Professional Documents
Culture Documents
CARLA SBARBATI, GIULIA CHESI, DANIELE LAURENTE DI BIASIO AND FELICE SANTILLI
CHRISTIAN ALTMANN
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
About the teaching toolkit
The teaching Toolkit is based on the educational research conducted in 8 European countries
developing the Erasmus+ project Hard Soft Skilling-Charting your career Path and it is meant to be
used as resource material to support the optional course syllabus created during the
implementation of the project.
The materials included in the teaching toolkit are based on the attempt to develop
employability through basic high transferable skills acquisition, mainly by creating innovative tools
to support continuous development of learners' high transferable skills, increasing the students
‘motivation and encouraging collaboration and experience sharing.
It provides useful examples of activities and exercises as well as links to further resources to
improve the students’ transferable skills as a common strategy to include practical topics, widening
the subjects taught in school. The teaching toolkit currently covers 8 major topics, 4 labor market
and career oriented and 4 oriented towards skill development.
Considered a basic starting point in gathering material for the implementation of the
optional course in any type of school, either vocational or general, the teaching toolkit may be
updated on a regular basis. Moreover additional topics may be added to increase its value.
The toolkit represents the result of the endeavor of 8 teams of teachers, from eight different
European countries, coming from different types of schools (general or vocational) and bringing
different domains of expertise and various expertise. Each team has produced teaching materials
corresponding to a one of the 8 modules.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Using the teaching toolkit
The teaching toolkit will be used as resource material to be used in the classroom in order
to help teachers implement employability related skill either during their regular classes or as an
optional course. Since it is part of a “teaching pack” containing the optional course syllabus, the
teaching resources and the teachers’ guide, it is recommended to be used as support for the
optional course as the modules are built in such a way to facilitate and generate continuous skills
development. However, the materials may also be used separately for regular class instruction.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Contents
MODULE 1- WHAT EMPLOYERS WANT ........................................................................................................... 1
SECTIONS ..................................................................................................................................................... 2
ASSESSMENT STANDARDS ........................................................................................................................... 2
SUMMARY OF THE CHAPTER ....................................................................................................................... 3
Pre/post-test: Job advertisements(general knowledge) ............................................................................. 4
Personal objective sheet for students ......................................................................................................... 6
Ice-breakers/warm-up activities.................................................................................................................. 7
Course and feedback activities .................................................................................................................... 8
Tips for “What employers want” ............................................................................................................... 24
Recommended websites for the topic....................................................................................................... 25
Glossary of terms ...................................................................................................................................... 26
MODULE 2 –WHAT YOU WANT/ASSESS YOURSELF ....................................................................................... 27
SECTIONS ................................................................................................................................................... 28
ASSESSMENT STANDARDS ......................................................................................................................... 28
SUMMARY OF THE CHAPTER....................................................................................................................... 29
PRE/POST-TEST: ............................................................................................................................................. 30
PERSONAL OBJECTIVE SHEET FOR STUDENTS.......................................................................................................... 31
ICE-BREAKERS/WARM-UP ACTIVITIES................................................................................................................... 32
COURSE AND FEEDBACK ACTIVITIES ..................................................................................................................... 37
TIPS FOR “PERSONAL SKILL ASSESSMENT” ........................................................................................................... 50
RECOMMENDED WEBSITES FOR THE TOPIC .......................................................................................................... 51
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH ............................................. 52
SECTIONS ................................................................................................................................................... 53
ASSESSMENT STANDARDS ......................................................................................................................... 54
SUMMARY OF THE CHAPTER ..................................................................................................................... 55
Pre/post-test: What do you know about hidden skills and career plan? .................................................. 56
Personal objective sheet for students ....................................................................................................... 57
Ice-breakers/warm-up activities................................................................................................................ 58
Tips for “discover your hidden skills and plan your career path” .............................................................. 70
Recommended websites for the topic....................................................................................................... 71
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 4- USEFUL TIPS FOR YOUR CAREER ................................................................................................ 72
SECTIONS ................................................................................................................................................... 73
ASSESSMENT STANDARDS ......................................................................................................................... 73
SUMMARY OF THE CHAPTER ..................................................................................................................... 74
Pre/post-test: USEFUL TIPS FOR YOUR CAREER ........................................................................................ 75
Personal objective sheet for students ....................................................................................................... 76
Ice-breakers/warm-up activities................................................................................................................ 77
Course and feedback activities .................................................................................................................. 78
Tips for “Useful tips for your career”......................................................................................................... 96
Recommended websites for the topic....................................................................................................... 97
MODULE 5 –TEAM BUILDING ........................................................................................................................ 98
SECTIONS ................................................................................................................................................... 99
ASSESSMENT STANDARDS ......................................................................................................................... 99
SUMMARY OF THE CHAPTER ................................................................................................................... 100
Pre/post-test: ARE YOU A GOOD TEAM WORKER? ................................................................................. 101
Personal objective sheet for students ..................................................................................................... 105
Ice-breakers/warm-up activities.............................................................................................................. 106
COURSE (MODULE) AND FEEDBACK ACTIVITIES ...................................................................................... 124
Tips for “Personal Skill Assessment” ....................................................................................................... 125
Recommended websites for the topic..................................................................................................... 126
MODULE 6 –COMMUNICATION .................................................................................................................. 127
SECTIONS ................................................................................................................................................. 128
SUMMARY OF THE CHAPTER ................................................................................................................... 129
Pre/post-test: Communication ................................................................................................................ 130
Ice-breakers/warm-up activities.............................................................................................................. 132
Course and feedback activities ................................................................................................................ 139
Tips for “Personal Skill Assessment” ....................................................................................................... 162
Recommended websites for the topic..................................................................................................... 166
MODULE 7 –PRESENTATIONS ...................................................................................................................... 167
SECTIONS ................................................................................................................................................. 168
ASSESSMENT STANDARDS ....................................................................................................................... 168
SUMMARY OF THE CHAPTER ................................................................................................................... 169
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Pre/post-test: presentations ................................................................................................................... 170
Personal objective sheet for students ..................................................................................................... 171
Preparation of the Presentation .............................................................................................................. 178
Preparation of the Presentation .............................................................................................................. 179
Body language ......................................................................................................................................... 181
Body language-Key .................................................................................................................................. 182
Mimic ...................................................................................................................................................... 183
Mimic-Key ............................................................................................................................................... 184
Gestures .................................................................................................................................................. 185
Gestures-Possible answers ...................................................................................................................... 186
Effective Speaking ................................................................................................................................... 187
Rhetorical devices ................................................................................................................................... 190
Tips and tricks for “Presentations” .......................................................................................................... 191
Recommended websites for the topic..................................................................................................... 192
MODULE 8 –PROBLEM SOLVING AND DECISION MAKING .......................................................................... 193
SECTIONS ................................................................................................................................................. 194
ASSESSMENT STANDARDS ....................................................................................................................... 194
SUMMARY OF THE CHAPTER ................................................................................................................... 195
Pre/post-test: How good are you at problem solving? ............................................................................ 196
Personal objective sheet for students ..................................................................................................... 199
Ice-breakers/warm-up activities.............................................................................................................. 200
Tips for “Problem solving and decision making” ..................................................................................... 230
Recommended websites for the topic..................................................................................................... 231
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 1- WHAT EMPLOYERS WANT
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 1 – What employers want
The module intends to help students learn to decode essential information available on the
labour market which may help them improve their chances in finding a job. To learn how to
decode the message sent in job advertisements, to analyse it and to become able to respond
to it accordingly using it to their advantage.
SECTIONS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
What are employers really looking for? -Possible answers Exercise key
Tips for “what employers want” Tips on how to deal with job
advertisements
Recommended websites Further guidance
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST: JOB ADVERTISEMENTS(GENERAL KNOWLEDGE)
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Test key- Job advertisements(general knowledge)
1. a
2. a
3. b
4. b
5. b
6. c
7. b
8. b
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
6 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
Instructions/short description of the activity: The teacher asks the students to think of jobs that used to be
in the past, jobs which are fashionable now and jobs which might be available in the future and divide them
in the 3 columns. Then, in groups, the students must identify reasons for certain jobs being fashionable in
certain periods of time and how people applied/apply or will apply for them.
