The Importance of Soft Skills at the Labour Market Curriculum for a Labour Market Oriented Awareness Raising Measure This project has been supported by the LEONARDO DA VINCI Programme of the European Union (A/00/B/F/PP-124.018)
Vienna, Potsdam, Montpellier, May 2002 BEST Institit fuer berufsbezogene Weiterbildung und Personaltraining GmbH Mariahilfer Strasse 5-7, A-1060 Vienna, Austria http://www.best-training.com/html/projekte/leonardo.htm
Curriculum: The Importance of Soft Skills at the Labour Market
The transnational partnership consisted of the following partners:
BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH (Project co-ordination) Mariahilfer Straße 5-7 A-1060 Vienna, Austria Telefon: 0043 1 5855050 www.best-training.com Dr. Wolfgang Eisenreich EBG - Europäisches Bildungswerk für Beruf und Gesellschaft e.V. Karl-Gruhl-Straße 45-47 D-14482 Potsdam, Germany Telefon: 0049 331 743 1524 www.ebg.de Dr. Gottfried Loos
IRFA Sud 30, Avenue Maurice Planés F-34070 Montpellier, France Telefon: 0033 468 11 42 30 www.irfa.fr Ghislaine Tafforeau National Employment Agency Bulgaria Dondukov Blvd. 3 BG-1000 Sofia, Bulgaria Telefon: 00359 2 87 33 95 Katja Veltscheva Labour Office Dunajska Streda Adorska 41 SK-92948 Dunajska Streda, Slovakia Telefon: 00421 315 904460 Alica Dobra Labour Office Znojmo Namesti Svobodi 8 CZ-67030 Znojmo, Czech Republic Telefon: 00420 624 203 111 Dr. Dagmar Berkova
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Curriculum: The Importance of Soft Skills at the Labour Market
Contents:
1.
Introduction
3
2.
Target and Target groups
4
3. 3.1 3.2 3.3
The labour market context in the countries of the partners: Bulgaria, Czech Republic, Slovakia The labour market context in Bulgaria The labour market context in the Czech republic The labour market context in Slovakia
5 6 7
4.
Chronological Schedule, Methods and Didactics
9
5. 5.1 5.2
Requirements on trainers, materials and rooms Qualification of trainers Requirements on rooms and materials
21 21 22
6.
Proposal for a shorter course
23
7.
Description of methods and excercises
24
8.
Handouts and course material
38
2
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Curriculum: The Importance of Soft Skills at the Labour Market
1. Introduction This curriculum has been developed within the framework of the LEONARDO DA VINCI project “Soft Skills – Integration of Employment Skills into Vocational Qualification in EU Preaccession Countries”. The central theme of this pilot project (to be performed between December 2000 and November 2002) is the forthcoming EU membership of the Central and East European countries. Among other tasks, it will also be necessary to adapt vocational qualifications to the requirements of the global economy. Whereas transfer of the specific vocational contents shows a high qualitative level, there is only little or no integration of training of social competences (key qualifications) in the current vocational qualification schemes. Quite often, there is even no awareness of the need to include these skills into vocational qualification. The project refers to this situation and supplies several concrete activities and products: • • •
• •
We designed this curriculum for a train the trainer course which raises the awareness for the importance of soft skills in the labour market and in vocational qualification We conducted pilot courses for labour market advisers/trainers in Bulgaria, Slovakia and in the Czech Republic We designed, for each of these countries, a vocational qualification course for young people with integrated social competencies, for the following professions: mason, tailor and cook/waiter We disseminate the results through a multiplier seminar which will include, apart from the project partners, participants from all other EU pre-accession countries We guarantee the availability of the curricula and methods in the internet (in the respective languages of the project partners) and maintain this website until December 2004
The partnership consists of the following organisations: Best Training, Austria (project co-ordinator) IRFA Sud, Montpellier, France Europäisches Bildungswerk Potsdam, Germany National Employment Agency, Bulgaria Labour Office Znojmo, Czech Republic Labour Office Dunajska Streda, Slovakia
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Curriculum: The Importance of Soft Skills at the Labour Market
2. Targets and Target Groups1 The forthcoming EU accession of Central and East European countries requires the adaptation of vocational qualification to the needs of the global economy and especially the integration of social competences and skills into vocational education and training. It is necessary to raise and deepen, especially among persons working as labour market advisors or decision makers, the awareness of the importance of key qualifications, of successful job Description strategies and of vocational guidance and integration measures. 2 The present Curriculum shall therefore be both guideline and impulse to demonstrate how, through direct personal experience and through personal involvement, participating persons will acquire a thoroughly changed and sustainable new attitude towards key qualifications. Participants will be sensitised for the impact and importance of social competences and will be able to acknowledge their role at the labour market or in human resource management. Working with their clients, they will be able to act as multipliers and they will be able to raise the awareness of their target groups (job seekers, trainees etc.) and to show them that apart from specialized knowledge, also personal and social competences are being required in their working life. In contrast to a mere theoretic and distant input (via books or video), the participation in a group over several days will lead to deep impressions and thus to sustainable conviction and motivation. The design and the contents of this curriculum are directed towards actors in counselling and/or training, mainly in the field of active labour market policy (vocational education and training), especially towards Advisors of job seekers in labour offices Persons who are responsible for the strategies and contents of vocational education and training measures Trainers and tutors working in these measures Teachers in vocational education and training schools Designers of active labour market policy measures
1
In all labour market oriented projects in Central and East Europe on which BEST has been involved after the Iron Curtain has disappeared, we noticed that vocational education and training, despite a high level in the specific contents, lacks the training and transfer of social competences. Moreover, institutions who are responsible for labour market oriented qualification, e.g. the labour administration, have not even been aware of the importance to train key qualifications (Projects: qualification of people from the former German Democratic Republic 1990/93, Workshops with Slovakian labour office advisors 1994, qualification for young Bulgarian people 1998). These findings are being confirmed in the report of the European Training Foundation (ESF): “Reshaping the focus of vocational training, Cross Country review” 1999 and by the stability agreement for South East Europe: “… training of trainers with an emphasis on the development of social skills” (Graz 1998).
