it was nominated, in case where the tasks were transmitted in a manner easily to understood and not exceed its area of c ompetence - Basic cognitive and practical skills required to use relevant information in order to execute tasks and to solve routine problems using simple rules and tools - Performs tasks and react in accordance with the role assumed by incurring rules created by group - Identify and report the problem A-Skills Assessment of Social Skills for better possibilities for employment

Tools

EQF Level 3

EQF Level 4

Abstract (short narrative text)

- A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, material and basic information - Relate their actions to the other team members to work efficiently and effectively - Is able to set limits and respect - Analyses potential solutions proposed by the group, describing the advantages and disadvantages - A range of cognitive and practical skills necessary for finding solutions to specific problems in a field of work or study - Motivates team -Propose and implement solutions to streamline work and problem solving -Fix the realistic deadlines for achieving tasks The participants will receive a test in order to identify which of them could be the leader. The person who will obtain the highest score will be the team leader. Further, the leaders will select the people who will be part of their team. The teams will not be more than 7 persons. Each team will take a name under they will work (Cheerful dwarfs, Titans, etc). The trainer will take the team leaders separately and will give them the tasks without the others to hear. After that, the team leaders will transmit the tasks to their team. During the exercise, only team leaders are allowed to communicate with the trainer. When transmitting the task, the trainer underline that he will transmit call, rarely the task, without being interrupted and if they will require, he/she will transmit once, very quickly and without being interrupted. The task will be (during transmission, in addition to verbal inflections associated, non – verbal gesture will be used to be helpful in understanding explanations without them draws particular attention to this): • It will be do notebooks with 6,5 cm/10 cm dimension, with 5 sheets stapled in the upper left with a staple positioned at 0,5 cm from the left margin and 1 cm from the top edge parallel to the top edge The exercise will take place in four stage: • The first stage is named “Projection”. It will take 15 minutes. The team leaders will receive from the trainer 1 sheet A4, 1 scissor, a ruler, a stapler and staples. • The second stage is named “Production”. It will take 5 minutes. They will keep from the previous stage, the stapler, the staples, the ruler and the scissor. The participants will tell the trainer how much sheets they want and how many notebooks will do. The results are numbered and compared to what was originally said. • The third stage is called “Reorganization”. The teams will keep the tools from the previous stage and will receive one A 4 sheet. It will take 5 minutes • The four stage is called “Competition between teams”. It take 5 minutes. Keep tools from the previous stage, they say how many A 4 sheets they want and how many notebooks consider that will do. Throughout the exercise are recommended to give attention to the triangle “Quality – Cost – Time”. The trainer will continuously provide resources and will talk only with the team leaders, will record the results on the flipchart, will announce the beginning and the end of each stage. There will be 2 observers who will note the observations made: • Initially elected leader has maintained his status and was accepted as such by the group? • It was noted and required a different leader than originally chosen? • The team members have taken clear roles within the team and have they respected? What roles? • There have been people who have broken the rules, initially announced that will not communicate with the trainer than through the team leader? • How they worked and how they performed the tasks received/distributed? After all 4 stage are closed, each team will tell if they understood the task send it through the intermediary, how they worked, what roles they assumed, what they did wrong, etc. They will discuss things related to unidirectional communication in projects/organizations, relative to the efficient and effective performance. The leaders are asked if they were attentive to the gesture when the task was transmitted.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Leadership • Project Management • Staff motivation •

Learning outcomes: Knowledge/Skills/Competences

Skills: Is able to assume his/her role in the team • Is able to react in accordance with the role assumed • Is able to meet deadlines • Is able to use motivation techniques • Competence: Use constructive approaches which will have as a result the completion of the task • according to the plan Relate their actions with those of other team members to work effectively • Identify potential problems and act promptly to overcome them and increase team • cohesion This activity is designed as paper based.

Variables to take into account (e.g. materials, equipment)

Recommended duration Assessment/ Evaluation

The following materials are necessary: • A4 white sheets • Stapler and staples • Scissors • Rulers 45 minutes to 1 hour Possibilities to review this activity are: Self-evaluation of the process Feedbacks fiches

References and other useful sources

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.4 Handling changes /problem solving 3.4.1 SCENARIO INTERVIEWS Learning Objectives

The task will help the participants to develop their problem solving abilities by studying different situations, finding possible solutions and then interviewing different people and learning how others see these situations.

Keywords (e.g. type of tool, social skills category, methodology)

interviewing people, dilemmas, scenarios, recommendations, solutions The learners have to become familiar with the scenarios provided in the annex. Depending on the level of the participants they may work with a different amount of scenarios.

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

At first the participants should add their thoughts and recommendations to the scenarios in the solution matrix in the annex. When they have become familiar with the situations and they have added their own opinion, the participants individually interview strangers, friends or family about these situations. The participants should prepare a short narrative and three to four interview questions they will ask the interviewees. The participants could make audio- or video-recordings of the interviews. After each interview, they should summarise the statements of their interview partners and pass them onto the solution matrix. When the matrix has been filled out completely the participants compare their individual results with each other. In the review of the exercise it is important to point out the different opinions and ideas regarding a situation. The participants will learn through this that there are more ways of perceiving and approaching a situation. It is important to point out that there is no correct/ incorrect reaction or solution to any of the scenarios. Knowledge: • knows that there are various ways to react to situations • knows about the “pitfalls of interpretation” (influence of the own experience that leads us to draw conclusions which might not correspond the reality of others). • understands the problem factors of a situation Skills: • distinguishes his/her opinion/recommendation from others and stays rather neutral • formulates interview questions to capture the opinion of other people quickly • analyses the situation in detail and collects additional information when possible. Competence: • detects and thinks through various solutions to the scenarios and decides for the one that is most appropriate • uses the collected opinions to review and/or adapt his/her own statement Level 1 Basic skills required to carry out simple tasks. • • Can identify a problem.

EQF level addressed

Level 2 Basic cognitive and practical skills required to use relevant information in order to carry out • tasks and to solve routine problems using simple rules and tools. Ability to act proactively and respond positively to changes. • Ability to structuring the Problem. • Level 3 Ability of looking for Possible Solutions. • Adapt own behaviour to circumstances in solving problems. • A range of cognitive and practical skills required to accomplish tasks and solve problems by • selecting and applying basic methods, tools, materials and information.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

• •

EQF level addressed

To look at each potential solution and carefully analyse it. Ability of making decisions.

Level 4 A range of cognitive and practical skills required to generate solutions to specific problems • in a field of work or study. Ability to do the Implementation. • Ability to checking that the process was successful. This can be achieved by monitoring and • gaining feedback from people affected by any changes that occurred. Ability to apply theoretical knowledge into practical situations • Ability to select appropriate instruments, methods and procedures to achieve the objective • set Present information in the appropriate form • This exercise is primarily thought for training interviewing and improving the problem-solving capabilities. However it can be easily modelled into a role-playing exercise. For example the scenarios could be acted out by participants of the group. They could extend the stories or modify them to the individual needs and situation of the group. Here are some thoughts how to scale the difficulty level of the exercise: Level 1: The own opinion could be left out at the very basic level. This could reduce the complexity • for some groups. The interview partners could be the peers from the group •

Variables to take into account (e.g. materials, equipment)

Level 2: The learners analyse the scenarios alone and discuss them in the group. They may find • recommendations as a group. The participants may talk about how they would react personally to assist these people. • Level 3: The participants may extend the stories or add more dilemma situations. • The interviews should be recorded and reviewed critically. • The interview partners should be primarily people they don’t know. •

Recommended duration

Assessment/ Evaluation

Level 4: The participants may come up with dilemma situations from their own lives. • They may have to define various recommendations by themselves before interviewing • other people. The interview partners should be selected carefully and have a diverse background so that • the possible answers are likely to be more diverse. There are two hand-outs to be found in the annex • approx. 3 hours • 30 minutes reading the scenarios, filling out the own recommendations and preparing the interview questions • 1 ½ hours to make the interviews • 1 hour to summarise and process the interviews (possibly editing?) • 30 minutes to review the task and compare results Possibilities to review this activity are: Make a peer review of the solution matrixes of the participants. The peers should give each • other feedback of their work. Analyse the recordings of the interviews in order to improve the interviewing technique. • Learning diary •

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

References and other useful sources

http://www-new1.heacademy.ac.uk/assets/documents/resources/database/id471_using_ storytelling_to_enhance_learning.pdf http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/Storytelling+Addressing+t he+Literacy+Needs+of+Diverse+Learners.pdf/147667569/Storytelling+Addressing+the+Lite racy+Needs+of+Diverse+Learners.pdf http://bryanjack.ca/2012/07/06/storytelling-as-learning-tool/ http://www.scottishstorytellingcentre.co.uk/education/SRresources/curriculumforexcellence.pdf Hand-outs 3.4.1

3.4.2 The case method Learning Objectives Keywords (e.g. type of tool, social skills category, methodology) EQF level

The aim of this exercise is to learn the group one technique to deal with issues. i.e. motivational problems regarding learning etc. by involving all in the group at the same time, and to get a structured way of dealing with issues and at the same time also be able to get consensus with the solutions. Increase the communication skills, teamwork, and problem solving, find different solutions. 1 to 4 This is a method that focuses on solutions, in particular, solutions made by the people who were involved in the situation that needs attention for future use. A method for solving problems and managing other situations. Intended for groups but can work on an individual basis as well. This method is also intended to make people learn how to solve problems on their own by using this model.