Purpose: To check students ‘personal and cultural perception on certain types of jobs
Instructions/short description of the activity: the teacher provides students with a set of “incentives” and
asks students to name a job which matches the mentioned criteria.
Worksheet/exercise:
7 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
COURSE AND FEEDBACK ACTIVITIES
Purpose: stimulate students’ interest and teach them discriminate information, by identifying different
sources of information
Instructions/short description of the activity: the teacher presents different job ads taken from different
sources and asks the students to identify the correct source
Worksheet/exercise:
Read the characteristics of the following job ads and match them to what type of media they are taken from:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Where is the job advertisement taken from?-Answers:
1. b
2. c
3. d
4. a
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2) Title: Decomposing job advertisements
Instructions/short description of the activity: the teacher divides the class into groups, gives each group a
job ad and asks the students to read the ad and fill in the information required.
Worksheet/exercise:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
http://www.careerbuilder.eu/jobs/eu/london/d
ata-
analyst/j3f5vn62bftzqz6x25v/?IPath=QHCV&APa
th=2.21.0.0.0
http://www.totaljobs.com/Jo
bSearch/JobDetails.aspx?Job
Id=62340295
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
The title of the job
Position
Experience requirements
Qualifications needed
Skills needed
Days of work
Deadline
Missing information
12 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3) Title: More advantages or disadvantages?
Instructions/short description of the activity: the teacher presents various types of jobs and students have
to find out as many advantages and disadvantages they can for each job
Worksheet/exercise:
Advantages Disadvantages
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
4) Title: What are employers really looking for?
Instructions/short description of the activity: the teacher provides students with words taken from various
job advertisements and asks students to guess what they mean, giving definitions for each word/phrase
Worksheet/exercise:
Look at the following words taken from various advertisements and try to guess what they mean giving
definitions for each word/phrase:
Organized
Dynamic
FT/PT job
Flexible
14 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Competitive salary
P/A
Bonus
Team player
Entry level
Desirable skills
Essential skills
Working knowledge
15 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Proficient
Good command of
Quick/fast learner
Core competences
16 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
What are employers really looking for? -Possible answers
Organized you will have a lot of work to do, so you have to be able to prioritize
Dynamic ready to be involved in new tasks and work without breaks (usually young
people wanted)
Proven track record You have to bring evidence of your experience (documents, portfolio, etc.)
Internship a job done to gain experience, rather than earn money(less or no payment)
Flexible able to work over schedule (during weekends, extra hours) and in different
locations ( travel and work in different offices)
Competitive salary not decided yet, depending on your skills and also similar to other salaries
offered by companies working in the same domain
Bonus The job implies very low base salary and according to the amount of work you
might receive extra payment or other incentives (products, holidays, etc.)
Desirable skills skills it would be better for you to have but they are not obligatory
Essential skills skills you must have for this type of job
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
5) Title: Best for men or for women?
Purpose: to select various items and to provide opportunity for analysis and reasoning
Instructions/short description of the activity: the teacher provides students with a series of words taken
from various job advertisements. The students have to decide if they are more suitable to attract men or
women candidates and then motivate their choice.
Worksheet/exercise:
Decide which of the following words in job advertisements would be more suitable to attract men and which
to attract woman, then motivate your choice:
active, careful, ambitious, analytical, supportive, competitive, dominate, challenging, loyal, responsible
confident, decisive, team player, determined, independent, leader, objective, committed, connected,
cooperative, dependable, interpersonal, trustworthy, punctual
Men Women
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Best for men or for women? - Possible answers
Men Women
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
6) Title: What is the best option to increase your chances?
Worksheet/exercise:
Read the following sentences carefully and decide what the best option is when trying to find a job:
1. You need a part-time job in a local restaurant during your summer vacation. Look for job
advertisements:
a. in the street
b. on the internet
2. You need a full time job as a baby sitter. Look for the job
a. in the street
b. in the local newspaper
3. You have seen an advertisement but you are not sure if training is offered. You:
a. call the employer directly and ask before applying
b. you ask your friends if they know
4. You have experience in working with children as a volunteer in different kindergartens but no formal
qualifications. Would you apply for the nursery school teacher vacancy?
a. Yes, I would.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
What is the best option to increase your chances?-Answer key
1. a
2. b
3. a
4. b
5. a
6. b
7. b
8. b
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
7) Title: Important things to keep in mind about job adverts
Purpose: to generate ideas, to check and revise information and to improve self-assessment
Instructions/short description of the activity: Students are required to write down things to keep in mind
regarding job advertisements on slips of paper. The teacher provides the worksheet and students compare
what they have written with the things written on the worksheet received. As a result they extend the
worksheet.
Worksheet:
When asking for experience employers mean any king of experience, not only
work experience: volunteering, internship, extracurricular activities as a
student, etc.
22 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
You can find job advertise4ments on company postings, newspapers, email
alerts, internet boards, social media, etc.
Skills are usually presented as being individual personality traits( not learnt
skills)
23 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “WHAT EMPLOYERS WANT”
Try to find a connection between the job offer and your needs!
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
http://www.efinancialcareers.com/
http://www.careerjet.com/search/jobs?s=banking&l=Europe
http://www.jobsinhubs.com/jobsinhubs/?sector=it
http://www.jobs.ch/en/suche/Information-Technology-Telecom/53/0
https://www.eurojobs.com/search-results-
jobs/?action=search&listing_type[equal]=Job&keywords[all_words]=Engineer
ing&Location[location][value]=&Location[location][radius]=10
http://searcheuropeanjobs.com/search-results-
jobs/?action=search&listing_type[equal]=Job&keywords[all_words]=&JobCat
egory[multi_like][]=354&City[like]=&Country[multi_like]
http://www.hardsoftskilling.eu/job_gates.html 25 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
GLOSSARY OF TERMS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 2 –WHAT YOU WANT/ASSESS
YOURSELF
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 2 – Personal skill assessment
The module will guide students towards gaining insight on the most used transversal skills
and personal skill self-assessment. The learning aim is to assess personal information, select
and self-reflect on it.
SECTIONS
ASSESSMENT STANDARDS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
29 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
12. I have found out that there are some aspects how I will describe myself such as
………………………………………………………….
31 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
Instructions/short description of the activity: The students will be guided to write about their personal
interests and personal traits. They will be activated by brainstorming. Then they will have an insight to
describe themselves and will write down all they have on the activity sheets.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 1 - PERSONAL INTERESTS
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
33 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 2 - PERSONAL TRAITS
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
I think, what my boss will most likely like about my personality is that:
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
34 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 3 - SELF CONFIDENCE
I can:
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
I am good at:
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
35
…………………………………………………………………………………………………………………………………………………………………
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 4 - PERSONAL SKILLS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
COURSE AND FEEDBACK ACTIVITIES
ACTIVITY 5 - MY SKILLS
FORM 1
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
FORM 2
Examine the properties of jobs and compare your answers with Form 1.
Managing people
38
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Artist, musician, architect, decorator
Interested in art
Researching
39 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 6 - PERSONAL QUALITIES
15. to work in the open air 49. to deal with the machinary
58. to be patient
25. to deal with musical instruments
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
26. to paint 60. to deal with numbers
27. to make a form, schema and drawings 61. to deal with mathematics
30. to deal with sports and use the body 64. to be fond of aesthetics
34. to travel
ECONOMIST ARCHEOLOGIST:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
1. to deal with machinery 1. to think creatively
2. be cold-blooded and concentrate on 2. to make a form, schema and drawings
a specific point 3. to deal with numbers
3. eye-hand coordination 4. to be interested in mathematics
4. to apply the instructions 5. to be interested in Physics
5. to be at a high point 6. to be responsible and cautious
6. noisy atmosphere 7. to travel
7. to cooperate 8. to cooperate
9. to work in the open air
PSYCHOLOGIST CLASSROOM TEACHER
11. to cooperate
12. to help
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 7 - MY EMPLOYEE PROFILE
Imagine that you are nurse looking for a hospital to work. Think about your employee profile and write
a job description.
Education:
Job experience:
Competency at language:
Competency at computer:
Personal Qualities:
Personal Skills:
Expectations:
The students’ output is evaluated and how to write a job description is explained to the students.
43 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 8 - ARE YOU THE TYPE OF PERSON WHO CAN RUN A BUSINESS?