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Curriculum: The Importance of Soft Skills at the Labour Market
3. The labour market context in the countries of the partners: Bulgaria, Czech Republic, Slovakia 3.1 The labour market context in Bulgaria The labour market situation in Bulgaria is characterised through a limited offer of job vacancies. The transition to free economy has lead to a considerable reduction of workplaces. In 1991, radical reform measures were introduced. Prices, exchange rates, exports and imports were liberalized and state subsidies for state owned firms (which employed more than 90 percent of the workforce) were reduced and then completely cancelled. All existing agricultural cooperatives were closed down, and a ten years process of restructuring of property began. Because of the lack of sufficient investors, economic restructurisation appears to be a difficult process. The gross national product has only recently reached the pre-1998 level, and therefore only a low number of workplaces has been created. Unemployment rate is high, with large differences between the various regions (Varna 9,2 %, Ruse 17 %, Velingrad 38 %, Burgas 8 %). In Sofia, unemployment rate fluctuates around 6 %3. A number of programmes and activities has been introduced to encourage the establishment of small and medium enterprises. In this context, the Soft Skills Project decided to design a vocational curriculum for cook/waiter, because the tourism sector is considered to have a certain growth potential. In order to assess the rating of key qualifications in the labour market and in companies, especially in relation to recruitment of employees, the project partners have, in spring 2001, carried out a field study analysing the situation in Bulgaria. Interviews were made with representatives from training institutions, from the labour administration and from enterprises. The results showed that in principle, all employers were convinced that apart from specialised knowledge, key qualifications were regarded as necessary. Some employers also stated that new employees with higher motivation would be able to break up the “old networks from socialist times”. As concrete example, we present the opinion of two employers: The director of the restaurant of a vocational training school considers the following key qualifications as necessary: • Self confidence • Ability to adapt oneself to new persons and surroundings • Capable of deciding quickly • Problem solving competence • Good presentation • Understanding of art • Motivation and interest • Curiosity 3
all figures from 2002
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Curriculum: The Importance of Soft Skills at the Labour Market
•
Ability to work in a team
The owner of a private restaurant has the following expectations: • Positive thinking • Communication competence • Self esteem • Flexibility • Diplomatic behaviour • Resoluteness • Constant improvement of one´s performance
3.2 The labour market context in the Czech Republic The Czech labour market is in its second decade of transition from socialist structures into the market economy. Although many important steps have been done, a great number of tasks, which have to be resolved in times of economic recession, remain open. The most important challenges which are related to this Curriculum, are the traditionally low mobility and flexibility of the workforce and the low efficiency of the educational system. Vocational education is highly segregated and leads to extreme specialisation which diametrically face the requirements of flexible knowledge. There are rather weak linkages between the requirements of the labour market and the vocational education and training systems, and social partners are not fully integrated into the design strategies for vocational qualification policies4. In order to assess the rating of key qualifications in the labour market and in companies, especially in relation to recruitment of employees, the project partners have, in summer 2001, carried out a field study analysing the situation in the Znojmo region of the Czech Republic. Interviews were held with representatives from training institutions, from the labour administration and from enterprises. The expert team used questionnaires which are based upon materials on human resource management at the “Royal Sun Alliance”, a worldwide operating insurance and finance agency. The majority of employers rank specialised knowledge at the first place. Second are foreign languages, and key qualifications were nominated only on third place. Among these, the following aspects were emphasised: Communication competence (100 %) Problem solving competence (83 %) Team competence (17 %)
4
European Training Foundation 1999: Background study on employment and labour market in the Czech Republic
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Curriculum: The Importance of Soft Skills at the Labour Market
These results suggest the following conclusions: Employers in the Czech Republic give a significantly lower importance to key qualifications than in Western European countries. It is therefore necessary to give, in vocational education and training, higher emphasis on acquisition of key skills. The ongoing assimilation of economic structures will soon lead to changes in the competence assessment, and persons with soft skills will have – provided that they have the same professional level – better chances at the job Description. They will also have more chances to keep their job.
3.3 The labour market context in Slovakia The Slovakian labour market is at the beginning of the second decade of transition from socialist economy to market economy. Further severe disruptions were caused by the separation between the two parts of Czechoslovakia into the Czech Republic and Slovakia. Due to the economic structure, the negative effects for the labour market were higher in Slovakia. The delay in the implementation of new economic and labour policy strategies means that many important steps still have to be made. One aspect which is most significant in context with this Curriculum is the East-West gradient within Slovakia which is not only shown through economic figures but also through social and cultural disparities. The effect is a certain lack of qualified workforce in the Bratislava region which is not being compensated by job seekers from East Slovakia. The low efficiency of the educational system and old-fashioned training systems do not take into account the requirements of flexible professional knowledge. In 2001, the Slovakian Labour Administration has developed two programmes for integration of unemployed persons: • A six weeks remobilisation programme with the following modules: o Motivation o Social life o Communication o Work legislation o Social competences and personal development •
A three months re-qualification programme for professional (further) qualification with a practice phase included.
The intentions of the Soft Skills Project have been regarded as particularly positive in this context.
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Curriculum: The Importance of Soft Skills at the Labour Market
In order to assess the rating of key qualifications in the labour market and in companies, especially in relation to recruitment of employees, the project partners have, in summer 2001, carried out a field study analysing the situation in the Bratislava region. Interviews were held with representatives from training institutions, from the labour administration and from enterprises. The expert team used questionnaires which are based upon materials on human resource management at the “Royal Sun Alliance”, a worldwide operating insurance and finance agency. The employers gave the highest ranking to the following key qualifications: •
Communication: The job applicant should o Answer other participants in an discussion o Find certain information in a book, newspaper, data bank etc. o Follow written instructions
•
Teamwork: The job applicant should o Have an understanding about his/her position in the group o Inform the team about changes which might influence the work of the whole group o Inform the team about his/her own work progress
•
Work attitude: The job applicant should o Know his/her own strong and weak sides o Follow an agreed schedule o Recognise problems at an early stage and seek for assistance
•
Problem solving: The job applicant should o Select the right information and ignore unnecessary or redundant sources o Be aware that there might be more than one way to solve a problem o Change his/her work stile if that helps to avoid future problems
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Curriculum: The Importance of Soft Skills at the Labour Market
4. Chronological Schedule, Methods and Didactics The Curriculum has been designed for a two weeks duration. It is assumed that participants will arrive on Monday morning of the first week and that the week-end between the two weeks is free. In chapter 6, we will present a schedule for arranging a shorter version (three days) of the course.