Abstract (short narrative text)

This is also a good method for workgroups, and other groups of people, to solve problems or situations on their own and at the same time develop their own competences. The tutor will introduce and explain this model to the group and the group will then decide upon a topic to deal with. The tutor will also take the role as moderator and fill in the participants ideas in the model. The first times when using this model, it is a good thing to work it step by step, and once you are used to it, you can put things where they belong as you go. The goal is for the group, once everything is visible to them, to agree on a solution or an actionplan for the specific topic they have been working on. Knowledge: To have an understanding on how the model works, how the different parts interact.

Learning outcomes: Knowledge/Skills/Competences

Variables to take into account (e.g. materials, equipment)

Skills: To be able use the model, to put information in the right fields. Competence: To interpret and draw conclusions from the information and to help participants to form an action plan with the information and conclusions drawn from this activity. â&#x20AC;˘ Preferably one big white-board, or at least that much space required to draw the model so it is visible to the whole group. (Hand out see appendix ) Level 1: To actively take part in this activity. To be able to give answers to questions given by the moderator and to identify problem areas. Level 2: The learners analyse the scenarios alone and discuss them in the group. They may find â&#x20AC;˘ recommendations as a group. The participants may talk about how they would contribute to the solution or parts of the solution.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Variables to take into account (e.g. materials, equipment)

Recommended duration Assessment/ Evaluation References and other useful sources

Level 3: The participants may extend their answers or add more information to the situation or problem. All the answers should be recorded instantly, and reviewed critically by the whole group. Level 4: The participants may act like moderator themselves in the activity. They may discuss and define various recommendations by themselves and within the group to get consensus and an agreement on the action plan â&#x20AC;˘ Minimum 2 hours, including an explanation and introduction Assessment is built in to this model, you assess as you go. This includes self-assessment from the individuals/group working the model. Hand-out 3.4.2

3.4.3 Handling changes Learning Objectives Keywords (e.g. type of tool, social skills category, methodology) EQF level

Abstract (short narrative text)

Problem and changes at work/school affects both health and relationships with colleagues/ friends. But too often swept problems under the carpet rather than machined. And then they get worse. Through this activity you can train problems/changes through interactive theater. Communication, problem solving, handling changes, find solutions , discussions , argument 1 to 4 The purpose of the play is to raise awareness about that changes have impact on the psychosocial work environment. Will also give the participants the opportunity to reflect on how changes/ problems/ conflicts can be dealt with in a constructive way. The plot of the play is based on the manager / head of department hires two new employees without the rest of the unit has been informed. Older employees feel their turf threatened, the new feel badly treated and conflicts emerge. Old divisions in the working group comes up to the surface. When the piece is finished, the audience reflect on what happened and why it was so full of conflicts. The actors play then the play again and the crowd breaks the notion of critical situations and proposes an alternative behavior and another continuation. A summary of general discussion and comments end it all. The audience gave several suggestions as to how the conflict would be resolved, and some took up the call to take over the role of conformation on stage. Knowledge: Why and how conflicts and problems occur in a workplace. Techniques on how to handle and prevent conflicts and problems of this kind.

Learning outcomes: Knowledge/Skills/Competences

Skills: To be able to spot and handle conflicts and problems in different situations. Competence: To be able to spot and handle conflicts and problems in different situations when they occur in a suitable manner. Also o be able be able to identify signals and currents of conflicts on an early stage to act properly and/or to prevent those things to grow strong.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Variables to take into account (e.g. materials, equipment, .)

Recommended duration

Assessment/ Evaluation

Level 1: To bring awareness to the participants of what mechanisms drives conflicts and creates problems. To start with short plays, few lines tec. To let the participants feel comfortable with taking part. Level 2: The participants analyse the scenarios alone and discuss them in the group. The participants may talk about how they would react personally when confronted with a conflict of this kind. Level 3: The participants may extend the play or add more dilemma situations. The play should could be recorded and reviewed critically. Level 4: The participants may come up with dilemma situations from their own experiences. They may define various recommendations by themselves and share with the group. The people taking part in the play should be selected carefully and have a diverse background so that the possible actions are likely to be more diverse. • Depends on the group 1-2 hours Possibilities to review this activity are: The “actors” can have a discussion after the activity and do an assessment on the content of their performance. At the same time he “audience” do the same but from their point of view. Both groups make bullet-notes and share these in a common discussion together with the trainer. Assessment can also be performed by the trainer from a, in advance prepared, form based on the script of the “play”, also this to be documented.

References and other useful sources

3.4.4 BEHAVOUR EVENT INTERVIEW – HANDLING CHANGES/PROBLEM SOLVING Learning Objectives Keywords (e.g. type of tool, social skills category, methodology)

The goal of this tool is to help to identify competency of learners and help them to realize practical experience and examples employment- and/or live-related and to be better prepared for job interviews with potential employers. Behaviour interview, job interview, employability, social interaction, handling changes /problem solving. Behavioural event interview is interviewing based on discovering how the interviewee acted in specific situation (mostly employment- and/or live-related). The logic is that how you behaved in the past will predict how you will behave in the future i.e. past performance predicts future performance. In a behavioural interview generally, an employer has decided what skills are needed in the person they hire and will ask questions to find out if the candidate has those skills. Instead of asking how you would behave, they will ask how you did behave. The interviewer will want to know how you handled a situation, instead of what you might do in the future.

Abstract (short narrative text)

1. Before interview, the trainer prepares behavioural interview questions. Questions will be more pointed, more probing and more specific than traditional interview questions. 2. Ask participants to refresh their memory and consider some special situations they have dealt with or projects they have worked on; and prepare stories that illustrate times when they have successfully solved problems or performed memorably. The stories will be useful to help participants respond meaningfully in a behavioural interview. 3. During interview, the trainer will ask behavioural interview questions according prepared scenario to get concrete examples of participant´s behaviour in the past. 4. The trainer makes an evidence of behaviour interview and participant´s competences. 5. The trainer provides feedback to the participant.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

Examples of behaviour interview questions for handling changes/ problem solving competency: Give an example of a goal you reached and tell me how you achieved it. • Give an example of a goal you didn’t meet and how you handled it. • • How do you handle a challenge? Give an example of an occasion when you used logic to solve a problem. • • Have you ever made a mistake? How did you handle it? • How did you handle meeting a tight deadline? Give an example of how you set goals and achieve them. • Did you ever not meet your goals? Why? • • What do you do when your schedule is interrupted? Give an example of how you handle it. • Tell me about how you worked effectively under pressure. Knowledge: Knows practical characteristics and examples of the competency. • Realizes his/her practical examples of behaviour/events related to the competency. • Skills: Is able to describe practical examples of his/her behaviour/situation. • Improve presentation skills. • Is able to better handle job interview. • Competence: • Handle behaviour interview. 1 to 4 Level 1 Participants are aware of basic personal skills required to carry out simple tasks and handle changes and problems.

EQF level

Variables to take into account (e.g. materials, equipment) Recommended duration

Assessment/ Evaluation References and other useful sources

A place for carrying out an interview with participant. No other special requirements. 3 hours in total • 1 hour preparation for interview • 1 hour interview • 1 hour assessment and feedback Possibilities to review this activity are: • Coach assessment/feedback on competencies, performance and further development Self-assessment • http://jobsearch.about.com/

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.4.5 Display your Ideas

Learning Objectives

In this brainstorming exercise the learners learn to come up with ideas separately and then together as a large group. The brainstorming technique helps those who are more comfortable in smaller groups to contribute while still taking advantage of large group creativity and brainstorming.

Keywords (e.g. type of tool, social skills category, methodology)

Brainstorming, group work, ideas, problem-solving 1 to 4 Level 1 Participants are aware of basic personal skills required to carry out simple tasks and handle changes and problems.