Answer Yes or No
yes no
1. The feeling of security is crucial for me. No bosses can manage me.
8. I can gain more knowledge and experience when I run my own business
12. I prefer the flexibility to apply my ideas to a future which is limited by others
44
Evaluate yourself.
Page
If you say Yes more than No, then you can run your own business.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 9 - WHAT ARE MY TRANSFERABLE SKILLS?
Using the following chart, tick () the skills in which you believe you are competent, draw a star()
next to the skills in which you consider yourself as being competent and put a question mark(?) that
you are unsure about or need to develop further
A B C D
-Flexibility -Self-awareness -Planning -Talking naturally to the
audience
-Cooperation -Controlling -Setting and achieving goals
emotions -Scheduling -Varying the tone, pitch
-Problem solving and volume of your voice
-Motivating -Prioritizing ‘to do list’ while explaining the issue
-Supporting others yourself
-Sharing responsibilities -Making eye contact with
-Open-mindedness -Setting goals the audience
-Setting time limitations
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
E F G
-Expressing ideas, feelings, -Identifying the problem Discovering the feelings of your
opinions, judgements own and others
-Structuring the problem
-Communicating orally in large -Entitling the feelings
or small groups -Looking for possible solutions
-Expressing your own emotions
-Giving and receiving feedback -Deciding what the problem is frankly
about -Controlling anger
-Ability to move to closure
-Asking for help -Reacting appropriately
-Active listening
-Consulting with others -Thinking before acting
-Questioning
-Selecting the best solution -Consulting with somebody
-Reflecting
Problem
Conflict Teamworking Communication Emotional Time Presentation Solving
Solving Skills Skills Intelligence Management Skills and
Skills Skills Decision
Making
Skills
Evaluation: If you have less than 5 ticks and stars on a column, this is your problem area.
46 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 10 - ANALYZING TRANSFERABLE SKILLS
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
3. I can prioritize my assignments which have been limited by time in the order of
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
47 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
9. I know how to communicate well by using
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
11. Before the presentation, I make use of the most common supporting data varieties such as
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
48 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 11 - MY PROFILE CHART
Title: My Profile
Instructions/short description of the activity: This activity sheet will be delivered to get all the
information students generate during the class session. Students will be guided to express themselves in
a creative way. How they will present themselves is the key question here.
Academic Proficiency
Personal Skills
(Art, music, sport etc……)
Interests
(Activities and fields that you are involved in)
Family status
(Socio-economic ,cultural and educational level of
your family, whether your parents have good jobs
or not, parents’ expectations from you, family
49
values
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “PERSONAL SKILL ASSESSMENT”
Think about yourself in all aspects and take some notes to state
them well.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
http://spot.pcc.edu/~rjacobs/career/career_self-assessments5.htm
http://www.kent.ac.uk/careers/sk/skillstest.html
http://www.dummies.com/how-to/content/skills-and-personal-qualities-
that-employers-want.html
http://www.skillsyouneed.com/general/transferable-skills.html
http://www.mindtools.com/pages/article/newTMC_05_1.htm
http://www.iconbusinesssolutions.com/latest-news/blog/the-advantages-
and-disadvantages-of-owning-your-own-business
http://lifehacker.com/how-can-i-look-for-a-new-job-when-my-company-
is-checkin-1568775902
51 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS
AND PLAN YOUR CAREER PATH
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 3 – Discover your hidden skills and plan your career path
The module will guide students towards gaining insight on the most used transversal
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
skills and personal skill self-assessment. The learning aim is to assess personal
information, select and self-reflect on it. Students should learn how to evaluate their
own character and act according to it and the situations they have to face when applying
for a job. Knowing their weaknesses and strengths will make them be better prepared
for a job interview, where their possible employers will be willing to know how good
they are and what they can contribute positively for the success of their enterprise.
Students should analyse their specific situation in terms of what they have to do to reach
their goals. They organize the plan of activities/strategies to get ready for the world of
work.
SECTIONS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ASSESSMENT STANDARDS
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Students evaluate themselves and reflect upon their inner characteristics.
Students try to find solutions for their problems through a matching exercise.
Teacher supervises students’ involvement in the discussions raised while doing the exercises.
Students might fill in a grid to assess themselves and their peers in what concerns their
attitude of commitment to the activity.
Students discuss with peers and teacher the possible answers.
54 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
definitions.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST:
WHAT DO YOU KNOW ABOUT HIDDEN SKILLS AND CAREER PLAN?
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
____________________________________________________________
2. How can you improve some of your skills?
___________________________________________________________
3. Where can you get information to improve your skills?
___________________________________________________________
4. What hidden skills can be a problem in the future?
___________________________________________________________
5. What hidden skills can contribute to having success in your future career?
____________________________________________________________
6. What strategies do you have to follow to organize a successful job application?
____________________________________________________________
7. What do you need to change and/or adjust in your career plan?
____________________________________________________________
56 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
____________________________________________________________
2. How can I discover my hidden skills?
____________________________________________________________
3. What priorities should I set to prepare myself for my desired career?
____________________________________________________________
4. Where can I gain valuable experience that will enhance my employability?
____________________________________________________________
57 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
1) Title: Traits Link
Purpose: to identify character traits and their definitions
Needed materials: a list of traits and their definition
Instructions/short description of the activity: (Pair work) Students are divided in pairs. The teacher
hands out to each pair a sheet of paper with a list of personal traits and their jumbled definitions.
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Students must correspond the adjective to its match.
Worksheet/exercise:
1. Argumentative a. unconcerned 1.
2. Articulate b. accountable 2.
3. Outgoing c. skeptical 3.
4. Sociable d. faithful 4.
5. Persistent e. controlled 5.
6. Indifferent f. selfish 6.
7. Adventurous g. using new ideas 7.
8. Cautious h. Show up on time 8.
9. Suspicious i. self-assured 9.
10. Reliable j. impartial 10.
11. Flexible k. relaxed 11.
12. Trustful l. energetic 12.
13. Disciplined m. expressing divergent views 13.
14. Hardworking n. obstinate 14.
15. Accountable o. tough 15.
16. Stubborn p. fierce 16.
17. Sociable q. fluent 17.
18. Easy-going r. diligent 18.
19. Energetic s. careful 19.
20. Lazy t. able to change 20.
21. Confident u. socially confident 21.
22. Organized v. enthusiastic 22.
23. Independent w. brave 23.
24. Innovative x. unwilling to work 24.
25. Neutral y. autonomous 25.
26. Resilient z. friendly 26.
27. Competitive aa. gregarious 27.
28. Dynamic bb. obstinate 28.
58
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Match the character traits to their possible definition -Answers:
Match the character traits to their possible definition KEY
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
1. Argumentative a. unconcerned 1. M
2. Articulate b. accountable 2. Q
3. Outgoing c. skeptical 3. U
4. Sociable d. faithful 4. Z
5. Persistent e. controlled 5. N
6. Indifferent f. selfish 6. A
7. Adventurous g. using new ideas 7. W
8. Cautious h. Show up on time 8. S
9. Suspicious i. self-assured 9. C
10. Reliable j. impartial 10. B
11. Flexible k. relaxed 11. T
12. Trustful l. energetic 12. D
13. Disciplined m. expressing divergent views 13. E
14. Hardworking n. obstinate 14. R
15. Accountable o. tough 15. DD
16. Stubborn p. fierce 16. BB
17. Sociable q. fluent 17. AA
18. Easygoing r. diligent 18. K
19. Energetic s. careful 19. V
20. Lazy t. able to change 20. X
21. Confident u. socially confident 21. I
22. Organized v. enthusiastic 22. CC
23. Independent w. brave 23. Y
24. Innovative x. unwilling to work 24. G
25. Neutral y. autonomous 25. J
26. Resilient z. friendly 26. O
27. Competitive aa. gregarious 27. P
28. Dynamic bb. obstinate 28. L
29. Self-centered cc. a careful planner 29. F
30. Punctual dd. responsible 30. H
59 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2) Title: How to spot the ideal workmate?
Purpose: to identify character traits and their definitions
Needed materials: a set of ten fictional people’s profiles.
Instructions/short description of the activity:
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Students work individually. The teacher gives them a handout with the character traits of a group of
people who work together.
Step 1 – Based on the profiles given, students must guess what the dominant trait in each character is.
Step 2 - Students must pick two people they would like to team up with and justify their choice.