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 1 (Monday) Arrival day, start of the course in the afternoon • • •
Presentation of the course concept, the backgrounds and objectives Common supper Small talk with participants
Our experience has shown that a “slow beginning” is very important, especially when participants are coming from various departments or regions of one organisation (e.g. labour administration. The trainers must have enough time and opportunity to check the personality of the participants and to get a first impression of the various group and subgroup constellations which will emerge due to the fact that many people know each other from various occasions or levels. Supper and small talk will be an efficient way of obtaining, at least to some extent, a picture of this very often fragile and delicate network.
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 2 (Tuesday) •
Presentation of the course and of the trainers o Background of the trainers, their organisations o Organisational aspects: work hours, week-end, departure times o Information about the course design, contents and methods
•
Presentation of the participants, getting to know each other
DISCUSSION: Presentation of personal and professional backgrounds (relaxed atmosphere with communication balls) Agreement on addressing each other with the first name Production of name tags EXERCISE: “Who am I? – Picture gallery” (1)5 Participants select from several pictures showing various situations/impressions a picture which they feel suits them best Assessment of common interest by finding a partner with a similar picture Presentation of the selection and information about the reason for this decision, information about the person and about the common interests with (the) other person(s) GROUP WORK: Expectations of the course (2) What do I expect? What should not happen? What do I understand by “soft skills”? Formation of three groups Elaboration of points of view in the group Presentation by one representative Comparison of the results and discussion RESULTS: Expectations of the participants: exchange of experience, transfer to practical work, new insights for team work and inc´dividual work Consensus about important soft skills: adaptability, communication, negociation competence, motivation, self confidence, empathy, responsibility, priorities, resoluteness, learning readiness, environment, tolerance, positive thinking, self presentation… Lunch break GROUP WORK: Importance of soft skills at the labour market Preparation of questions to employers concerning soft skills (4) In the pilot courses, we experienced rather large tensions between labour office advisors and employers. Therefore, these questions should be elaborated before the meeting.
5
The number in brackets refers to a detailed description of this exercise (duration, materials, objectives, background, etc. in chapter 7
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Curriculum: The Importance of Soft Skills at the Labour Market
ROUND TABLE TALK Talks with two to three representatives of local employers about their work environment and their judgement of the labourmarket Which relevance do soft skills have for their recruitment policy? DISCUSSION with the group LECTURE The elements of the consulting organisation (“McKinsey 7S”) with special emphasis on “soft elements” and the importance of all elements in the sense of “shared values” Examples of job requirements in Germany Soft Skills overview • •
Dismissal of the employers Feedback o Throwing a ball, the receiving person gives a short statement to his/her impressions o Rating of the day by each participant through weather sysmbols (sun, clouds, rain) at the flip board
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 3 (Wednesday) •
Instrumental morning session (3) o Participants, trainers and interpreter inform the others about their state through the use of rhythmic instruments o Recapitulation of the day before and proposals for this day
•
Presentation of the objectives for this day by the trainers
Communication EXERCISE: “Throw a ball” (8) Participants form a circle, two balls are thrown to persons without prior verbal or non-verbal contact. In the second round, the balls are thrown to a person who has been non-verbally contacted before. Objective of this exercise is to show the importance of establishing a contact as precondition for conscious and efficient communication. LECTURE: What is communication? How happens communication? (“Communication model”) Which are the most important rules for efficient communication? GROUP WORK: “Communication in the daily work environment: barriers and misunderstandings. How do I cope with these aspects?” (9) Formation of three groups reflecting the different working environments of the participants Presentation of the results at the flip board PRESENTATION OF THE RESULTS and DISCUSSION ROUND TABLE: Comparison and discussion of the results of the group work Exchange of experiences Feedback (6) Short statements regarding impressions, further hints which have been arisen during the day.
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 4 (Thursday) •
Instrumental morning session (7) o Participants, trainers and interpreter inform the others about their state through the use of rhythmic instruments o Recapitulation of the day before and proposals for this day
•
Presentation of the objectives for this day by the trainers
Communication and problem solving competence EXERCISE: “The hidden pictures” (10) “Rules” for inefficient communication Demonstration of non-verbal communication via body language ROUND TABLE TALK Exchange of experiences in non-verbal communication and their interpretation LECTURE: Non-verbal communication and active listening. The importance of paraphrasing and verbalising in discussions. Lunch break EXERCISE: Role play “A guest complains at the hotel manager” (15) Problem solving strategies ROUND TABLE TALK: Exchange of opinions to the role play: verbal and non-verbal signals, active listening including one´s own experiences. EXERCISE; GROUP WORK: (11,12) Non-verbal expression of feelings and mood through colours, music, rhythm and pantomime Formation of groups: each group expresses a certain feeling which the other participants have to identify Three aspects within the range of feelings: “The impatient/angry person” (rhythm group), “The insecure/hesitating person” (pantomime), “The optimistic/confident person (painting) Recording of the activities with the video camera GROUP WORK: Active listening and problem solving capacities: how to deal with barriers and misunderstandings in a personal discussion Formation of two to three groups reflecting the different working environments of the participants in order to prepare a situation which is common for the real situation Role plays Recording of the role play with the video camera by one member of the group Feedback and explanation by the trainers
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Curriculum: The Importance of Soft Skills at the Labour Market
ROUND TABLE TALK: Sequential analysis of the role plays with the following focus: paraphrasing and verbalising through active listening, use and recognition of non-verbal signals, solution of appearing problems, avoidance of potential problems LECTURE: The various levels if communication: information, appellation, self revelation, contact, attention Feedback Short statements regarding impressions, further hints which have been arisen during the day. Rating of the day with music instruments
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 5 (Friday) Morning session “Morning drawing” (13) • Participants, trainers and interpreter inform the others about their state o Recapitulation of the day before and proposals for this day •
Presentation of the objectives for this day by the trainers
Communication and problem solving competence LECTURE: Relevance of problems and their solution in the daily life and for the development of one´s personality Process character of problem solving (“DIANA”) ROUND TABLE TALK: Analysis of the phenomenon “problem solving” Exchange of experiences
Team work LECTURE: The definition “team work” by Webster Basic information to the phenomenon “team work” Feedback of the week: Which aspects were favourable for group building? Participants write their impressions and opinions on cards and fix them at the pin board Analysis of number and distribution of nominations as a basis for the theme “team work” Short statements to the decisions and backgrounds Dismissal, overview over the next week, organisation aspects
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 6 (Monday) Morning session “Meeting forms” (16) Participants, trainers and interpreter inform the others about their state o Recapitulation of the week before and proposals for this day o Organisational aspects Presentation of the objectives for this day by the trainers Team work LECTURE: Repetition and connection to last week´s contents Skills and character properties for a successful team GROUP WORK “Motivation driver” (19) Formation of three groups, development of an overview at potential problems in a team and their reasons Presentation of the results at the flip board by a member of the group ROUND TABLE TALK: Discussion of the results Conclusion and summary EXERCISE: Livening up: Pictures which show several “changes” Participants are requested to explain what they see Based on their statements, the dealing with tolerance, change of perspectives and respect of different opinions is explained. LECTURE: Transition with the help of a diagram: The team jointly overcomes obstacles and protects the single person from damage Overview over possible problems in a team Different characters in the team: the authoritarian, the social romantic, the servant, the solitary fighter… EXERCISE: Formation of areas for the different characters with tags on the floor Participants are requested to move to that area which is most similar to their position in the team Participants explain why they have made this decision and which properties of which other character they also contain Summary of the results and discussion about the meaning of different characters in a team Repetition of the action in private context DISCUSSION OF THE RESULTS: The attribution of characters will become a rich theme for reflection and self perception.