EQF level

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

Level 2 Participants are aware of personal skills to solve routine problems and structure problems. Level 3 Participants are aware of personal skills to identify and analyse possible solutions and to make a decision. Level 4 Participants are aware of personal skills to generate and implement a solution to specific problems in the field of work, study, life etc. and to check that the process/solution was successful. • Ask the group to consider a common problem to solve or assign a problem for the purpose of this exercise. Divide the learners to groups of 4 or 5. • Assign an area of the wall or a panel to each group and provide the necessary materials. • Ask each group to brainstorm on the problem and then display their ideas on their • walls. Their aim should be to “sell” their ideas to other groups so there is an element of presentation skills required as well in this exercise. The end result can look much like a poster session in a conference, though without the polish and style as there is not a lot of time for that in this exercise. Allocate 45 minutes for this stage. • After the allocated time, ask each group to visit all the displays created by other groups • one at a time and evaluate them. They should take notes so they can be prepared for the discussion stage. Allocate 30 minutes for this part. • Bring back everyone together and follow with a classic round table brainstorming • session. Ask groups to vote for the ideas they like the most or if they think a combination of several ideas is the way forward. Allow 45 minutes for this final brainstorming between all groups. • • Follow with a discussion. Knowledge: Basic knowledge on current issues at hand • Language to be used in persuading others • Skills: Is able to communicate well with others • Is able to efficiently work in groups • Is able to provide solutions to problems • Is able to brainstorm ideas • Competence: Ability to sell one’s idea to a group •

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Variables to take into account (e.g. materials, equipment)

Recommended duration Assessment/ Evaluation References and other useful sources

This activity requires: • A large wall, a whiteboard or a series of panels to allow each group to brainstorming and present their ideas by displaying it on their respective walls. Ideally, you need to physically separate the groups so each can come up with their own ideas without overhearing other groups or seeing their results too early. Materials such as large papers, pens, pins, magnets, etc. so groups can place their ideas • on their allocated walls. Total time required is approximately = 2 hours The specific tool can be assessed using a questionnaire to be completed by all participants, who will provide feedback on the overall effectiveness of the specific tool. The discussions that will take place will also allow for the exchange of ideas between the participants and trainers and the provision of feedback by all learners and trainers. www.socialconsultant.eu

3.4.6 Limiting Instructions & Creativity

Learning Objectives

This tool helps to emphasise the importance of giving open-ended instructions. Research shows that when the instructions are limiting or force a person or a group to consider only a subset of solutions, they are likely to produce less creative results. In this exercise, learners will go through a creative problem solving process and see the comparison between limiting and open-ended instructions for themselves.

Keywords (e.g. type of tool, social skills category, methodology)

Brainstorming, group work, problem-solving, open-ended instructions 1 to 4 Level 1 Participants are aware of personal team working skills.

EQF level

Level 2 Participants are able to work co-operatively within a team. They are able to identify his/her personal strengths and weaknesses. Level 3 Participants are able to take a responsibility for group work. They are able to adapt own behaviour when working in team. Level 4 Participants are able to assign, manage, and evaluate a work in a team. You have two options here: Let learners choose the product. Ask the learners to consider a new product that they • are planning to introduce to the market, but that it has no brand name yet. If all learners are from the same company, they can choose an upcoming product (if it is possible to discuss it in front of you and each other). Otherwise ask them to consider a hypothetical product or a product that they like to see in the market based on their hobbies and interests. Encourage a discussion on this product so everyone understands what it is. Tell them what the product is. To eliminate a potentially lengthy discussion on choosing • a product, disagreements or brainstorming on product names before the main exercise, you ask them to consider a generic product of your choice. Examples could include: - A new salad takeaway released by a fast food chain. - A new mobile phone with a micro projector - A new mineral water - A new soft drink A-Skills Assessment of Social Skills for better possibilities for employment

Tools

• •

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

Divide the learners to three groups. Explain that each group needs to come up with a name for the product under consideration, though they need to do this by following the instructions given to them. Give each group one instruction sheet at random. They should not share their • instructions with other groups. Separate the groups so they can work in isolation. • Ask them to start brainstorming the problem. • Bring back everyone and ask each group to read through their suggested product names • while other groups listen. Ask everyone to compare all results and state which group came up with the most ideal • or creative names. Expect them to choose results of Group C who had no limitation in their instructions and could be more creative. • Follow with a discussion. Knowledge: Basic knowledge on markets • Knows the language used in product development • Knows how to describe a product and its attributes • Skills: Is able to communicate well with others • Is able to efficiently work in groups • Is able to present a new product and its attributes • Is able to brainstorm new ideas • Competence: Ability to sell one’s idea to a group • Ability to present a new product and describe the positive outcomes •

Variables to take into account (e.g. materials, equipment)

This activity requires: • Instructions for each group. You need three instructions in total. A wide area with partitions or separate rooms. It is ideal if groups cannot hear each • other while going through this exercise. Overhearing other groups’ conversations can significantly affect the outcome of the exercise.

Recommended duration

Assessment/ Evaluation

The discussions that will take place will also allow for the exchange of ideas between the participants and trainers and the provision of feedback by all learners and trainers. Assessment can also take place in the group through group discussion and provision of feedback between the participants. A questionnaire can also be used to evaluate the overall group settings and outcome of the exercise.

References and other useful sources

www.socialconsultant.eu

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

3.4.7 WHAT HAS HAPPENED TO THE CONSULTANT Learning Objectives Keywords (e.g. type of tool, social skills category, methodology)

Abstract (short narrative text)

To observe the performance of work tasks in an unusual and suddenly changing situation. Handling changes, observation on the job tasks, problem solving, group decision, selfreflection This tool needs specific conditions of application and special equipment. It is suitable for small groups (up to 10 people). It is well to be used when participants are subjected to a long process of assessment and/or evaluation of various skills and have already participated in one or more activities Since the main purpose of the exercise is to see how the participants act in surprising, suddenly changing situations, the preliminary information for the participants in this session is that they will be able, together with the evaluation of their qualities and skills, to address a specific topic, related to finding and keeping a job (e.g.). It is not necessary to be stated in advance exactly what skills will be evaluated. It is important for this exercise to provide a camera in the room to conduct the session, as well as additional room from which can be monitored what is happening in the room. At the beginning, participants start with a conventional training session where the facilitator announces the purpose of today’s meeting and explains that a specific topic would be considered, along with the assessment of their skills and qualities. If the participants and the facilitator do not know each other, they represent themselves, then the teacher gives materials to them with the clear instruction that they will be used quite actively during the session. At that moment a consultant’s collaborator interrupts the lesson, whispers something to the consultant that changes his/her face. The consultant says to the participants that urgently he/she needs to go out for a while, because of an emergency problem. However, all they need to stay and wait for him/her to return and in the meantime they need to start the session by themselves, in the best way they are able to. The consultant explains that all objectives and materials for today’s theme are in their files/hand-outs. He/she does not know how long it would take for him/her to get back, but when he/she does get back he would like to find everyone in the room. He/she gives them the instruction that if they need more information about working with materials, they can use his computer too, and it is connected to the Internet. Any subject can be chosen when applying this approach with the participants. In our case we have chosen “Preparation of job documents. Preparation for a job interview.” In this exercise the participants will work on the following objectives: consulting a prepared resume and a cover letter. Making a list of suitable job offers, preparing for a job interview - possible questions and answers. Each facilitator can choose a topic, suitable for the context of the group and develop appropriate support materials that may allow participants to work alone, but require a discussion and teamwork with others. The consultant goes out of the room, but actually goes into the next room, from where he can observe the reactions and behaviour of the participants on a previously installed monitoring camera with sound output in the next room. This allows the consultant to observe how the participants cope with the change. He could get back at any time if he considers that the situation becomes unfavorable, but the recommended time to be absent is from 1 to 2 hours. Below is a description of the behaviours that can be monitored and assessed. When the facilitator returns after his absence it is important to start a discussion. He announces that his leaving has been part of the exercise. The discussion is about how they acted and how they felt when he was out, etc. Important observations that he/she has made are discussed, as well as how participants generally act in rapidly changing situations, how they react to the changes. A connection between the mode of response in this situation and in life in general is made. This exercise is appropriate to be done by more experienced facilitators that can be flexible during both the exercise and the discussion, so that maximum useful information can be derived about coping with rapidly changing situations. A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Know the different methods of decision making in a problematic situation •

Learning outcomes: Knowledge/Skills/Competences

EQF level:

Skills: • Can identify a problem • Ability to cope with a situation of change • Ability of looking for Possible Solutions. • Ability to act proactively in group decisions • Ability to make Individual and group decisions. • A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information • Ability to checking that the process was successful. This can be achieved by monitoring and gaining feedback from people affected by any changes that occurred Competence: Attitude to deal with changes • Level 1: The participants can identify the change in the situation, as well as identify the • problems which may result from that change. • At this level, their behaviour would be to listen more to the reactions of others and follow instructions from another in the group. • They may perform alone or with the support of another member of the group, a small and simple task or part of a task set as the theme of the day. Level 2 At this level, participants will participate more actively in the discussion or will • respond positively to the change in the situation. Even if there is initial confusion, negativity, refusal to carry out the tasks of this • level, participants have the ability to change their behaviour to remain in the room and to meet part of the task alone. Level 3 • Change of the situation does not provoke confusion, refusal or stress among participants. They manage quickly to see the situation according to its new parameters and look • for ways to solve it. They cope with the task alone, using the available materials. • Level 4: At this level, except the knowledge, skills and qualities described in Level 3 the following is observed: Participants have the skills to structure and verbalize different strategies to cope • with the changed situation • They have the ability to analyze the pros and cons of each proposed solution • They have the skills to bring out the criteria for successfully solved problems • They are able to structure the group and give clear instructions for dealing with the task of those participants who fail to cope • They possess the objectivity and critical view to determine whether the task has been executed successfully or not, and to reflect on their own behavior

Variables to take into account (e.g. materials, equipment)

Computer with internet connection, multimedia, work sheets, pen, agenda for the day and specific material, camera in the seminar room, connected to a monitor in the next room, where you can observe what is happening in the seminar room.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Between 2 and 3 hours, depending on the absence of the consultant from the room. Recommended duration

Assessment/ Evaluation

1-2 hours observation on the work tasks 1 hour group discussion With this approach it can be observed how the participants actually deal with a situation of abrupt change of their expectations and work plan. The consultant may be able to observe and assess the skills of the participants to react in a situation of change, whether they are individualistic or team players, whether they are looking for any help or offer help, how can they self-organize and self-motivate, do they demonstrate leadership qualities and skills, do they offer strategies for coping with the situation, etc. The exercise can be performed in an individual context.