Character Traits:
1. Sarah does not let adversity define her. She comes from a very poor working family. She was a
working student and climbed step by step the ladder to success. When she sets goals, she transcends pain
and grief to meet them. She is perceived as capable and competent by the others but also ruthless and
disrespectful of other people’s feelings.
gets on well with the others and knows all the corners in the office.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
7. Sophia is someone who you can trust to behave well. She works hard and does what you expect
her to do, but she has two twin babies and skips too many working days.
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Suggested trait: energetic
9. Victoria does not depend on other people for help. She prefers to do things by herself but the
outcome of her work is not always perfect because of the lack of assistance.
61 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Section 1: Discovering your hidden skills
Activity 1
Instructions/short description of the activity:
Individual work – The teacher shows a bunch of cards to each student with the written side down. Prior
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
to this the teacher must have written one character trait on each card. There should be as many cards as
students. Each student picks a card. He/She must then say if the trait on the cards applies to him/ her or
not and why.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Activity 2 – Tick yes or no and match the numbers with the letters to discover what you can say to an
employer in face of trouble with your own characteristics.
If you think you are ..... Y N Then say this to an employer ...
1 Too compulsive: Your friends think A I can work with short deadlines and under
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
you‘re nuts because everything in pressure.
your locker is in alphabetical order.
2 Too argumentative: You always tell B I‘m enthusiastic and outgoing. I interact
people exactly what you think and easily with groups.
feel – even if it‘s about them?
3 Too lazy: You always start essays the C I have strong organization skills and an
night before they‘re due. If there‘s a ability to plan ahead. I always do a thorough
reason not to do something you‘ll job.
find it.
4 Too loud: When you talk, people D I‘m very confident and deal with issues
can‘t help but hear you – you love directly. I enjoy taking on a challenge.
being the center of attention.
5 Too stubborn: You hate to back E I‘m adaptable and can be counted on to stay
down and don‘t like to admit when calm in stressful situations
you‘re wrong.
6 Too talkative: No one can get a word F I‘m a caring, perceptive person with strong
in when you‘re in the conversation people skills and a desire to please others.
– you are the conversation!
7 Too weird: You dance to a different G I‘m persistent. I always carry a project
beat and do things your own way. through to the end.
8 Too indifferent: You never seem to H I‘m innovative and can always offer a fresh
have a strong opinion and just can‘t perspective. I enjoy taking the initiative.
get excited about anything.
9 Too sensitive: You take everything I I‘m imaginative. My creativity leads to good
to heart. ideas.
10 Too serious: Everything is J I‘m self-motivated. I work well
important. You never seem to relax. independently and need little supervision.
11 Too extreme: You always overreact K I‘m articulate and enjoy public speaking. I‘m
– every event in your life seems to persuasive and present my ideas well.
be out of a soap opera.
12 Too shy: Meeting new people L I‘m a careful and reliable person. I‘m good at
makes you really nervous – you end considering all the options.
63
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Activity 3
What to do to discover your hidden skills? What is the description you think fits each piece of advice?
Write the number before the description.
1.Open your mind to all paths The things that make you happy can also reveal your
talents. Do people ever give you compliments on it?
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Do they ever ask for your help with it?
2.Look back on your past If you spend all day on the couch after school or work
or you spend all of your waking weekend hours at
parties, then you're going to have very little time for
self-discovery. Your talents will often lie in activities
that you've not tried yet and if you don't make time
for those things, then you'll never expand beyond
what you are now.
3.Think about what you enjoy Keep in mind that talents extend beyond just playing
the guitar or dancing like a pro. Talents come in all
shapes and sizes and extend into many areas of life.
4.Evaluate what you're good at Look at the things that you've done. Look at the things
you've enjoyed. Look at the times when you really
excelled. Ask yourself questions like "What am I most
proud of that I've done?" or "When was I so proud
that I didn't care what anyone thought?"
5.Think about times you were successful This exercise can help you reveal not only the talents
that you have but also talents that you should
consider developing. Write about what you were like
as a kid, what you liked to do before and after school,
what your favorite subjects were. Write about
growing up.
6.Write the story of your life Having an outside perspective, other people may find
it easier to see what you're good at. Ask around and
people will usually be happy to tell you what they see
as your strengths.
7.Ask around Think about things that come naturally to you. Things
you don't struggle with. Do you ever find yourself
telling someone, "Never mind, it's easier if I do it" or
"Here, let me help you with that"? Do you find
yourself correcting people?
8.Open up time for new things Look back on your life and think about times where
you really succeeded, times where you felt about to
64
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
9.Make "you" time You probably already have some basic skills. Any skill
that you possess can be turned into a real talent, but
you need to take the time to develop it and really
work on experiencing all of the different activities
that go in to that talent.
10.Build on your existing skills It's also important to take some time that's just for
you. Self-discovery does require a lot of self-
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
reflection. Take some quiet days that are just for you
and spend them doing new activities.
11. Try things you would never have tried Traveling is one of the most impactful experiences
before you can have. It will challenge you and teach you
more about yourself than you thought possible.
However, you can't just take the easy route and go on
a cruise or guided trip. Go on your own. Go
somewhere different from anywhere you've ever
been.
12.Take classes in subjects that interest When we have to struggle, when we're removed from
you our usual comfortable environment, is when we learn
the most about ourselves. When you shut yourself off
to challenges by just sticking to a quiet life and never
leaving the house, or even backing out when times
get tough or running from your problems, you deny
yourself the chance to shine.
13.Travel to expand your experiences When you help others in significant and impactful
ways, you'll find that you see yourself in a new light.
Your priorities will change. You might even get the
chance to shine in a talent you didn't even know you
had, or build a new talent through the work you do.
14.Take on challenges Getting more information and finding out what the
experience would really be like can tell you if it's really
something you could have a talent for. It also will help
you get the basic skills needed to start developing
your talent if you decide it's something that you want
to do.
15.Volunteer to help shift your Most often we see ourselves as "not that kind of
perspective person". You have to give life a chance to surprise
you. You're much more incredible and interesting
than you give yourself credit for. Take a risk and try
something totally different than anything you've ever
tried before.
65 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Section 2: Preparing your career path
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Questions students should ask themselves Y N Alternative
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2. Students identify the most adequate strategies to achieve those goals;
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
4. procrastination,
5. family pressure,
6. avoidance of careers that are below your desired status
7. peer pressure.
Career planning is an ever-changing and evolving process, so take it slowly and easily. Start by doing
these exercises so you really know where you stand.
1. Analyze your current and future desired lifestyle. Are you happy with your current lifestyle? Do you
want to maintain it or change it? Be sure to identify the key characteristics of your ideal lifestyle. Does
your current career path allow you the lifestyle you seek?
2. Analyze your likes/dislikes. What kinds of activities -- both at work and at play -- do you enjoy? What
kind of activities do you avoid? Make a list of both types of activities.
3. Analyze your passions. Reflect on the times and situations in which you feel most passionate, most
energetic, most engaged - and see if you can develop a common profile of these situations. Develop a list
of your passions.
4. Analyze your strengths and weaknesses. Step back and look at yourself from an employer's perspective.
What are your strengths? What are your weaknesses? Think in terms of work experience,
education/training, skill development, talents and abilities, technical knowledge, and personal
characteristics.
5. Analyze your definition of success. Spend some time thinking about how you define success. What is
success to you: wealth, power, control, contentment...
6. Analyze your personality. Are you an extravert or an introvert? Do you like thinking or doing? Do you
like routines or change? Do you like sitting behind the desk or being on the move?
7. Analyze your dream job. Remember those papers you had to write as a kid about what you wanted to
67
be when you grew up? Take the time to revert back to those idyllic times and brainstorm about your
current dream job; be sure not to let any negative thoughts cloud your thinking. Look for ideas internally,
Page
but also make the effort to explore/research other careers/occupations that interest you.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3. Students organize their career model plan.
Students follow these hints and organize their personal file with information corresponding to each item.
With that they will then be prepared when the time comes to process an application.