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 7 (Tuesday) •
Instrumental morning session o Participants, trainers and interpreter inform the others about their state through the use of music instruments o Recapitulation of the day before and proposals for this day
LECTURE: Important roles in a team (overview) The tasks of the team leader Motivation LECTURE: What is motivation? The pyramid of demands according to Maslow EXERCISE: Motivation factors in the flashlight (20) Which aspects promote me and bring me into force? (motivation linking up with creativity and imagination capabilities) Development of a collage using paper, pictures, paintings, photographs etc. Taking the minute: roles in the team, dealing with each other (take the other person seriously, dealing with discrepancies), basic feeling and how solutions are found (process, working steps) Evaluation in two steps, presentation of the collage and its meaning, subsequently presentation of the perspective of the observer Lunch break LECTURE: Creativity techniques: Starting from the collage, transition to the theme “mind mapping”. Background information, method “6-3-5” and “Delphi”-interviews. LECTURE: Intrinsic and extrinsic sources of energy and the process to reach personal satisfaction. ROUND TABLE TALK: Discussion of the results Summary and conclusion Stress and ability to cope with pressure LECTURE: Basic information about stress Proposals how to cope with stress Feedback Short statements about impressions of the day Thumb rating of the day
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 8 (Wednesday) Morning session in combination with flexibility and adaptation capacity (24) Change of sitting positions, information about the feeling of the participants and the effects of the action Participants, trainers and interpreters give short statements about their feelings Flexibility and adaptation capacity, self-confidence, autonomy, self-respect EXERCISE: The participants are confronted with pictures of persons in various situations Each participant is requested to describe (in writing) the pictures and their effects on the situation, on the degree of soft skills and on his/her own feelings. ROUND TABLE TALK: Analysis and comparison of the results. LECTURE: Presentation of the “Eisenhower principle” as a method for setting priorities Lunch break Self-confidence, autonomy and self-respect EXERCISE: Formation of two groups. Excursion to town, visit to the Labour Office and the older part of the city. The participants take photographs and video shots from people in working situation. Context to soft skills with focus on self-confidence, autonomy, self-respect, flexibility, adaptability and coping with stress.
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 9 (Thursday) •
Morning session o Participants, trainers and interpreter inform the others about their state o Recapitulation of the day before and proposals for this day o Organisational aspects
EXERCISE: “Touch the ball” game focusing on creativity, flexibility and team work. Participants formt a wide circle. One person is given a ball. The objective is that all participants touch the ball as quickly as possible (stopp watch). Solution: The person who has the ball holds it above himself, all other participants touch the ball simultaneously with outstretched hands. Flexibility and adaptability, self-confidence, autonomy and self-respect ROUND TABLE TALK: Analysis and comparison of the results of the previous day Sequential analysis, discussion of the photographs and video Lunch break EXERCISE: Participants forma a circle, individual selection of music instruments Presentation of soft skills by using a certain instrument. The other participants tune in and should recognise the skill. ROUND TABLE TALK: Analysis and discussion of the results LECTURE: Proposals for strengthening the self-consciousness Summary of the description of soft skills Feedback Short statements to impressions of the day Information about the contents of the following (last) day
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Curriculum: The Importance of Soft Skills at the Labour Market
Day 10 (Friday) •
Morning session Participants, trainers and interpreter inform the others about their state
GROUP WORK: “Communication in the daily work context” Participants form three groups (if possible according to their work focus) Elaboration of lists of misunderstanding and barriers and of proposals for solution how to avoid them Presentation of the results at the flip board by a member of the group LECTURE: Answers to questions of the participants: form and assessment of C.V. and job Description materials The course of a job interview. First impressions, assessment centre Final feedback and summarising the assessment of soft skills. GROUP WORK: Formation of three groups and elaboration of statements to the questions: What was important for me in a personal/professional sense? What do I take with me for my future work? What was unnecessary? ROUND TABLE TALK: Statements are delivered and opinions exchanged about the course of the past two weeks, the training and transfer of soft skills and their practical demonstration. DISCUSSION OF THE RESULTS Final module of the course Handing over of course materials, certificates and good-bye presents (e.g. communication balls) to the participants Final words of the trainers and coordinators
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Curriculum: The Importance of Soft Skills at the Labour Market
5. Requirements on Trainers, Materials and Rooms 5.1 Qualification of trainers6 Special competences: • • • • •
Knowledge about the role and importance of “soft skills” Knowledge about the labour market and professions Knowledge about presentation techniques Knowledge about methods of job search Knowledge about group dynamic and perception-physiologic principles
Methodical competences • • • • •
“Soft skills” as content and as method Social-pedagogic and social-didactic competences Communication and social competences Experience and competences as group leader Organisational competences
Professional experience and practice • • • • •
Graduate in a social-pedagogic, psycho-social or economic profession Professional experience in adult education Training experience Specific experience in professional activation, vocational guidance and counselling Further education and training in “soft skills”
6
In the pilot courses of the project, the team of trainers consisted of two trainers from different partners: Czech Republic: Silvia Danninger from Austria, Thomas Schäfer from Germany Bulgaria: Silvia Danninger from Austria, Gilles Rives from France Slovakia: Ghislaine Tafforeau from France, Thomas Schäfer from Germany
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Curriculum: The Importance of Soft Skills at the Labour Market
5.2 Requirements on Rooms and Equipment We propose the following minimum configuration: 1 larger room for general and active group work 1 smaller room for small groups 1 room for breaks, preferably with an smoker and non-smoker section
Equioment: Overhead projector Screen for projector Digital camera (or conventional camera and films) Video camera and cassettes Video projector Photocopier 2 flipcharts 1 pin board Free walls for hanging up posters Chairs and tables Presentation materials: flip chart pencils, adhesive band, needles, stapler, pencils, drawing material, cards….)