References and other useful sources

http://www.thechangeblog.com/managing-change/

3.4.8 HIDING PLACE

Learning Objectives

The purpose of this tool is for the participants to make a decision under a problematic situation. Time is limited, which introduces further stress. Throughout this exercise one can observe individual’s strategies for problem solving and one’s behaviour in group decision making as well - participation, exposure of arguments, responding to conflict, etc. The exercise provides information about the personal values of the participants.

Keywords (e.g. type of tool, social skills category, methodology)

Problem solving, group decision, role play game

Abstract (short narrative text)

Instructions to participants: “You are a member of the Advisory Board of the President. Your task is to offer the best solutions to problems related to the survival of people in very severe accidents, nuclear war and catastrophes. Suddenly a World War III erupts and nuclear missiles begin to strike one after another the cities of the country. Many places no longer exist. The population in surviving towns flees in panic. In a special bunker in which you are together with the President, you receive a call from one of the few specialized shelters, which is in particularly strongly hit area. Looking for your help! In the chamber in front of the hiding place ten people have entered, but the hiding place is equipped so that it can ensure the survival of only six people for three months. People have realized that they cannot decide for themselves which six of them to remain in the hiding place and they want you to decide. They will obey your feedback and opinion! You only have 30 minutes to make a decision and report it to the people. You have some information about the people in the chamber at the entrance of the hiding place. You can eliminate only 4 people! Take first your own individual decision. Then take a group decision with other board members. It is important to note that there is possibility that these six people who you will save in the hiding place, cab be the only survivors, because their hiding place is more reliable even than where are you with the President. Your choice is extremely important! Try to complete it in the best possible way! If you do not make this decision within half an hour, you can bring these people to a fight in which survival becomes problematic. “ Participants receive a worksheet with descriptions of the 10 people to shelter. (see Handout “Ten people to shelter”) When the time is up, make a group discussion to consider the contribution of each of them.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Know the different methods of decision making in a problematic situation •

Learning outcomes: Knowledge/Skills/Competences

Skills: Can identify a problem • Ability of looking for Possible Solutions. • Ability to act proactively in group decisions • Ability to make decisions. • A range of cognitive and practical skills required to generate solutions to specific • problems Competence: Attitude to deal with difficult situations • Aligns his/her own values with the values of others • Responds appropriately to conflicts • This exercise, as well as the above, gives the possibility to assess the knowledge, skills and qualities of participants from 1 to 4 EQF level. Level 1 Participants state their opinions at very basic level. • They share aloud choice they’ve made for resolving the situation, but without being • able to state arguments. Level 2 Participants have the skills to clearly express their own understanding of the problem • situation, but do not have enough skills to justify their own choice. They are rather influenced by the opinions and ideas of others. • Yet, they take an active part in the group discussion about finding a solution and have a positive attitude to find the best solution.

EQF level:

Level 3 Participants have good skills for analyzing the problem situation. • They are able to make a choice, to express it specifically and clearly and to support it • with clear and logical arguments. They have the ability to search and analyze different possible solutions of the situation. • They take an active part in the group discussion, not only expressing their point of view, • but also have the ability to hear the others’ viewpoint. Level 4 Besides the skills already mentioned, the participants at this level possess skills to influence group opinion and decision. This is due to their excellent: • analyzing skills; • skills to facilitate the group discussion ; • skills to analyze the pros and cons of every suggested solution; • skills to point out criteria for successful solving of problem situation: • have clear understanding about their own values • prevent the possibility of conflict in the group • reflect on their own behaviour • ready to ignore their own proposals for resolving the situation

Variables to take into account (e.g. materials, equipment)

Work sheets “Ten people to shelter” , pens

Recommended duration

1 hour 15 min

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Assessment/ Evaluation

The consultant observes the behaviour and responses of each participant and monitors the expression of relevant knowledge, skills and competencies to solve a problem. In the subsequent discussion, he asks more questions to complete his/her observations for each participant. The exercise can be done with just one person. Then the time to resolve the situation is reduced and discussion is only about his/her own individual decision and strategies.

References and other useful sources

http://globalcrisis.info/feature.html http://www.kent.ac.uk/careers/sk/problem-solving-skills.htm http://www.palgrave.com/skills4study/studyskills/thinking/problem.asp

3.4.9 BEHAVIOUR INTERVIEW Learning Objectives

The goal of this tool is to help the learners to assess how candidates are handling changes and problem solving

Keywords (e.g. type of tool, social skills category, methodology)

Communication, handling changes/ problem solving, behaviour interview, situational interview.

EQF level

1 to 4 The learners are asked to develop a structured interview for job applicants focused on handling changes/problem solving. The learners will have to perform the following tasks in order to be able to develop the structured interview: 1. Choose the Interview Format and Develop Questions The format of the interview can focus on candidates’ past behaviour, their anticipated behaviour in hypothetical situations, or a combination of the two approaches. The learners have to choose what format will use. After that, they have to develop 3 questions. 2. Develop Rating Scales to Evaluate Candidates

Abstract (short narrative text)

The use of a common rating scale for all candidates is a key component of the structured interview procedure. A standardized rating scale can be developed for either behavioural- or situational-interview questions. The learners will have to specify the range of proficiency for the selected competency (in our case handling changes/ problem solving). That means to decide on one proficiency – level range, create at least three proficiency levels (but aim is for five or seven), label at least three proficiency levels (e.g. unsatisfactory, satisfactory, excellent). For each proficiency level they have to develop behaviours example or if they chose to develop situational questions they have to develop a representative response for each competency proficiency-level for each hypothetical job-scenario question. (This will ease the rating process). 3. Create Interview Probes A probe is a question asked by the interviewer to help clarify a candidate’s response or ensure the candidate has provided enough information. After each learner developed the structured interview, they will be asked to apply one of the questions developed on other learner. At the end each learner will have to present the evaluation form in front of the other and to argue the ratings he/she gave. A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Knowledge: Types of problems in organization • • Ways to solve problems in organizations Change Management • Interview – selection method in HR • Learning outcomes: Knowledge/Skills/Competences

Variables to take into account (e.g. materials, equipment) Recommended duration Assessment/ Evaluation

Skills: Identify solution to problem • Identify the need for changes in the organization • Identify solutions to solve the problems in the organization • Presents solution to solve problems • Competence: Propose solutions to problem – solving in accordance with identified situations • Takes decisions to solve problems • This activity is designed as paper based. The learners will receive a mini guide how to develop a structured interview and also forms to fill in. 2 hours in total Possibilities to review this activity are: Self-evaluation of the process

References and other useful sources

3.4.10 IN AND E-TRAY Learning Objectives

The goal of this tool is to help the learners to handle different job tasks, solve problems.

Keywords (e.g. type of tool, social skills category, methodology)

Communication, handling changes/ problem solving, in-tray exercise.

EQF level EQF Level 1

EQF Level 2

EQF Level 3

EQF Level 4

1 to 4 • Basic skills required to carry out simple tasks Identify problems • Participate in the implementation of planned change processes makers, if the instructions are • simple and clear • Basic cognitive and practical skills required to use relevant information in order to execute tasks and to solve routine problems using simple rules and tools • Communicate in writing and orally, clearly and concisely, using common technical situations / problems identified • A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, material and basic information Offer and use different ways of solving a situation / problem • Describe situations / problems and proposed solutions in terms of comparative • Acts in a manner that contributes to solving problems • • A range of cognitive and practical skills necessary for finding solutions to specific problems in a field of work or study; Prioritize and delegate those tasks that are not competent to • Diagnoses problems / situations and take appropriate decisions in solving this type of change or • implementing a • Work under pressure maintaining appropriate behaviour

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Abstract (short narrative text)

Learning outcomes: Knowledge/Skills/Competences

In order to assess how candidates are handling changes or how they solve problems, the learners could apply in – tray exercises. The in – tray exercises is a business simulation, where the candidate play a member of staff who has to deal with tasks of busy day. The learners will receive a selection of letters, emails and reports in either paper or electronic format, which somebody doing the job might find in their in-tray or email inbox first thing in the morning and a description of the scenario. After the learners receives this materials, they have to read each item, decide on the action to be taken, the priority to be allocated to it and complete related tasks such as summarising a report or drafting a reply to an email. The learners will have one or two hours to complete the tasks which will consist of a large number of items (over 20) to see how well they can handle several complex tasks in a short period. Some tasks may just require a yes or no answer. Other items may need a longer response, such as drafting a reply to a customer complaint, writing a report, delegating tasks to colleagues or recommending action to superiors. They may need to analyse information for some items (calculating budgets or sales figures, using information provided). New items may be added while the exercise is in progress. At the end learners may be debriefed by the assessor and asked to discuss the decisions they made and the reasons for these or they might be asked to prepare a memo outlining the priorities for action or to make a short presentation. Knowledge: Types of problems which could appear into an organization • • Ways of solving problems from the organization • Communication techniques in problem solving Time management • • Change management Skills: Is able to communicate in written • Is able to handle tasks under pressure • Is able to solve problems • Is able to take decisions • Is able to delegate • Competence: Diagnoses the problem and take the appropriate decision • Act in a manner that contributes to problem – solving • Reprioritize tasks, if the situation requires, delegating those tasks which are not in his/her • competence This activity is designed as paper based.