Self-knowledge Notes
1.My strengths and my weaknesses
1.1. What am I really good at?
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
1.2. What can I do at ease?
1.3. What causes me no stress to accomplish?
1.4. What can’t I put up with?
Intentions for the future
2.My intentions towards the future
2.1. Am I interested in working indoors?
2.2. Am I interested in working outdoors?
2.3. Do I look for a high paying salary?
2.4. Do I prefer job satisfaction to a good salary?
CV / Portfolio
3.My CV
3.1.Europass
3.2. Portfolio
3.3.Cover letter
References
4. My referees
Continuous learning
5. My continuous learning activities
The world of work
6. What areas of work will I keep an eye on?
6.1. What job sites do I know?
6.2. What are employers always looking for?
Internationalization
7. What countries have a better job market and a better standard of living?
7.1. What do I know about those countries?
Competencies/skills
7.2. What languages do I speak?
7.3. IT skills
Job market
8.Looking for a job
Opportunities
9.Creating opportunities
9.1. Part-time jobs
9.2. Working holidays
9.3. Volunteering
68
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
1. Organizing a career plan and job application.
When planning your career, there are certain steps you have to follow and some should come before the
others. Can you figure out which is the best order to perform these tasks when preparing your career
path?
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Steps Order
1 Taking a degree
69 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH”
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
Discover your hidden skills as accurately as possible!
70 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
MODULE 3 –DISCOVER YOUR HIDDEN SKILLS AND PLAN YOUR CAREER PATH
http://www.ceswoodstock.org/job_search/resumeskillshidden.shtml
https://www.youtube.com/watch?v=Q46nRbDO9dM
http://www.quintcareers.com/career_plan.html
71 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 4- USEFUL TIPS FOR YOUR CAREER
AUTHORS: SBARBATI CARLA, CHESI GIULIA, DANIELE LAURENTE DI BIASIO, FELICE SANTILLI
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 4 – Useful tips for your career
Useful tips for your career the module will help students revise and acknowledge information
regarding vital tools for getting a job: revising different types of CV templates; differences
application letter/cover letter/resume; tips before/during the interview; tips for writing good
application letters)
SECTIONS
1. CV templates
2. Cover letter
3. Interview tips
ASSESSMENT STANDARDS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST: USEFUL TIPS FOR YOUR CAREER
75 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
3. What I improved…………………………….
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
1) Title: CV-s
Instructions/short description of the activity: Divide the students in groups and give them a sheet of
paper with the questions below. Make them compare their answers with the responses of the other
groups.
Worksheet/exercise:
What is a CV?
77 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
COURSE AND FEEDBACK ACTIVITIES
Title: CV Categories, What to write in the personal profile heading, understanding different types of a CV
Purpose: Understanding the different parts of a CV and what to write inside them, writing a CV
Instructions/short description of the activity: Divide the students in groups and make them discuss about
these topics
Worksheet/exercise:
John Smith has collected the relevant details for his CV and now he must organize them.
Under which heading should he put each of the following?
Personal Details
Profile
Education
Additional Skills
Professional Experience
Interests
78
References
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercise 2: Personal Profile writing
Brainstorm with your group the definition and the purpose of a personal profile.
Excellent……………………………………………………… skills
Responsible for……………………………………………………
Expertise in ………………………………………………………..
79 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercise 3: Qualification, skill, quality or other?
Draw a line to connect a term in the left hand column with one in the right.
Flexible
Time Management
Honest
Team working
Body building
80 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercise 4: What skills should be included in a CV?
Examine these four case studies. Decide what skills each person has.
Case Study 1:
S B is 18 and has recently finished high school after studying to become an accountant. She is thinking
about a position as a secretary in order to gain some work experience. In her spare time she likes acting
and regularly attends an amateur drama group.
Case Study 2:
Dean Bean, 45, has recently been laid off from his job as an engineer with a major communications
company. He is currently applying for a position within a similar industry. In his spare time he likes sailing
and he is a good basketball player.
Case Study 3:
Barbara Allison, 35, has two children. She left work at age 25 to raise a family. Now that the children are
grown, she would love return to work. Barbara thinks she would like to go into nursing. She has a degree
in Health and Social Care. In her spare time she enjoys cooking and sewing.
Richard Jones, 30, is currently employed by a major sports franchise. He has been with them since he was
18 and has worked his way from being an assistant in the sport fishing department to being a full time
supervisor. Richard is thinking about advancing within the company by applying for the position of
Assistant Store Manager, an opening that has come up in the neighbouring town. Richard has a degree in
Business. In his spare time Richard he’s active in sports (fishing, tennis, football).
Case Study 1:
Case Study 2:
Case Study 3:
Case Study 4:
81 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercise 5: Writing a CV:
Instructions/short description of the activity: After distributing them a template of a CV each student
write a CV of a famous character. After reading it, the class have to guess the character.
Chronological Curriculum
This Type of CV is the most widely used and the easiest to understand.
You have to write your professional experience in Chronological order (from the most recent to the oldest
or the opposite)
Functional CV
The information inside the CV are ordered by topics, in order to put in evidence the skills, so that the
recruiters could have the right idea of the skills of the writer.
82 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
This is the job advert.
Eclypse Recruitment is searching for a committed graduated Nurse to join a friendly team in a small elderly
nursing home in Mansfield, Nottinghamshire. This lovely elderly nursing home is well established and has
a great reputation within the local community.
The home provides quality nursing care and support to under 30 residents with physical frailty and
palliative care to a small number of residents within the home. There is a strong and stable team in place
within the home who work together to ensure that the highest standards of care are delivered throughout
the home.
The ideal candidate will be a Registered Nurse who has experience working within elderly nursing homes.
We are looking for a care focused and motivated Registered Nurse who has a genuine care and
commitment towards the elderly to work closely with the team. Good clinical and communication skills
are essential to this role. The successful candidate will benefit from a competitive hourly rate along with
a solid support structure. Please apply through the website or send us your application letter.
Curriculum Vitae
Access tables.
Work experience
-2010 – Clinical experience in a community centre.
-2007 – Nursing home care for elderly patients in summer holidays.
83 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Title: Differences between CV, Cover Letter and Resume
Purpose: Understanding the differences between CV, Cover Letter and Resume
Needed materials: Sheets of paper
Instructions/short description of the activity: give the students the copy of the paper in which it is
explained the differences and make them make the exercise under it. Then have a class discussion on the
answers given. After that taking the CV written before, write a cover letter and a resume after that CV.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet/exercise:
Detailed information about a Brief information about the Name, contact information,
person's educational background person, work experience, job education, work experience and
and work experience. Name, profile looking for, career goal. relevant work-related skills.
contact information, education, Generally divided into a header, Focus is on work experience. A
work experience and relevant introduction, body, and closing. resume is more focused on
work-related skills. Summary of It’s an introduction to yourself previous relevant work
academic background as well as expressing interest in the job experience - employment
teaching and research experience, being applied to. A cover letter history and key achievements in
publications, presentations, includes general details about a prior jobs. Both CV and resume
awards, honors, etc. It may person like name, contact include the person's name,
In Europe, the Middle East, Africa To complement the CV or resume, Job applications. Used in the US
and Asia, employers expect a CV. briefly introduce yourself and
In the U.S., a CV is used primarily explain your interest and
when applying for academic, qualifications for the job.
education, scientific or research
85
positions.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercise 1: True/false sentences
False
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
KEYS a b c d e f g h i j k l
Task 5 false false true true false true true true true false true false
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercise 2: Select the right choice to complete the sentences
1) A typical resume is a general and concise introduction of your:
a) Cultural interests
b) Experiences and skills
c) Academic background
d) Publications
4) When no vacancy has been advertised and you are applying “speculatively” to potential
employers, you preferably send:
a) A cover letter
5) In a CV, it’s very important to detail date, type and level of your:
a) Previous jobs
b) Qualifications
c) Skills
d) Publications
8) In a CV or resume, the right personal details must include specific information about your
a) Gender
88
b) Age
c) Skills
Page
d) Handicaps
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Task 8) KEYS 1 2 3 4 5 6 7 8
b a d d b d c c
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Chapter four
Instructions/short description of the activity: give the students the copy of the paper in which it is
explained the application letter or explain it your own and let them make the exercises under it. You can
divide the students in group to have a better discussion on it. Make compare the answers given by each
group.
A letter for a job application is a very important letter. The way you present the letter is your first
introduction to the person who could be your new employer. There is a standard format for this kind of
letter. Below is an example of a letter of application: the format of the letter should always be similar to
the one in the letter.
Prepare a letter of application every time you submit your CV. This kind of letter requires planning and
organizing. Prepare answers to each of these questions:
I want….