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Curriculum: The Importance of Soft Skills at the Labour Market
6. Proposal for a shorter course Based on the course concept described above, we have designed a condensed concept for a three days measure. An even shorter course would loose the character of this concept, especially the intention of self-experience and sustainability, and cannot be recommended. Contents: Context and importance of “soft skills” in the work life Meaning of “soft skills” Verbal and non-verbal communication Conflict management Team work ability Motivation and flexibility Day 1 Organisational structure and getting to know each other (1)7 Expectations (2) “Soft skills” in the work life context Contents and importance of “soft skills” (theory handouts) Day 2 Communication (5) Verbal and non-verbal communication (theory handouts) Communication barriers (9) Conflict management (theory handouts) Role play – problem solving strategies (15) Day 3 Team work ability (theory handouts) Motivation (theory handouts) Motivation factors in the flashlight (20) Final feedback (24)
7 The figure in bracket refers to the detailed description of this exercise (duration, objectives and backgrounds materials needed) in chapter 7
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Curriculum: The Importance of Soft Skills at the Labour Market
7. Description of Methods and Exercises
Title:
“Who am I – a picture galery“ (1)
Duration:
1 hour
Objective:
get to know each other, find similarities, identification via a picture which reduces stress in connection with talking about oneself
Group size:
work as individuals and with partners
Material:
various pictures, fotos out of magazines, journals, brochures
Description: A large variety of pictures and fotos out of magazines that show various situations, emotions and people are put on a table to choose from. First Step: Each participant chooses one picture that he/she likes best or thinks suits best. Second Step: like-minded persons with similar themes should be found among the participants. This developes into an exchange of similarities and preferences discovered on the basis of the pictures. Third Step: each participant presents his/her picture to the whole group, explaining why he/she chose this specific picture, what it has to do with his/her person and which similarities he/she could find among the other group members. Then it is another person’s turn with who similarities had been identified.
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Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Expectations of the Course (2)
Duration:
approx. 1 hour / 20min of that group work
Objective:
clarify expectations and if they can be met, clarify current knowledge of the subject matter
Participants:
work in groups of approx. 5 persons
Material:
Flipchartpaper, color markers
Description: Participants are sent to work in small groups on three questions: o Which expectations / requests do I have? o What exactly should not happen? o What is my understanding of „Soft Skills“? Answers are captured on the paper. Afterwards a speaker of the group is chosen to present the results to the whole group.
Title:
Morning round with musical instruments (3)
Duration:
30 minutes
Objectives: easy start for the day, perception of own and others’ moods, awakening senses and working capabilities Participants:
whole group of approx. 15 individuals
Material:
various rhythmic instruments (e.g. triangle, shakers, chime, drums)
Description:
Various rhythmic instruments are put on a table. Participants are asked to choose one instrument suiting their current mood the best and to try it out. Then each person presents a sound corresponding to his/her mood. The other participants try to assess, which mood this sound represents. Once found out and confirmed it’s the next person’s turn.
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Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Soft Skills in the professional context (4)
Duration:
1 hour
Objectives:
Clarification of focus of interest, exchange of experience, basis for discussions
Participants:
small groups of 5 individuals
Material:
Flipchart paper, color markers
Description: In preparation of a meeting with persons out of the professional context, participants produce answers to the following three questions: • What is our objective for the entrepreneurs’ meeting • What is usefull for us to learn • What are we interested in regarding Soft Skills in the professional context Results are written on flipchart paper and afterwards presented to the responsible persons representing the companies, thus serving as a basis for discussions.
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Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Collage showing variety in communication (5)
Duration:
1 hour and 30 minutes
Objectives:
Communication, cooperation, teamwork, ideafinding, problem definition
Participants:
whole group of 15 individuals, one person of the group is chosen to act as observer
Material:
- paper for the background (e.g. several pieces of flipchart paper) - glue - removable adhesive tape - scissors - markers - magazines, journals, brochures,…
Description: Participants are briefly introduced to the subject. The group is then asked to choose adequate pictures, symbols for the subject communication and relevant aspects and to glue these pictures onto paper so that a collage develops. Arrangement and choice is determined by the group’s processes. The observer initially named is now sent into the group with the instruction to observe the following aspects: - roles within the team - respect for differencies - dealing with conflict / different opinions - tolerance - discrimination - general mood in the course of the process - steps towards goal achievement Evaluation is performed in two steps: 1. presentation of the observer, 2. presentation of the collage. With the aspects and relevant factors captured in the collage the transition to the subject communication can be made.
28
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Communicating Ball as Feedback (6)
Duration:
15 minutes
Objectives: Clarification of how the day went, ball serves to feel safe speaking in front of group and to hold something in hands at the same time Material:
1 small softball
Description: A ball is thrown from one participant to next, each giving his/her statement about the course of the day.
Title:
Morning round with musical instruments (7)
Duration:
30 minutes
Objectives: easy start for the day, perception of own and others’ moods, awakening senses and working capabilities Participants:
whole group of approx. 15 individuals
Material:
various rhythmic instruments (e.g. triangle, shakers, chime, drums)
Description:
Various rhythmic instruments are put on a table. Participants are asked to choose one instrument suiting their current mood the best and to try it out. Then each person presents a sound corresponding to her mood. The other participants try to assess, which mood this sound represents. Once found out and confirmed it’s the next person’s turn.
29
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
„Ball Game in a circle“ (8)
Duration:
20 minutes
Objectives:
activity to relax, action-oriented learning of verbal and non-verbal communication
Material:
2 small soft balls
Description: Participants are standing in a circle. There are two steps: First step: the balls are to be thrown without speaking as quickly as possible. After a few minutes the activity is interrupted and the next step is explained. Second step: throw the ball only if eye-contact has been established with another person. In the end the differencies of the two phases are reflected and focus is drawn to verbal and non-verbal communication.