Variables to take into account (e.g. materials, equipment)

Recommended duration

The in – tray could contain the following materials: • Memos • Letters • Letters of complaint • Telephone messages • Email • Personnel information • Organization charts • Policy documents • Reports • A calendar 2 hours in total A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Assessment/ Evaluation

References and other useful sources

Possibilities to review this activity are: Self-evaluation of the process http://www.jobtestprep.co.uk/intray.aspx?affiliateID=10127&gclid=CPSPi_3f2rsCFYZZ3godl1QA7g http://www.assessmentcentrehq.com/assessment-centre-exercises/in-tray-exercise/ http://www.ed.ac.uk/schools-departments/careers/using-careers-service/cvs-apps-interviews/ assess/types-exercise/in-tray

3.4.11 TREES THAT TALK Learning Objectives Keywords (e.g. type of tool, social skills category, methodology) EQF level EQF level 1

EQF level 2

EQF level 3

EQF level 4

Abstract (short narrative text)

The goal of this tool is to help the participants to communicate and to solve problems through negotiations. Communication, handling changes/ problem solving, negotiations 1 to 4 • Basic skills required to carry out simple tasks • identifies problems • Basic cognitive and practical skills required to use relevant information in order to execute tasks and to solve routine problems using simple rules and tools • structures the problems identified • He/she acts proactively • A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, material and basic information Adapts behaviour and reactions to types of problems and types of proposed solutions • Make decisions • • A range of cognitive and practical skills necessary for finding solutions to specific problems in a field of work or study Is assertive • Propose solutions and implement them are negotiating arguing comparative • Set limits of tolerance in negotiating solutions • The ROLE 1 You are a researcher at a lab. You have discovered a preparation that prevents illness of Super talkative. Super talkative is a disease which threatens women in particular. If it is not diagnosed and treated earlier, it has very serious consequences: the affected person is talking incessantly; the vocal cords are affected and may suffer irreversible changes. It raises special problems related to social integration of the affected person. The formula invented by you is a very effective vaccine against the disease. It has been tested and approved by the Ministry of Health. Becomes very important now, when is epidemic of Super talkative. The vaccine is prepared from the leaves of the trees-that-talk. There are 200 such trees. They belong to someone who said he was willing to sell. To prepare the required quantity of vaccine you need at least 180 trees. You have the necessary funds for buying those trees. You know that thousands of people are waiting anxiously for this vaccine to appear. You know that there is someone else who wants to buy these trees. That person represents a rival medical centre, known for its intelligence and for many deviations from ethical rules and laws. Currently they have two disputes through the court. You know that the person who sells trees is interested only in money-so will sell to whom will offer more. The funds you have are 500.000 G for all those 200 existing trees. The Institute is facing big financial problems, so if you can get a lower price is very good.

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Before you approach the owner of the trees, you have decided to contact your rival Institute and try to reach at an agreement. Theme: Read carefully and decide on a mode of action. Note in a few words how you decided to act. Assume that the owner of the trees is very interested in making a profit and will definitely sell to one of you the trees. Assume that there is no other person/group interested in buying the trees. Start your negotiation. Track set: 1. The price you offer for the trees 2. To whom and how you will ship the trees 3. If there is no other solution, how much you will pay to rival Institute to abandon the trees? The negotiation will be stopped when most teams will reach a conclusion. After negotiation, choose a spokesperson to present to the large group the solution you reach.

Abstract (short narrative text)

ROLE 2 You are the Manager of a Research Institute. The Institute has a contract with the Government to investigate native plants with medical potential applications. In country has triggered an epidemic of Microlalie. The disease has already affected thousands of people. The ill people lose their verbal communication skills. How treatment of the disease lasts very long, even if it heals, the sufferer must relearn how to speak, if he was lucky enough and his vocal apparatus has not been destroyed. Your have invented a serum that cures the disease very quickly. It has been tested and approved by the Ministry of health. For its preparation you need 150 trees-that-talk. There are 200 such trees. They belong to someone who said he was willing to sell. If you manage to produce the serum, the profit for the Institute would be very high (especially because its financial situation is disastrous), without taking into account thousands of people healed. You have the necessary funds for buying those trees. You know that thousands of people are waiting with baited breath the emergence of vaccine. You know that there is someone else who wants to buy these trees. That person represents a medical centre which your Institute is in close competition. Scientific spy is very active. The two institutes prosecute each other several times for violations of laws relating to patent rights. Currently they have two disputes through the court. You know that the person who sells trees is interested only in money-so will sell to whom will provide more. The funds you have to get the trees are 250.000 G. The Institute is facing great financial problems, so if you can get a lower price is very good. Theme: Read carefully and decide on a mode of action. Note in a few words how you decided to act. Assume that the owner of the trees is very interested in making a profit and will definitely sell to one of you the trees. Assume that there is no other person/group interested in buying the trees. Start your negotiation. Track set: 4. The price you offer for the trees 5. To whom and how you will ship the trees 6. If there is no other solution, how much you will pay to rival Institute to abandon the trees? The negotiation will be stopped when most teams will reach a conclusion. After negotiation, choose a spokesperson to present large group the solution you reach.

Learning outcomes: Knowledge/Skills/Competences

Knowledge: Techniques to approach the interlocutor in solving problems/ conflicts â&#x20AC;˘ Negotiation techniques â&#x20AC;˘

A-Skills Assessment of Social Skills for better possibilities for employment

Tools

Learning outcomes: Knowledge/Skills/Competences

Variables to take into account (e.g. materials, equipment.) Recommended duration Assessment/ Evaluation

Skills: Is able to identify problems • Is able to solve problems • Is able to set tolerance limits in negotiating solutions Competence: Easily identify the solution to solve the problem with success • Applies different negotiation techniques in solving problems • The trainers will need: • Fiche with the roles A video camera (if you decide to record); • Evaluation forms • 30 minutes to 2 hours (depending of the number of the participants) Possibilities to review this activity are: Self-evaluation of the process Feedbacks fiches

References and other useful sources

A-Skills Assessment of Social Skills for better possibilities for employment

References & Links

4 | References & Links 4.1 References 4.2 Links DG education & culture on EQF details: http://ec.europa.eu/dgs/education_culture

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

5 | Annex

3.2.4 Hand-out â&#x20AC;&#x153;Biographyâ&#x20AC;?

Biography Personal data on portfolio owner Name:

Surname:

Address: Postcode:

City:

Email: Birth (year/month/day)

Sex:

Marital status: Phone home:

Phone work:

Mobil:

Fax:

My child care are arranged as followed:

My relatives: Address: Phone:

Work experiences My present work Date

A-Skills Assessment of Social Skills for better possibilities for employment

Employers name:

Annex

Employers address:

Sector:

Employment;

Working time:

My most important tasks:

My previous work Date

Employers name:

Employers address:

Sector:

Employment;

Working time:

My most important tasks:

Date

Employers name:

Employers address:

Sector:

Employment;

Working time:

My work placement Name of the work placement:

Sector:

When: My most important tasks:

Name of the work placement:

Sector:

When:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

My most important tasks:

Care of my Children/relatives When: My most important experience of this:

My experience of project work: When and project time: My most important tasks and what did I learn of the project work:

My experience of consult mission When and time: My most important tasks and what did I learn of the work:

My references

My experience of unemployment When and unemployed time:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

What did I learn from the unemployment:

Documentation of validation of work experience Has my experiences been validated: Yes

How is the validation done and by who:

Is there any documentation of the validation:

Formal education Elementary school or equivalent Date:

Name and sort of school:

Date:

Name and sort of school:

Following corticated are available:

Upper secondary school or equivalent: Date:

Name and sort of school:

Date:

Name and sort of school:

Date:

Name and sort of school:

Following corticated are available:

Higher education Date:

Name of School/University

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

My important topics: Following certificate are available: Date:

Name of School/University

My important topics: Following certificate are available:

Vocational education Date:

School:

Professional skills: Following certifications are available:

Previously interrupted studies Which education: Education level: When:

Previous parental leave during studies

Previous sick leave during studies

Documentation of validation of study in the formal education system in Sweden Which topic/course/education is validated: How is the validation done and by who:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

When:

Are there any documentation of the validation:

Documentation of validation from studies from abroad Is there any translated certificates By who and where are the translation done: Are foreign qualifications assessed足:

My skills in language and IT Language 1: I have leaved in following countries:

My other language skills (European level) Language 2:

Language 3 :

Listening comprehension:

Oral interaction:

Reading comprehension:

Writing skills:

I have used my language skills as follows in following situations In professional life: In private life:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

My computer knowledge I have knowledge about Word

Yes

Is the knowledge validated

Yes

I have knowledge about Excel

Yes

Comments:

Comments: Is the knowledge validated

Other programs or computer knowledge Is the knowledge validated

Yes

I have used my IT knowledge as follow in following situations In professional life: In private life:

I have my own computer

Yes

Documentation of validation of language skills Which language is validated: How is the validation done and by who: When:

Documentation of validation of IT skills How is the validation done and by who:

A-Skills Assessment of Social Skills for better possibilities for employment

Documentation of the validation:

Annex

When:

Documentation of the validation:

The informal learning My other educations/courses Which education/course Which organisation/company:

When:

Following documents/certifications are available:

Which education/course Which organisation/company:

When:

Following documents/certifications are available:

Which education/course Which organisation/company:

When:

Following documents/certifications are available:

Driving license:

Yes

A short description of my experiences of my work in multicultural environment, my tasks and what I learned:

Some examples on situations I have been in there communications have been important or teamwork have been significantly Description of what I have learned from this situations:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

A short description of my experience of work with administration, financial or similar work and what I have learned of this

My hobbies For examples my art skills, involvement in non-profit activities, organizations:

I have learned following through my hobbies, that I can use :

Documentation of the informal learning Which knowledge and/or skills is validated:

How is the validation done :

When: Documentation of validation:

Thoughts about my learning style How I work when I am study Alone , group, need tutorial

Comments:

Silent environment , with music or sound in the background Comments:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

Bright light, soft light : Comments:

In a cold room , a warm room: Comments:

Formal study environment , informal environment Comments:

Can be sedentary for a long time, Need to move Comments:

Need to eat or drink when I am study , No need to eat or drink Comments:

My best time to study : In the morning , in the afternoon, in the evening, in the night Comments:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

My best way of learning (read, write, listen etcâ&#x20AC;Ś) My best way to reach the goals:

My knowledge of study techniques

Knowledge of my own study techniques

So here I am thinking about the concept - to take responsibility for my own studies So here I am going to do to take responsibility for my studies

Some advice to myself to improve my study

My plans for the future My short and long term goals in my life:

I want to study:

Following certificates are available in the subject/course that I want to study:

Following documents of validation are available in the subject/course that I want to study:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

Summary of what I already have knowledge about concerning this subject/course:

I have previously taken advantage of my skills in this context ( example work placement in Sweden or abroad ):

More relevant information :

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

3.2.10 Hand-out “Observation checklist” Provides specific work-related information

Provides specific education-related information

Identifies main knowledge, skills and competences relevant

Plans, organises and writes with a clear manner

Is able to link knowledge with specific tasks and job profiles

Is able to describe his/her profile in a quick and precise manner

Displays knowledge of developing an effective CV

Additional Comments:

3.2.11 Hand-out “Observation checklist” Behaviour Skills Respects others views and opinions Listens to peers Responds appropriately to peers Demonstrates positive character traits (i.e. kindness, honesty) Remains on task Allows others to remain on task Displays positive interaction with a group of individuals Uses appropriate verbal communication Uses appropriate nonverbal communication Displays appropriate time management skills Displays knowledge of his/her particular field Is able to summarise his/her key tasks and responsibilities Additional Comments:

A-Skills Assessment of Social Skills for better possibilities for employment

Never

Rarely

Most of the time

Always

Annex

3.2.12 Hand-out “Observation checklist” Please tick for each behaviour/level of readiness that applies to each basic skill for the particular candidate. Basic Skills

Understands and correctly interprets the information needed to perform the task at hand Responds appropriately to a verbal message Communicates messages appropriately to listeners Makes a positive contribution to conversations and discussions Selects an appropriate medium for conveying a message Uses language that is appropriate in style, tone and level of complexity Use body language that is appropriate to the particular group Is able to articulate his/her message clearly and to the point Understands and responds to listener feedback Asks questions when needed Exhibits optimism in approaching and completing the task at hand Believes in his or her own self-worth Demonstrates knowledge of his/her own profile and main qualifications Relates well with others Assesses own knowledge, skills and competences accurately Exhibits self-control and responds to feedback unemotionally and nondefensively Additional Comments:

3.2.13 Hand-out “Observation checklist” Please rate the basic skills below from 1-10 (10 being the highest score) Basic Skills

Score

Assessing own knowledge, skills and abilities accurately Motivates self through goal achievement Exhibits self-control and responds to feedback unemotionally and nondefensively A-Skills Assessment of Social Skills for better possibilities for employment

Annex

Demonstrates understanding, friendliness, adaptability and politeness in new and on-going group settings

Responds appropriately as situations require Shows an interest in what others do and say Communicates oral messages appropriate to the listener and situation Makes a positive contribution to the discussion Uses appropriate verbal language Uses appropriate nonverbal language Articulates his/her message clearly and confidently Asks questions when required Critically evaluates a verbal message Applies critical thinking skills Additional Comments:

3.2.14 Hand-out ”List of communication skills and qualities” Below are statements, which describe different communicative skills, qualities and abilities. You can use the list to help you while the person who is being assessed goes through the different scenarios of “My first day at work” exercise. Observe to what extend the participant displays or not given skill, quality or ability, take notes and assess his skills at the end, using the scale: 1 is “very low expression of the given skill, quality or ability” and 5 is “excellent expression of the given skill, quality or ability”. Besides quantitative assessments, you may take notes to support the final feedback and evaluation of participant’s communicative skills, as well as determine the EQF level. Communication skills and qualities He/she is able to present and communicate information in a understandable way. Notes:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

He/she expresses clearly and precisely ideas in writing. Notes:

He/she presents oneself confidently and creatively. Notes:

He/she is able to ask questions. Notes:

He/she is able to answer questions specifically and accurately. Notes:

He/she is able to listen to other people. Notes:

He/she is able to hear partnerâ&#x20AC;&#x2122;s point of view in communication. Notes:

He/she is expresses respect towards opinion by a partner in communication. Notes:

He is skillful in speaking and presenting information in front of people in a remarkable way. Notes:

A-Skills Assessment of Social Skills for better possibilities for employment

Annex

He is using different communication styles depending on the people he is communicating with. Notes:

He is able to give one and the same message in a different way Đ¸ (using different words and phrases) Notes:

He possesses good writing skills. Notes:

He formulates his arguments in a constructive way. Notes:

He is open to receive feedback. Notes:

His nonverbal behavior is adequate to the situation . Notes:

Additional observations:

A-Skills Assessment of Social Skills for better possibilities for employment

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3.2.14 Hand-out ”Self-evaluated questionnaire” Below are statements, which describe different communicative skills, qualities and abilities. Please read them carefully and indicate to what extent you own each of them. In order to be most objective, take into account the experience you had with “My first day at work” exercise and/or other similar situations in your life. It is important to give an answer to each statement, using the scale: 1 is “very low expression of the given skill, quality or ability” and 5 is “excellent expression of the given skill, quality or ability”. Communication skills and qualities I am able to present and communicate information in understandable way.

I express my ideas clearly and precisely in writing. I am able to present myself confidently and creatively. I am able to ask questions. I am able to answer questions specifically and accurately. I am able to listen to other people. I am able to hear the point of view of the partner in communication. I express respect to the opinion of the partner in communication. I am able to talk and present information in front of audience in a remarkable way. I use different communicative styles in accordance with the people I communicate with. I am able to communicate the same message in different ways (using different words and phrases). I have good writing skills. I formulate constructive arguments. I am open to receiving feedback.

I am aware of my non-verbal behaviour during conversation. Additional qualities, abilities and skills:

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3.2.15 Hand-out ”Self-evaluation of the process” Through this questionnaire you can evaluate your performance in different situations of the exercise “At the reception”. Below each scenario you played, you may read statements, which describe different communicative skills, qualities and abilities. Having in mind your performance, rate each of the statements using the scale from 1 to 5, where 1 is “very low expression of the given skill, quality or ability” and 5 is “excellent expression of the given skill, quality or ability”. Scenario 1: Telephone conversation in which a man is interested in the conditions and prices at the hotel. He wants to rent a double room for 3 days. I am able to convey information in an understandable way. I am able to ask questions. I am able to answer question clearly and precisely. I am able to lead a polite conversation on the phone. Scenario 2: An old man who wants to use the spa in the hotel and asks for more information about the offered services. The man has a hearing problem, so the receptionist has to speak clearly, slowly and with few words to explain the spa services in the hotel. I am able to take into account the client’s characteristics and to present the needed information in an understandable way. I speak clearly and distinctly. I am able to separate the important information from non-important. Scenario 3: A young lady who comes to the reception to complain about the damages to the room - a clogged waste water pipe, the water is cold, uncomfortable bed. The lady speaks angry, interrupts and does not hear the explanations of the receptionist. The receptionist will need to find a way to “calm down” the unhappy customer. I have the patience needed to listen to people without interrupting, even when they are angry. I have the ability to focus on the problem, without attacking the person in front. I am able to control my emotions in conflict situations, I react in an emotionally balanced way and keep evidently calm. 100

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I am able to formulate my arguments clearly and convincingly. I am able to use different communication strategies, depending on the situation and the person I am talking to. I have the ability to listen and hear the perspective of others. Scenario 4: A tourist who wants to travel around the city. He asks the receptionist politely to write him a page with the most famous landmarks of the city and something specific of each of them. The receptionist could not refuse I am able to communicate information clearly and concisely in written form. Scenario 5: A tourist who does not understand the language of the receptionist and speaks very little English. The receptionist has to make a conversation with him and to tell him that there are no rooms available for today, only for tomorrow onwards, and to tell him about the prices and other hotel services. I am able to understand non-verbal communication of the person I am talking to. I am able to converse and give understandable messages, even in a nonspecific intercultural communicative situation. I am able to convey the same message in a different way (using different words and phrases). I have positive attitude in intercultural communication. Scenario 6: The manager of the hotel, who calls for the receptionist about received complaints from customers about his/her work. The behaviour of the manager is not too aggressive but still raising his voice, although he is willing to have a constructive dialogue. The manager will respond to a dialogue if the receptionist hears the arguments of the other, formulates his/her own arguments without attacking, and maintains good tone throughout the dialogue. I am able to lead constructive dialogue. I can hear the point of view of the partner in communication. Arguments I formulate are constructive and objective. I am open to receiving feedback. I am aware of my non-verbal behaviour during conversation.