Prepare a personalized letter for each job. Target the letter to ensure that the needs of the employer
are met.
It must be free of grammatical, spelling or typing errors. Never cross out, white our or leave in errors. Do
not make use of abbreviations. Remember to include your return address, your telephone number, the
date and the employer’s address.
90 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Example of a letter of Application
Our client is a major construction contractor in the UK and they are seeking civil Engineers at all levels to
work on several contracts, including motorway construction and port construction. The requirement is
for degree qualified engineers. Each candidate must possess the following attributes:
Letter of application
Daniel Fustero-Rubio
Rua das Doze Casas, 257
9500-195 Ponta Delgada
January 25, 2010
Dear Sir,
I read on your website of your client’s need for degree qualified Civil Engineers to work in the UK.
I am 23 years old, Spanish, and I have a degree in Civil Engineering from Madrid University. I believe that
This is the first time I am applying for this kind of job, but I have worked at various levels in the construction
industry every summer since the 9th grade. I worked several summers as a general labourer, gradually
moved up to a carpenter, and last summer I worked as an assistant construction manager.
As a person, I am hard-working, punctual, and responsible and I think I am able to communicate effectively
with people. I am confident that my Civil Engineering degree, along with my years of construction industry
experience, make me an excellent candidate for your job.
My aspiration is to work for a company in the UK. I will be in the London area during the week of February
3rd and I would welcome the opportunity to attend for interview.
Yours faithfully,
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exercises
1- A Letter of Application Writing Exercise
A Write the phrases from the box into the most appropriate section below.
I am in charge of...
OPENING
...................................................................................................................................................
...................................................................................................................................................
E X P E R I E N C E AN D Q U AL I F I C AT I O N S
...................................................................................................................................................
...................................................................................................................................................
R E AS O N S F O R AP P L Y I N G
...................................................................................................................................................
...................................................................................................................................................
C L O S I N G T H E L E T TE R
...................................................................................................................................................
92
...................................................................................................................................................
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Keys:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2: Fill in the blanks with one of the following:
John Donaldson
8 Sue Circle
Smithtown, CA 08067
909-555-5555
john.donaldson@emailexample.com
___________________________,
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Keys
87 Delaware Road; Dear Mr.; I am writing to apply; in The Times Union Magazine; I am enclosing; The
opportunity presented; The key strengths; I provide exceptional contributions; I have a degree in
Computer Programming; I also have experience; Please see my resume; I can be reached anytime; I look
forward; Yours faithfully
3.Think of a job vacancy that would interest you and write a letter of application.
..........................................................................................................................................................
............................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
4. Be creative!
Today it is possible to send the CV and the application also using the Web. The tips and the structure are
the same of the application letter, but you can write the information or film them in a different way. The
result is far more creative and if the video or the multimedia material is well mad, the result could be
more interesting for the employer. Try to make your own creative job application.
Creative-Job-Applications-In-Social-Media-And-Tech
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “USEFUL TIPS FOR YOUR CAREER”
Practice Interviewing.
Dress Appropriately.
96 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
http://www.hardsoftskilling.eu/CV_letter.html
http://www.hardsoftskilling.eu/job_interview.html
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 5 –TEAM BUILDING
AUTHORS: YANA STOYANOVA, LYUBIMA KONSTANTINOVA, NADYA MILUSHEVA, ILIYA VALCHEV, BOGDANA KOSTADINOVA
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 5 – Team building
This Module is a structured collection of original and revised resources, exercises and course
activities for testing, developing, delivering, and evaluating training on Team building topics and
skills. The Team Building Skills-module aims to:
•promote the importance of working closely together at school and future workplace
•establish a positive team culture, the beliefs, values and norms of behavior
•understand the role of the leader
•develop communication and trust among team members
•encourage experience sharing and generating new ideas
•improve commitment and work efficiency.
SECTIONS
1. What is a team?
2. What is team building and its importance?
3. What are the team building basics?
4. What are the reasons for team building?
They should:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
100Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST: ARE YOU A GOOD TEAM WORKER?
All participants complete the test. Their answers should be arranged, according to which view is
completely true, mostly true, mostly false or completely false using the table at the end of the test.
1.
a) each team must have one person to control the work, being responsible for its implementation and results.
b) for the team’s members is more important to have clearly defined areas of activity and responsibility
than to have one person who controls everything.
c) good leaders succeed in creating the necessary working atmosphere that motivates and encourages all
team members.
d) good managers and organizers have the skills necessary to motivate the others.
2.
a) the team is the strongest when its objectives consistent with the wishes and needs of each member
c) the team is the strongest when the goals are clearly specified.
3.
b) I'm ambitious and I’ll harness all my strengths to become a team leader.
d) I want to be a leader.
4.
a) best leaders possess the ability to help others discover their strengths.
101
b) most effective leaders are those who stand aside and watch if everything goes well in the team and
intervene only when something goes wrong.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
d) a good leader is a catalyst of motivation
5.
a) the team and its members are motivated through giving them responsibilities.
6.
d) regular team meetings are necessary in order to discuss objectives and assess what has been done.
INSTRUCTIONS FOR COMPLETING: Please arrange each answer for each of 6 groups of questions in the
table below:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Group of Completely true Mostly true Mostly false Completely Total
questions 3 false
А 3p. 2p. 1p. 0p.
B 0p. 1p. 2p. 3p.
C 2p. 3p. 1p. 0p.
D 0p. 1p. 3p. 2p.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RESULTS:
48-72 POINTS
You are not only a good team worker, but a person who clearly aware of what is necessary to work in a
team and how to make it function best. As a result, you could become a great leader. A good organizer
should understand the importance of the goals and challenges of the team, but also need to maintain
good collegial relationships, responsibility and development. Good organizers manage to create the right
working atmosphere to motivate the team. If you are a member of a team, but have not yet taken
leadership position you have the potential and perhaps should develop your aspirations, of course, only
if you really want it.
24-47 POINTS
You can be a good team worker with leadership qualities.
The team as well as the individual member is encouraged by the responsibility and you most likely have the
quality to take these responsibilities seriously and to realize the need that all team members must work
together to achieve the common goals. It is true that a team is composed of individuals, but only when they
work together on a common goal the team can be really effective.
104Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
Description: There are 2 notice boards in the room titled “Give” and “Win”. The participants write briefly
what they want to gain from the meeting on “Win” board and what they want to give on the “Give” board.
Built "Wall of expectations" is left hanging until the end of the session in order to be reviewed again later.
The facilitator summarizes the main themes and makes comments if it is possible or unlikely to be achieved.
The aim is to see all expectations of the ongoing training, as well as to show that each opinion matters.
Purpose: Game for introducing, stimulating and motivating the group to work
Needed materials: a ball
Participants: Small 4 groups
Instructions/short description of the activity: Each participant to whom the leader of the group
throws a ball must present themselves (his/her name and country). Then a representative of each
group presents people from his team to the others.
issues.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SWAT analysis of your team/organization
Strengths Weaknesses
The internal
Describe the positive attributes within your Identify the weaknesses within your
team/organization: team/organization. These are factors that detract
What your team does well? from your team‘s abilities to obtain or maintain a
What human resources do you have in your team? good and successful team work.
What advantages does your team have? Etc…
Etc…
Opportunities Threats
The external
Assess the factors that represent the reason for What are potential threats and risks to your
107Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Test: Am I a team player?
(http://sandiegocorporatetraining.com/images/AM_I_A_TEAM_PLAYER_San_Diego_Corporate_Training.pdf )
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Self-Assessment
Step 1:
Answer each self-assessment question 1 – 30.
Step 2:
Calculate your ‘mean scores’ for each category, and overall team player mean score. Plot on the Team
Player Impact Chart. Read the analysis and interpretation guidelines.
Step 3:
Follow the Personal Improvement Plan algorithm to set goals for improving as a team player.
Rate the following questions to the extent they are true for your
own behavior on a specific team or workgroup. The scale runs from
1 (lowest or least) to 10 (highest or most).
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
3) I am continually self-improving.
1 2 3 4 5 6 7 8 9 10
109
1 2 3 4 5 6 7 8 9 10
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
5) I support my team members.