Title:
Dealing with communication barriers (9)
Duration:
45 minutes
Objectives:
introduction to the subject, determination of problem areas, recognizing and exchanging of already existing potential solutions
Participants:
small groups of approx. 5 individuals
Material:
flipchart paper, brown paper, color markers
Description: Participants receive the following questions regarding the subject „Communication in the professional environment“: • Which communication barriers do I know? • How do related misunderstandings appear? • How are they being dealt with? Results are put on paper and presented to the whole group by one person. They are then used as a transition into the theoretical area of the subject.
30
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Hidden pictures (10)
Duration:
20 minutes
Objectives:
change in perspectives, entering into others’ perceptions, sharpening of own perception, tolerant behaviors
Participants:
whole group of approx. 15 individuals
Material:
overhead projector, slides
Description: One picture at a time is presented via the overhead projector. The task is to recognize several different pictures in one picture to transition to dealing with different perceptions and finding tolerant behavior regarding differencies in opinions.
Title:
Picture dictation (11)
Duration:
15 minutes
Objectives: Communication, dealing with association, enhancing imagination and change of perspectives Participants: whole group of approx. 15 individuals, one being chosen for dictation Material:
paper, color markers
Description: Participants get paper and markers and they draw onto their paper what the selected person dictates: • rectangle • circle • triangle • diagonal line • horizontal line • dot including the respective positioning (upper left, central, lower right, etc.) The results should look like the original. Participants are requested not to ask questions but simply put down on paper what they hear. This exercise serves as transition to the subject “communication barriers, loss of information, self- and others’ perception”
31
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Expression and variety of non-verbal communication (12)
Duration:
1 hour
Objectives:
levels of non-verbal communication, action-ortiented perception and expression, fun and relaxation, creativity
Participants:
small groups of approx. 5 individuals
Material:
rhythmic instruments flipchart paper color markers
Description: Participants seperate into four groups. Each group has to communicate different moods/feelings using various types of media: a) impatient/annoyed b) uncertain/hesitant c) happy/optimistic d) convinced/self-confident The type of media is then selected from: painting, sound/rhythm, pantomime, building a human sculpture. After rehearsals in small groups the results are presented to the other participants who should recognize and name the presented mood/feeling.
Title:
Morning drawing (13)
Duration:
15 minutes
Objectives:
warmup, picture of the group’s and the participants’ individual mood
Participants:
whole group / individual
Material:
flipchart paper, color markers
Description: One person expresses his/her mood by making a few strokes with a marker. The poster is handed around until a picture of the whole group is completed and conclusions can be drawn regarding the general mood of the group.
32
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Chain of information (14)
Duration:
30 minutes
Objectives:
concentration, understanding loss of information, relaxation, fun
Participants:
whole group
Material:
short story or four related pictures
Description: Everybody except for one person leaves the room. The person is instructed with either a short story or four related pictures. The task is to transmit the information without any questions to the next person re-entering the room, the second person will then transmit the information received to the third person until, in the end, the very last person presents the final version of what has been understood to the whole group. In case of pictures the last person can draw the pictures as understood on flipchart paper. This excercise shows loss of information in communication and the development of rumors.
Title:
Role play – Problem Solving Strategie (15)
Duration:
1 hour and 30 minutes
Objectives:
Development of possible solutions, change of perspectives, flexibility, communication, self-presentation, self-confidence
Participants:
small group of 5 – 6 participants each
Material:
none
Description: As an introduction to the subject a text is read to the group as an example: “The manager of the restaurant calls a meeting with his personnel and says: a lot of plates get broken these days. You have to improve this situation and something has to happen very soon!” The task is now for the small groups to analyse the following aspects: • missing information • dealing with this issue • finding problem solving strategie and to prepare an appropriate roleplay. Each group then presents their results in their roleplay.
33
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Ways of meeting people (16)
Objectives: Dealing with „making contact – establishing contact“, non-verbal perception channels, relaxation Participants:
group of approx. 15 participants and small groups of 5 participants
Material:
one piece of cloth or eye bandage
Description: This exercise serves as a warm-up activity or for relaxing Step 1: All participants move around the room and find a way of making contact. Step 2: Contact is made my shaking hands. Step 3: five participants are chosen. One person gets blindfolded and now has to try to recognize the other four by the individual pressure of their hands. Afterwards the discussion is led about the variety of possibilities to make contact in different situations, cultures etc. and about aspects of recognition. Then the connection is made to non-verbal perception channels.
Title:
Four characters in one group (17)
Objectives:
roles within a team, self-perception, perception by others, actionoriented recognition of role behaviors
Participants:
group of approx. 15 participants
Material:
4 pieces of flipchart paper or brown paper, markers
34
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Warming up (18)
Objectives:
relaxation, supporting concentration
Participants:
group of approx. 15 participants / individual
Material:
20 different objects (e.g. scissors, paper clips, ruler, rock, leaf, shell, key, match … )
Description: Different objects are arranged on a table, important is that all objects can be seen by all participants. One person memorizes the arrangement and is then asked to leave the room. The objects are re-arranged and one thing is removed completely. The task is to recognize which object has been removed. This exercise can be repeated several times and alternatively objects can be added.
Title:
Drivers of motivation (19)
Objectives:
Finding motivational strategies, teamwork
Participants:
small group of 8 participants each
Material:
paper and markers
Description: Participants will find answers regarding a) signs, b) reasons, and c) change strategies for the following questions: • show total resistance • having lost their motivation • knowing little and wanting no more • knowing a lot and requesting special attention and conditions Results are presented to the whole group on posters and used as a basis for discussions about motivational drivers.
35
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Motivational factors in the spotlight (20)
Objectives:
supporting autonomy, creativity, development of resources, motivational drivers, teamwork, change of perspectives, relaxation, introduction to camera work
Duration:
3 hours
Participants:
small groups of 5-6 participants
Material:
polaroid camera, video camera, brown paper, markers, glue
Description: After an introduction to the subject and the techniques of camera work participants, equipped with cameras, go outside where they will take pictures that show “motives and factors that support their motivation and factors that help them be at ease in stressful situations”. Results are then presented to the whole group either as a poster of fotographs or a video.
Title:
Mix up (21)
Objectives:
flexibility, relaxation, change of perspectives
Duration:
15 minutes
Participants:
whole group of approx. 15 participants
Material:
chairs name tents
Description: After a few consecutive days of seminars name tents are changed before participants arrive. The facilitator observes how participants deal with the new situation upon their arrival. The experience from the participants’ point of view is then discussed and the connection to the subjects flexibility and change of perspectives in different situations is made.