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3.2.17 Hand-out “Travel Agent”

TRAVEL TRAVEL TRAVEL AGENT AGENT AGENT TRAVEL TRAVEL TRAVEL AGENT AGENT AGENT TRAVEL AGENT

You are outgoing people. You like adventure and wild life. Your friend loves animals but prefers having a ‘normal’ trip. You want to have a vacation where both of you can have a good time. Budget: not more than Rp. 400 euro - for two Time for vacation:2 days

You are the spoiled children of a famous billionaire. You are pretty much party-goers who love fancy stuff. But, you also want to have a peaceful vacation, where you can be away from paparazzi. Budget: unlimited Time for vacation: 3 days

You have just retired from your 30 years of dedication in a well-known company in Romania. You take your child to accompany you doing crazy things you haven’t done before Budget: around Rp. 500 euro in your life. Budget: less then Rp. 300 euro,for two Budget: Rp. 2.000 euro for two Time for vacation: 2 days Time for vacation: 2 days Time for vacation: 10 days You are college students who want to try to escape from reality. You love to hang out with people, but not animals. Places with good food are preferable.

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You and your friend are so into photography. You want to visit scenic places so you can take pictures. You are also interested in history and culture.

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You are broken hearted. You want to forget your ex-fiancée, so you take your best friend on a trip. You’d love to try new things but you are phobia to height, animals, small place, and crowds. You are a shopaholic.

You and your partner are nature lovers. You don’t want to spend your coming vacation in concrete jungle. You want to breathe fresh air and have a life-changing experience during your vacation. You hate staying at a hotel.

Budget: Rp. 600 euro,- for two

Budget: Rp. 1.000 euro for two

Time for vacation: 3 days

Time for vacation: 5 days

You and your friend are not much of a traveller. But you have read a book about backpacking and love to try visiting other towns. You’ve never had a chance to travel before. So, now you want to make your trip as efficient as possible. Budget: Rp. 400 euro for two Time for vacation: a week.

3.3.2 Hand-out “Project roles” role

leader

assistant

co-worker

what you observed how you define it

how he/she is takes on responsibility over a task leads his/her team defines and takes care of the direction of development uses the resources of a team takes decisions supports the team does a lot of assisting tasks executes decisions has a field of action works alone or together with others takes part in decision making processes takes on responsibility for projects or parts possesses special knowledge or skills

specialist

works on a certain field takes on responsibility for details

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accompanies the process

observer

listens to the conversations and observes the interactions carefully takes notes of his/her observations shares his/her observations in order to improve the process

3.3.4 Hand-out “Building a Town” Building a town – Instructions for participants Category: Demand-oriented assessment exercise Assessment exercise for various career sectors Assignment for the group: Imagine you are a team of urban planners and architects. Next year a small town is to be built near your town. You have been asked to plan the town and construct a model of it. Keep in mind that a few thousand people will live and work in this town, that they will need various public facilities and want a variety of leisure time activity venues. Objective: To optimise your team’s chance to win the commission to build the town, the town you design must possess all the important and necessary facilities. The new town should be a nice place to live in and offer something for every age group. After the completion of the model, your team will present the new town to the rest of the group. Time: 2 hours (including short breaks) Advice: •

Take your time for planning and discussion.

•

Begin building your model as soon as possible.

•

All the material provided for the project may be used.

•

Also think about how your team will present the model of the town.

And now have fun building your town together!

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Building a town – Instructions for moderators Category: Demand-oriented assessment exercise Instructions to the moderators Preliminary

Implementation

•

Introduce content and objective of the exercise.

•

Explain the sense of the exercise with regard to the points being observed.

•

Explain that the exercise is not a competition between the groups. The aim is to demonstrate personal abilities and skills.

•

Groups work out the task by reading and explaining the terms and the context.

•

Explain implementation conditions, time frame and help allowed.

•

Explain the evaluation.

It is the moderator’s job to set up the work groups, introduce the task and assign the observers, assign working space to the groups and start the task. The rooms should be well lit and, if possible, quiet. The groups will find work material and a large table on which a surface is prepared for the building of the town. The observers will stay in the background, though they may move around, and remain neutral and unobtrusive.

Checklist

•

Has the task been understood?

•

Is the sense of the exercise clear?

•

Is it clear which skills and competencies are observed and to what end the observation serves?

•

After the introduction, do the groups start on their project with a positive work attitude?

Support

The moderator checks for constraints, missing material and the framework conditions. If difficulties arise during the task, the moderator can allow for changes or clear up the situation.

Evaluation

•

Each participant carries out a self-evaluation.

•

Results of the observers’ meeting and feedback talk are compared with the individual observations and self-evaluations.

•

Interpret the results in terms of significance and meaning with regard to specific job or training objectives. A-Skills Assessment of Social Skills for better possibilities for employment

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Feedback

1. Participants provide feedback to each other. . The whole group provides feedback on the entire process. . Participants receive a thorough review during the evaluation talk.

Notes

The town-building exercise can be modified for different target groups. With a mixed-sex group gender stereotypes should be avoided.

Building a town – Observation and evaluation form on social competencies Participant:

Date:

Exercise:

Observer:

Time span:

Professional field:

Competence field

Competencies

Observation criteria

+ 0 – Notes

Social Competences

Sociability

reach out to others

initiate talks

maintain contact

agree verbally and nonverbally

Team work ability

work with others on a task

make necessary compromises

fit into the group

Communications skills

maintain eye contact

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speak and form understandable sentences signal listening through facial expressions and gestures

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Conflict resolution ability

bring others into a conversation

let team partners speak

stay calm and relaxed in conflict situations

remain objective

resolve conflicts constructively

arbitrate disputes and mediate

Aside from social competencies, the exercise enables observation of other competencies and skills: Personal competences: work planning, ability to learn, concentration, punctuality, independence, motivation, flexibility, diligence, stress resistance Psychomotor skills: gross and fine motor skills, physical reaction, reaction rate Methodological competencies: e.g. multilingualism

Building a town – Overall evaluation (mean values of the observations of all observers) Participant:

Date:

Professional field: Observer 1:

Observer 2: +

–

Notes

Personal competencies

Work planning

Ability to learn

Diligence

Concentration

Punctuality

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Independence Motivation Flexibility Perseverance Stress resistance Social skills

Sociability

Team work ability

Communication skills

Conflict resolution

Gross motor skills

Fine motor skills

Physical reaction

Reaction rate

Psychomotor skills

Methodological competencies

Multilingualism

Building a town – Evaluation talk with the participant Category: Demand-oriented assessment exercise Central issues of the evaluation In the one-to-one talk the observers’ impressions, the participant’s self-evaluation as well as the possible consequences of the exercise for the participant’s career choice are discussed. General acceptance, enjoyment or dissatisfaction with the task

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•

Did you like the exercise ‘building a town’ in general?

•

If no, what exactly did you dislike? Can you give a reason?

•

If yes, what exactly did you like? Can you give a reason?

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Review of the observed situation

Communication and cooperation in the group

Planning phase

Decision making

Utilisation of material/tools Shifting between individual and group work

•

How was it for you to be observed?

•

Could you ignore the observer?

•

Was it constraining or inhibiting to have someone observing you?

• •

I observed that you… What was the reason for that? Wie How did you like the composition of your group?

•

Do you think your group worked well together?

•

How did you actively contribute; what did you actively construct?

•

What restricted you in carrying out the job, what inhibited you?

•

I observed that you… What was the reason for that?

•

Do you think your group took enough time to plan the town?

•

Do you think every group member participated in the planning?

•

Could you bring up ideas and suggestions?

•

What suggestions did you make?

•

What possibly restricted you?

•

I observed that you… What was the reason for that?

•

How did it come that your town was built this way and not another way?

•

How were decisions made in your group?

•

Did the group make use of your suggestions?

•

Which parts of the town came about as a result of your suggestions?

•

What restricted the realization of your idea(s)?

•

I observed that you… What was the reason for that?

•

Did you find the material appropriate? Could you use the material?

•

Which of the material do you prefer?