1 2 3 4 5 6 7 8 9 10
Add together scores for each of the 5 questions above and divide by 5 for the category mean________
Others
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
Add together scores for each of the 5 questions above and divide by 5 for the category
mean________
11) I come up with ideas that improve the team’s work processes.
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
Page
Add together scores for each of the 5 questions above and divide by 5 for the category
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
mean________
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
Add together scores for each of the 5 questions above and divide by 5 for the category
mean________
Collaboration
22) I manage my personal behavior and conduct to work well with others.
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
25) I can align my personal work with the needs of the team.
1 2 3 4 5 6 7 8 9 10
Add together scores for each of the 5 questions above and divide by 5 for the category
111
mean________
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
26) I am personally committed to the goals and strategy of the team.
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
29) I am committed to continually developing my personal skills, knowledge and abilities to support
achievement of the team’s goals.
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
Add together scores for each of the 5 questions above and divide by 5 for the category
mean________
Add together the mean scores for each category and divide by 6 for the overall team player main
________
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TEAM PLAYER IMPACT CHART
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Mediocre performance and just getting by are the hallmarks of this Team Player score. Although some
basic goals and objectives are being achieved, you are capable of much more. A few low scoring categories,
as well as categories which are more positive, but not positive enough to drive overall mean scores higher
combine for a mediocre effect. Your contribution as a team player will get you by for the near future, but
low performing areas will eventually atrophy into critical problems if no corrective action is taken. An
examination of your level of commitment, or the external factors blocking your path or both should be
undertaken as soon as possible. There are many opportunities for improvement to be found. Look for
stress related symptoms (absenteeism, lack of initiative, lack of commitment, inconsistent follow through,
low morale) as personal warning signs. Your contribution to the team is questionable and lacks the
resiliency for the unexpected loads of additional responsibility or crisis management. You are an ideal
candidate for personal coaching and support.
THE HIGH PERFORMING TEAM PLAYER Overall Mean Scores of 8.51 – 10.00
Working in balance and harmony with others, creating synergy, demonstrating world class collaboration
and high degrees of effectiveness and efficiency describe you. Your skills as a team player set the example
for others who depend upon you every day. Others like to work with you, the work processes you interact
with work better because of you, and your personal commitment, discipline and follow through are at the
highest standard. You are an extremely strong asset to your team.
The dynamics on a team are ever changing, whereas at one time or another, individual development
114
may be stifled by external circumstances and conditions. At other times, personal development as a
team player may occur very quickly due to new opportunities or conditions. Use this self-assessment
instrument regularly to gauge your personal effectiveness as a team player on the different teams you
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Team Player Effects:
According to the Team Player Molecule, the polar relationships of Self, Others and Work Process, directly
affect Efficiency and Effectiveness, Collaboration and Goals & Strategy. These relationships, in turn, affect
Personal Follow Through, Personal Behavior and Conduct, Team Synergy, Coordination, Critical Events,
and Team Innovation. Additionally, these effects share a strong relationship with Self Discipline, Climate
and Atmosphere, Team Productivity, Momentum, Measurement, and Individual productivity.
Fundamentally, the Team Player impacts everything in the entire teamwork system of which they are a
member.
Self-Discipline
Collaboration
Synergy
Team Productivity
Work process
Critical Events
Momentum
Coordination
Others
Self
115
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Synergy
Others
Critical Events
Measurement
Innovation
Innovation
Work process
Individual Productivity
Self
Personal follow through means that you accomplish what you commit to with others. You make yourself
more attractive as a team player by being dependable and effective at accomplishing what you say you
will do.
Self-Discipline - Means that you maintain a commitment to yourself to follow through with what needs
doing, or doing what you know to be right, despite the difficulty or discomfort it might cause you
personally. Self-discipline also means performing these events with regularity and the necessary intensity
for successful accomplishment and to maintain a high level of performance as an individual.
Synergy - Means the magical effect of producing more than the sum of the parts when people work
harmoniously together. Synergy can be recognized by harmonious interaction, higher energy level,
increased levels of productivity, and higher individual satisfaction during teamwork processes.
Climate and Atmosphere - Means the environment which is created by people working together.
116
Morale, satisfaction, comfort, and participation are all influenced by climate and atmosphere.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Coordination - Means the ability to organize the efforts of two or more people so that goals and
strategies are accomplished.
Team Productivity – Means the collective amount and quality of work that is accomplished by the team.
Critical Events - Means the things that are most important and necessary for the accomplishment of
team goals and strategies.
Momentum - Means the collective forward moving energy and positive progress of the team.
Innovation - Means the extent to which new approaches, ideas, and processes are developed by the team.
Measurement - Means insights from significant data that accurately reflect current position and progress.
Individual Productivity - Means the amount of personal accomplishment of individual goals and
objectives.
1. ______________________________________
2. ______________________________________
3. ______________________________________
These are strength areas you enjoy now. List 5 things you can do to positively impact these areas as a
team player:
1._____________________________
2._____________________________
3._____________________________
4._____________________________
5._____________________________
Examine the rest of your Team Player Molecule Scores to target additional areas of improvement.
117
Re-examine yourself periodically to see how quickly you are improving. Ask others you can confide in on
the team to give you periodic feedback and to share their own perspectives and suggestions for your
Page
development.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Test: My skills as a listener
This test lists 12 statements that are related to one of the listening abilities to the other people. Answer
to each question with putting a tick into the selected box. Try to be honest and to answer as accurately
as it’s possible. When you are finished, join the marked signs. This will be the profile of your skills as a
listener. Obviously, you are better listener as more as your answers tend to the right.
1 2 3 4 5
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
10. I use nonverbal communication( eye contact,
smile, nod, etc.) to show that I want to listen
more
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Test: Leadership Self-Assessment
Below is a list of statements about leadership behavior. Read each one carefully, then, using the following
scale, decide the extent to which it actually applies to you. For best results, answer as truthfully as possible.
1. _______ I encourage my team to participate when it comes decision-making time and I try to implement
their ideas and suggestions.
3. _______ I closely monitor the schedule to ensure a task or project will be completed in time.
5. _______ The more challenging a task is, the more I enjoy it.
7. _______ When seeing a complex task through to completion, I ensure that every detail is accounted
8. _______ I find it easy to carry out several complicated tasks at the same time.
9. _______ I enjoy reading articles, books, and journals about training, leadership, and psychology; and
then putting what I have read into action.
10. _______ When correcting mistakes, I do not worry about jeopardizing relationships.
12. _______ I enjoy explaining the intricacies and details of a complex task or project to my employees.
13. _______ Breaking large projects into small manageable tasks is second nature to me.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
16. _______ I honor other people's boundaries.
17. _______ Counseling my employees to improve their performance or behavior is second nature to me.
18. _______ I enjoy reading articles, books, and trade journals about my profession; and then
implementing the new procedures I have learned.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Transfer your answers to the space below:
People Task
Question Question
1.______ 2.______
4.______ 3.______
6.______ 5.______
9.______ 7.______
10.______ 8.______
12.______ 11.______
14.______ 13.______
16.______ 15.______
17.______ 18.______
TOTAL ________ TOTAL ________
X 0.2 = ________ X 0.2 =________
(Multiply the Total by 0.2 to get your final score) (Multiply the Total by 0.2 to get your final score)
Matrix Section: Plot your final scores on the graph below by drawing a horizontal line from the
approximate people score (vertical axis) to the right of the matrix, and drawing a vertical line from the
approximate task score on the horizontal axis to the top of the matrix. Then, draw two lines from each
dot until they intersect. The area of intersection is the leadership dimension that you operate out of.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Results:
Authoritarian Leader (high task, low relationship) People who get this rating are very much task oriented
and are hard on their workers. There is little or no allowance for cooperation or collaboration. Heavily
task oriented people display these characteristics: they are very strong on schedules; they expect people
to do what they are told without debate; when something goes wrong they tend to focus on who is to
blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what
they see as dissent, so it is difficult for their subordinates to contribute or develop.
Team Leader (high task, high relationship) This type of person leads by positive example and endeavors
to foster a team environment in which all team members can reach their highest potential, both as team
members and as people. They encourage the team to reach team goals as effectively as possible, while
also working tirelessly to strengthen the bonds among the various members. They normally form and lead
some of the most productive teams.
Country Club Leader (low task, high relationship) This person uses predominantly reward power to
maintain discipline and to encourage the team to accomplish its goals. Conversely, they are almost
incapable of employing the more punitive coercive and legitimate powers. This inability results from fear
that using such powers could jeopardize relationships with the other team members.