36
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Dissemination activity (22)
Objectives:
Summary of contents, capturing priorities relating to importance in professional context, dealing with transfer
Duration:
2 hours
Participants:
two small groups of approx. 8 participants
Material:
paper, markers
Description: Two groups with professional priorities are formed whose task it is to: 1. collect essential points of the contents learned and define considerations / strategies to comply with the dissemination activities and 2. to discuss the integration of soft skills in the training context with objective, methods and contents. Presentation to the whole group.
Title:
„Final sound“ (23)
Objectives:
Relaxation, team spirit
Duration:
10 minutes
Participants:
whole group
Material:
rhythmical instruments
Description: Each participant selects one instrument of choice and briefly experiments with it. Then all participants stand in a circle. One person begins to present his/her sound and one after the other joins in. Objective is to find a common beat which can be taken away in everybody’s mind as the sound of the group.
37
Curriculum: The Importance of Soft Skills at the Labour Market
Title:
Final Feedback (24)
Objectives:
Summary of the seminars’ contents, provide overview
Duration:
1 hour
Participants:
small groups of 8 participants
Material:
Flipchart paper, markers
Description: Participants find answers to the following questions: 1. what was important for me 2. what will I integrate into my work 3. what was less interesting 4. what I wanted to add ... Presentation of posters to the whole group.
38
Importance of “Soft Skills” on the Labour Market With above-average qualifications, you have an excellent chance to work at Audi. However, we don't simply judge a person based on his or her qualifications. We take a close look at the applicant's overall qualities. Along with specialised knowledge - and depending on the department you want to work in - the most important criteria include the following: • Fluency in German and English - both written and spoken • Solid customer orientation • International skills • Interdisciplinary abilities • Knowledge of foreign languages • Ability to work in teams • Ability to work methodically …
Flexibility Reliability Self-confidence Politeness and Style Communication
AUDI, Germany
Examples of job advertisements in Germany
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
“Soft Skills” at a Glance There is growing demand for staff having “Soft Skills”, but what does that mean? The following keywords related to personal traits and behaviour were picked up from various job advertisements. These terms might be helpful to understand what “Soft Skills” are: Personality, trustworthiness, discernment, empathy and sympathy, knowledge of human nature, self-confidence, creativity, imagination fighting spirit, ability for teamwork, curiosity, politeness, tolerance, eloquence, motivation, diligence, ambition, ability for problem-solving, stress resistance, flexibility, adaptability, autonomy, self-esteem responsibility, … You will certainly find more of terms like these as a requirement for job-applicants ranging from a “normal” worker to a manager.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
What are “Soft Skills” and why are they important?? The knowledge about interpersonal relations and how to find decisions. “Heart skills” which are more a matter of emotion rather than qualification. Emotional intelligence which is formed by the character of the person and the people around. Soft skills are skills relating to people issues. They are at least as important - and often even more important - as hard skills to the success of work. “Intellect without emotion is inhuman. Emotion without intellect is foolish.”
“Man is formed by intellect but led by emotion.”
Egon Bahr (German politician)
Jean-Jacques Rousseau (French philosopher and writer)
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Communication What is it all about? The word “Communication” comes from the Latin communicare, which means "to make common" or "to share". It is a process of sharing ideas, information, and messages. It can be verbal (writing, talking), non-verbal (body language, gestures) or visual (e.g. pictures, video). Communication is always formed by the personal realities and intentions of sender and receiver! We cannot not communicate! When ever two persons get in contact, they will exchange information, consciously or unconsciously, verbal or non-verbal.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
How does Persons’ Communication take place? Intended Meaning of Message
A Personal reality
Shared Space Verbal Message Non-verbal Message Verbal Feedback Non-verbal Feedback
Perceived Meaning of Message
B Personal reality
A and B have their own reality formed by their experiences, perceptions, ideas, etc. They will perceive, experience and interpret things differently. The same event will always be perceived differently by each of them.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Rules for effective Communication Make sure that the receiver of your message is ready to receive! Begin with an “icebreaker” e.g. a personal comment. Prepare your "case" in advance and present it softly, not threateningly. Be clear, specific, brief and to the point. Use paraphrases if necessary only. Do not deal with too many details if it is unnecessary. Avoid any assumptions about the feelings or reasons others may have. Give time to verify reliability of your actions; be accurate and realistic. Watch carefully for possible areas of early disagreement or dissatisfaction. Avoid hurt feelings and respect personal views if you disagree. Show sincere interest in the receiver as a person and be candid. Find areas of common involvement/ agreement. Avoid 'side talks' in meetings. Practise active listening! LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
“Rules” for ineffective Communication Offer assurance and guarantees you can't fulfil. Debate about facts and figures. Be vague about what is expected from communication. Make a “living discussion” by conflicting statements. Be vague and confine on offering opinions and probabilities. Talk about things that are not relevant to the issue. Be domineering or demanding and threat with position power. Be abrupt and rapid. Make statements about quality of work without it is proved. Rush the decision-making process. Push hard or be unrealistic with deadlines. Appear disorganized. Be curt and cold. LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
The four Levels of Communication Information
Appeal
Self-revelation
Making sure of having contact and being noticed.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Problem Solving Life is a series of problems. Do we want to moan about them or solve them? Problems bring out courage and wisdom; it is only because of problems that people grow personally. Most people fear problems and attempt to avoid them. They put them off, ignore them, forget them and pretend they do not exist. Problems do not go away. They must be worked through or else they remain a barrier to the growth and development of the person. Problem solving can be considered as “D I A N A” process of five steps: Defining problems Identifying ideas Analysing Naming solutions Applying solutions LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Teamwork … is work done by several associates with each doing a part but all subordinating personal prominence to the efficiency of the whole. (Webster’s Dictionary) Several persons and characters Several personal intentions and personal objectives Direct cooperation Common mission Common objectives
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
A successful Team needs several Skills and Traits
SKILL
TRAIT
Flexibility
Communicative
Experience
TEAM
Analytical
Competence
Visionary
Involvement
Social
…
…
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Possible Reasons for Problems in a Team Different views about how to get things done
Concerns about being liked Members are tentative and over-polite
Different opinions about goals
Too much time spent socializing
Not planning how to accomplish goals Discomfort with roles
TEAM
Not accepting members’ initiatives
Split on issues
No expressed conflict
Subgroups and cliques
Cohesive but not productive
Frustration with the group
…
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Important Roles in a Team Conductors Introduce organization and logical structures into the way things are done. Elaborate appropriate plans and procedures, and then endeavour to make sure they are followed. Try to ensure that roles and responsibilities are properly defined.