• •

I observed that you… What was the reason for that? How did you feel when you were working alone?

•

Did you want help?

•

Did you get help?

•

What did you like about working alone/in the group?

•

What strengths did you discover in yourself while working alone/in a group?

•

I observed that you… What was the reason for that?

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Personal contribution to the overall result

Discrepancies between selfevaluation and external observation

Possible significance of the exercise for career choice

•

When you look at your finished town: How significant was your contribution?

•

Which of your personal competencies helped or prevented you from realising your ideas?

• Was there anything in your behaviour that you wanted to change? The group and the observer have given you feedback: •

Could you relate to the feedback?

•

Do you agree with the feedback?

•

In what ways do you see your behaviour differently?

•

What could the reason be?

•

How much value did the task have for you in identifying your competencies and potentials?

•

Do you have competencies that might be advantageous for you in a job?

•

Have you learned anything from working on the task?

•

Have you learned or experienced anything about yourself from the task?

3.3.6 Hand-out “My skills at work” Consider the questions below. Drawing on experience from your work in one or more teams, answer each question which is relevant to your experience. Some of the questions imply to share your views, based on your experience, others are imaginary situations where it is important to describe how you would react if they actually happen. Be specific and comprehensive. We would be grateful if you share as many specific examples of your teamwork, as you can. 1. Tell me about a situation where you were able to successfully complete an assignment from your manager or team leader? . Have you had a situation at work or in your personal life when you have received a task that exceeds your present skills and knowledge? Tell us about it? What did you do? . You are on your way to the first meeting of a new project team, what questions are on your mind? 4. What does it mean to be a good team player? 5. Are you more energized by working with data or by collaborating with other individuals? 6. In today’s fast-paced, global, technology world, what team attributes are going to be most valued? 110

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7. Which are the qualities and skills that mostly help you to work with others? 8. What aspects of teamwork do you find challenging? 9. Give an example of a successful project in which you participated. What was your role? Why the project has been successful? 10. Let’s say you’re on a virtual team (you’ve never met most of your teammates.) How can you develop trust with your teammates? 11. What actions and support according to your experience will help a team to work successfully? 1 . Were you a member of a team that has failed to achieve its goal? If yes, what evaluation would you make of the mistakes? 1 . Imagine you are a member of a project team. One of your teammates is pushing the team to come up with an overarching goal, specific objectives and a timeline. You are frustrated by all this talk -- you want to get to work on the tasks at hand, given the challenging deadline imposed by management. How should you react 14. Imagine that you work in a team where everyone has his/her own tasks, but the general deadline depends on the implementation of all members. You have your time allocated, but you get a task with a very short time. What will you do? 15. 1Have you ever been in the role of a team leader or in a situation of an older employee who works in a team with a young and inexperienced people? Describe the situation. How do you react when you see that somebody does not perform well? What are your specific actions? 16. What is constructive feedback? Give an example as a comment on my work (of the consultant). Imagine that in the team in which you work, there is a man who has quite different from your beliefs and perceptions about teamwork. It happens often to have a different opinion and it’s hampering your work. How would you react?

3.4.1 Hand-out “Scenarios” 3.4.1.1 Scenario #1 Frank is 18. He has just finished his apprenticeship as mechanical engineer. He has very often thought of quitting the apprenticeship but decided to finish it because his parents urged him to do so. Now that he has finalised his vocational training and really wants to do something else. Before telling anybody else he resigns his job and registers with the unemployment office. What would you recommend Frank to do now? What problems may he be facing?

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3.4.1.2 Scenario #2 Maria has been a very good student. After she finished her high-school diploma she started to work at an airline. She was a stewardess and loved to travel to different countries. She is 30 years old now and lately she has not been so happy with her job anymore. Maria has been in a relationship for several years and her boyfriend wants to get married and have children. She has seen that the airline has not been very kind with colleagues that have become pregnant. She is not sure what to do. What would you recommend Maria to do now? How should she deal with this situation? 3.4.1.3 Scenario #3 Marco has been an athlete for all his life. He was qualified for the Olympics two times and participated once already. The second time he was supposed to participate he injured himself badly just a few weeks before the event. He is 26 now and the next Olympics will be in two more years. He has had another injury since then. He is the best athlete in his country and could perform very well in the Olympics. At this point he is in doubt what to do. His friends have completed their studies and are successfully picking up their careers. He does not earn a lot of money with sports, has to follow a strict training routine. He lives from the money he gets through a few sponsors that support him. He wants to take a decision now how to continue. What would you recommend Marco to do now? Should he keep up the training or should he pursue a different career now? 3.4.1.4 Scenario #4 Erica is 43 and mother of two children (15 and 18 years). Her husband died when the children were very young. Working as a cashier in a supermarket, Erica has managed to bring up the kids with a lot of help by the parents of her husband. The parents of her husband are about 70 years old and are retired. She met a man and has been going out with him for half a year. Due to his job he has to move to another region. He asks her to come with her. Erica does not know what to do. What would you recommend Erica to do now? What impact would that decision have on her life and her surroundings?

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Interviewee 4

Interviewee 3

Interviewee 2

Interviewee 1

Your solution

Your questions for an interview

Scenario

3.4.1 Hand-out “Solution Matrix”

3.4.2 Hand-out “Case Method” A method for solving problems and managing other situations. Intended for groups but can work on an individual basis as well. This method is also intended to make people learn how to solve problems on their own by using this model. When working with questions like the above, it might be useful to draw on the combined knowledge and experience of a group dealing with the same issues. The Case Method could be just the tool to use. This is an adapted way of using the case method, CM, which was developed at Harvard Business School in the 1960s as a learning method. It is a usable method for putting together experiences, difficulties or solutions experienced into a manageable approach, i.e. an action plan, for future work. It shows how to organize experiences and solutions in a way that involves the whole group of trainees at the same time, and also provides the group with analysis and an action plan that derives from what has actually happened when testing the material in the pilot phase. This is also a good method for workgroups, and other groups of people, to solve problems or situations on their own and at the same time develop their own competences. A-Skills Assessment of Social Skills for better possibilities for employment

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2 Here you write different suggestions on problems/situations. A problem/situation in this context means something you donâ&#x20AC;&#x2122;t know how to handle in a practical way. Mark every personâ&#x20AC;&#x2122;s or workgroupâ&#x20AC;&#x2122;s suggestion/solution in a list. 1

Facts about the situation (which have the problem as described above)

Strengths or resources within the situation

Weaknesses or barriers within the situation

Recourses in the environment to help solve the problem

Barriers and difficulties in the environment to help solve the problem

Further information about the problem that is needed before moving on to field 5

5 Here you write down suggestions/solutions for an action plan and the purpose of the action plan. Mark the suggestions with the same letter as for the problems / suggestions in field 2.

This is a method that focuses on solutions, in particular, solutions made by the people who were involved in the situation that needs attention for future use. It is a good idea to use a whiteboard, or similar, when working with the case method so that everyone can follow the progress and also feel more involved in it. This method is suitable for groups from 2 up to 80 people. When using this method for the first time, it is useful to follow the steps and numbers in the model in order to get a good understanding of the way it works. When you are more used to this method you can put in data in the appropriate box as they arise or are suggested by trainees.

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3.4.5 Handout “Observation checklist” Could Improve

Behaviour and Skills

Not observed

Appears knowledgeable Appears well-organised Explains concepts clearly Relates concepts to his/her own experience Works well with others Displays leadership skills in the group Is willing to work with others towards a common solution Communicates effectively with peers and gets ideas across clearly Works well with little supervision Additional Comments:

3.4.6 Handout “Observation checklist” Usually

Sometimes Seldom Never

Notes

Summarises and analyses the main points Picks out the necessary critical points Uses critical/creative thinking processes Contributes and works constructively with the other groups members A-Skills Assessment of Social Skills for better possibilities for employment

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Displays knowledge of the specific market and field Follows a step-bystep plan to solve a problem Uses appropriate communication tools and means Responds appropriately to verbal messages Communicates appropriately to listeners and situations Makes a positive contribution to the group discussion and exercise Uses appropriate body language Articulates a message clearly and confidently Understands and responds to feedback Makes connections between seemingly unrelated ideas Specifies goals and limitations Generates alternatives

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3.4.8 hand-out ”10 people to shelter” Hero

Individual decision

Group decision

Difference

A sixteen years old girl with dubious intelligence, has left school, pregnant A bodyguard (armed with a gun), has been fired from work a month ago for excessive brutality. A 76 years old priest A 36 years old woman, Doctor of physicmathematical sciences, cannot have children because of past surgery A violinist, 47 years old, abusing alcohol and drugs. A gypsy, 20 years old. Recently discharged from the army. Without education and profession. Former prostitute, 39 years old. Four years ago has “left the profession”, deals with ecology at the moment. World famous homosexual architect. Law student, 26 years old. Son of one of the eminent statesmen, who died two days ago, sharing the fate of the people The wife of the law student. Spent six months in a psychiatric hospital. Currently on heavy sedatives. Both refuse to be held separate.

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www.askills.se

“A-Skills” is a Leonardo da Vinci, Transfer of Innovation project – Project No. 2012-1-SE1-LEO05-11645. It has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.