Sculptors Bring things to fruition by getting things done and try to have an immediate impact on things. Inject a sense of urgency and aim to achieve clear goals and tangible results. Are very action-oriented, and often spur others into action as well.
Scientists Explain how and why things happen by analysing things. Produce models that replicate how a particular aspect of the world works. Try to understand the full complexity of any situation.
Coaches Try to have harmony around them by creating a positive team atmosphere. Motivate people and/or provide a service to the satisfaction of others. Value people’s contributions and seek to develop the role that others play. Try to overcome differences of opinion and find ways in which the team can agree.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Crusaders Give importance to particular thoughts, ideas, or beliefs. Are value driven, and in a team discussion they often bring a sense of priority. Assess the value or importance of new ideas, focusing on those about which they feel most strongly.
Explorers Promote exploration of new and better ways of doing things to uncover hidden potential. Break new ground and are often looking one step beyond the current situation. Often challenge the status quo and experiment with the introduction of change.
Curators Bring clarity to the inner world of information, ideas and understanding. Listen, ask questions and absorb information. Focus on ideas that are based on clear, sound thinking. Look to the future by envisaging clear goals and clear pathways to achieve those goals.
Innovators Use their imagination to create new and different ideas and perspectives. Observe the world around them, and then consider what they have observed from a number of different perspectives. Often produce radical solutions to problems, develop long-term vision and dream up new ideas and insights.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
The Team Manager … has to ensure that the team achieves its goals on time! Maximizing overall performance of the team. Achieving team objectives by following appropriate processes. Setting meetings and defining meeting details. Planning project schedule and intermediate mileposts to achieve timely results. Maintaining team focus. Ensuring that members perform their roles. Keeping everyone involved in the learning and problem solving processes. Keeping the process enjoyable and rewarding for everyone. Participating in the learning and problem solving process.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Kinds of Character in a Group The Authoritarian
The Social Romantic
The Servant
The Solitary Fighter
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Motivation …is the cause of an organism's behaviour or the reason why an organism carries out some activity. In a human being, motivation involves both conscious and unconscious drives. (Webster’s Dictionary) Motivation is to provide with a motive. To motivate is to move people. What may motivate most will not necessarily motivate all. The key to motivating people is to understand their internal needs that must be satisfied. An apprentice or member in a training course must find satisfaction in understanding that the goals set will be useful to him. Everyone needs motivation at some point in their life, whether it is in a personal or professional manner. Anyone can be a motivator; if you take what you have experienced and then apply it to a situation you may be encountering!
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Maslow's Need-Satisfaction Model The model suggests that if a need is functionally absent from a person then it has either: Been gratified and is in equilibrium for that person. Behaviour and resources are not urgently focused towards its fulfilment or The need is subordinated - in the sense that dominant lower needs are insufficiently gratified and higher needs have not yet emerged.
SelfActualisation
Esteem Needs
Social Needs
Safety /Order
Physiological Needs
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
The Way of Satisfaction Perceived Value of rewards Probability effort will achieve performance Probability effort will achieve result
Ability
Effort
Role perceptions and Job demands
Intrinsic rewards
Performance
Extrinsic rewards
Satisfaction
Perceived equity of rewards
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Two Sides of human Feeling
Person, feeling down and without any motivation
Person, full of energy and motivation
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Stress Resistance Stress is a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation. (Webster's Dictionary) Stress is the body’s response to an event, which requires change, creates internal emotional conflict or poses a threat. Stress is one of the principal causes of lost productivity on the job. Stress is a major cause of ill health. Work situations as well as social situations can lead to stress. Stress leads to experiences like sleeplessness, moodiness, fatigue, irritability or tension.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
How to deal with Stress getting out of Control? An important way of guarding against stress is getting the right attitude. Positive thinking can be helpful. Drawing useful lessons from failure. Talking about problems to a partner or to a respected colleague. They may have been through a similar situation or may be able to gently point out that you have the wrong perspective on a situation. If stress is caused by excessive demands, using effective time management can improve things. Taking an enjoyable break may reduce stress. If you are not under enough pressure, you can set personal challenges to increase stimulus!
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Signs of Stress in the Workplace Overload and Burnout at Work (Stress Arousal Stage) Persistent irritability and/or sleeplessness Occasional forgetfulness and/or inability to concentrate
Overload and Burnout (Stress Resistance Stage) Mental absenteeism or being tired and fatigued for no reason Procrastination and indecision Social withdrawal, being resentful, indifferent and defiant Increased use of coffee, alcohol, tobacco, etc.
Overload and Burnout (Severe Exhaustion Stage) Chronic sadness or depression and chronic mental and physical fatigue Chronic stress related illnesses (headache, stomach ache, etc.) Isolation, withdrawal, self-destructive thoughts.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Flexibility and Adaptability What -in your opinion - do the pictures show? (situations, soft skills, feelings)
Adapted from Goethe Institute Germany
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Self-confidence, Autonomy and Self-esteem Setting of personal goals. This will help to get direction and acknowledge that to achieve things is possible. Making a list of negative points. Identifying of serious failings and setting of measurable personal goals to eliminate or neutralise them. Realizing things that can be done well and positive parts of personality. Being proud of good points. They can be helpful to contribute positively to the team.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
What is shown by the pictures? Do you recognise yourself?
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
The Elements of a Company’s Organization An organization is not just structure, but consists of several elements! Following the “McKinsey 7S”-Model, those elements are distinguished in so called hard S’s and soft S’s. The hard elements are feasible and easy to identify. They can be found in strategy statements, corporate plans, organizational charts, etc. The identification of soft S’s is more difficult but offers a view inside the culture of organization!
Structure Systems
Strategy Shared Values Skills
Style Staff
“McKinsey 7S”- Model (1980)
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
The Soft Elements of a Company’s Organization Skills are the distinctive competences - what is done best. Staff are the human resources and the ways of shaping basic values of management cadre and employees and ways of helping to manage the careers of them. Style is organizational culture: the dominant values and norms, which develop over time and become relatively enduring features of organizational life. Shared Values are guiding concepts, fundamental ideas around which a business is built.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
Feedback tools To be cut out and hand out or just for sample.
LEOANRDO DA VINCI Project „Soft Skills - Transfer of Employment Skills into Vocational Qualification in EU Pre-accession Countries”