Impoverished Leader (low task, low relationship) A leader who uses a "delegate and disappear"
management style. Since they are not committed to either task accomplishment or maintenance; they
essentially allow their team to do whatever it wishes and prefer to detach themselves from the team
process by allowing the team to suffer from a series of power struggles.
The most desirable place for a leader to be along the two axes at most times would be a 9 on task and a 9
123Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
COURSE (MODULE) AND FEEDBACK ACTIVITIES
Module: Feedback
Instructions/short description of the activity: The participants stand in a circle. One of them stretched
his/her hand towards the middle of the circle and says what were her/his difficulties in the tasks and what
he/she liked. She/he formulates it by saying: "I did not like it when ...." and "I liked when ...". The next one
put her/his hand on the hand of the former participant until all participants have their opinion said and
their hands gather in the middle of the circle. Facilitator concludes by saying that what the collected arms
suggests is the power of the participants as a group.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “PERSONAL SKILL ASSESSMENT”
Team building is the use of different types of team interventions that are aimed
at enhancing social relations and clarifying team members’ roles, as well as
solving tasks and interpersonal problems that affect team functionality. Team
building generally sits within the theory and practice of organizational
development, but can also be applied to sports teams, school groups, armies,
flight crews and other contexts. There have been many issues in past literature
about the conceptual definition of team building. However, now there is
consensus and conceptual clarity about what team building constitutes. Its four
components are:
The most effective team building efforts occur when members of the team are
highly interdependent in performing the task, highly knowledgeable and
experienced in the task to be accomplished, and when organizational leadership
actively establishes and supports the team. Effective team building must also
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
http://managementhelp.org/groups/team-
building.htm
https://www.huddle.com/blog/team-building-
activities/
http://www.businessballs.com/teambuilding.htm
http://en.catalystteambuilding.bg/
http://www.ultimatecampresource.com/site/camp-
activities/team-building-games-and-initiatives.page-
1.html
http://smallbusiness.chron.com/10-effective-
qualities-team-leader-23281.html
http://www.careerprofiles.info/leadership-interview-
questions-answers.html
http://www.mindtools.com/pages/article/newTMM
_52.htm
126Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 6 –COMMUNICATION
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 6 – Communication
Being able to communicate effectively is the most important of all life skills and one of the most
required in the labour market and it means the ability to speak, read listen and write effectively,
with clarity and conciseness. In order to help our students succeed in communication, we have
prepared a lot of activities, using an active methodology which entails students’ interaction with
their classmates in pairs, small or large groups, and help them develop the capacity to understand
and produce oral and written messages in English in communicative situations related to their
career, with different communicative intentions, with a clearly and structured treatment of
contents, acquiring fluency and accuracy, analysing the audience, being aware of the importance
of the body language to convey messages, simulating situations in real life related with their future
career interviews and taking into account the cultural differences in order to avoid
misunderstandings.
We hope that these materials will help students improve their communicative competence and
at the end of the project the students will be able to communicate effectively in an autonomous
way, in oral and written form, in typical communicative situations through specific tasks related
to their career.
MODULE 6 –COMMUNICATION
SECTIONS
ASSESSMENT STANDARDS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
MODULE 6 –COMMUNICATION
Group work: analyze the body language shown in 3
MUTE VIDEO videos( interviews to famous people)
CROSS CULTURAL MISUNDERSTANDINGS Small talk given by a foreign student
SMALL DISCUSSIONS Group work: For/against the importance of first impression
at an interview. Oral discussion with peers’ feedback.
A for and against essay
CLASSMATES’ INTERVIEWS Pair work and write a report.
GETTING FEEDBACK FROM THE MATES Pair work performance and peers’ evaluation.
CROSS CULTURAL DIFFERENCES Group work based on a memo exercise and winning
competition
A REAL INTERVIEW Pair work and getting feedback from the peers
VOLUNTEERING WORK Photo prediction
Jigsaw reading activity.
Further activity:
A for/against essay
129
A jigsaw reading
UNEMPLOYEMENT PROBLEM Take notes and write a report
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST: COMMUNICATION
MODULE 6 –COMMUNICATION
the person needs to know, and how best to
convey it.
Listen to others without interrupting
Persuade others to consider different
options
I give support
and positive feedback to the others
I write and rewrite a draft and then I revise
it, before writing the final version.
Self-assessment: students should improve all these points and answer “most often” at the end of the
year.
130Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
3. What I improved…………………………….
MODULE 6 –COMMUNICATION
131Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
Title: ARE YOU A GOOD COMMUNICATOR?
Purpose: To know you better and to improve the weak points related to communication
Materials: www.mindtools.com/pages/article/newCS_99.htm#Explanation
Instructions:
1. Say 3 adjectives that describe you as a communicator.
2. Discuss in groups of 3, the important skills that a good communicator is supposed to have.
3. Students enter in the following site and discover how good communicators they are:
www.mindtools.com/pages/article/newCS_99.htm#Explanation
4. See your scores and comment them with the rest of the class.
Worksheet
www.mindtools.com/pages/article/newCS_99.htm#Explanation
COMMUNICATION QUIZZ
MODULE 6 –COMMUNICATION
INSTRUCTIONS
Please answer questions as you actually are (rather than how you think you should be), and don't
worry if some questions seem to score in the 'wrong direction'. When you finish, calculate your
total
understood.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3. If I don't understand something, I
tend to keep this to myself and figure
it out later.
MODULE 6 –COMMUNICATION
about what the person needs to
know, and how best to convey it.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SCORE INTERPRETATION
SCORE COMMENT
You need to keep working on your communication skills. You are not expressing
yourself clearly, and you may not be receiving messages correctly either. The
good news is that, by paying attention to communication, you can be much more
effective at work, and enjoy much better working relationships!
15-35
Excellent! You understand your role as a communicator, both when you send
messages, and when you receive them. You anticipate problems, and you
choose the right ways of communicating. People respect you for your ability to
communicate clearly, and they appreciate your listening skills.
56-75
MODULE 6 –COMMUNICATION
Purpose: To be aware of the importance of the body language to avoid confusion
Instructions:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet
Task:
Write adjectives describing a feeling on a piece of paper and put them into a box.
Possible adjectives: afraid, nervous, frustrated, bored, exhausted, happy, embarrassed,
disappointed, relied, and so on.
Take one and act out without using words.
Students guess the meaning and write how noticed it (behaviour) and write it down
on the table below:
FEELING BEHAVIOUR
MODULE 6 –COMMUNICATION
Comment the difficulties in guessing the feeling, because sometimes the student
doesn’t use the correct gesture.
135Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3. YOUR MOOD
Materials:
Instructions:
Memorize the sentence and repeat it expressing the mood written on the card.
Worksheet
7 students take a card with a written word: guilty, insecure, happy, irritated, worried,
relaxed and depressed.
MODULE 6 –COMMUNICATION
Guilty Insecure Happy Worried
They have to memorize the sentence and repeat it expressing the mood written on
their card.
We all have to finish this
exercise now and go to the
headmaster’s office.
136Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
4. READING ALOUD
Purpose:
Instructions:
Read a text aloud taking into account the tips for effective reading.
Tips: slow down and don’t read fast. Keep your head up, hold the document higher and
project your voice. Pause occasionally, pauses can be useful for emphasis.
Get feedback from your peers.
Worksheet
MODULE 6 –COMMUNICATION
Tips: slow down and don’t read fast. Keep your head up, hold the document higher and
project your voice. Pause occasionally, pauses can be useful for emphasis.
Peers’ observation: In groups of 4, take notes about the reader’s communicative skills,
compare the notes and draw up the conclusions.
Report them.
Purpose:
Instructions:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Students are required to think about positive and negative attitudes at an interview and
put the following sentences in the correct column.
Worksheet
Task:
MODULE 6 –COMMUNICATION
nodding in agreement.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
COURSE AND FEEDBACK ACTIVITIES
7. VERBAL/NON-VERBAL LANGUAGE
Purpose:
To be aware of the importance of non-verbal language when communicating.
To understand how much information we send to the audience with non-verbal
messages.
Materials: Photocopy of the dialogue.
Instructions: Pair work.
Students are requested to read the following dialogue using verbal and non-verbal
communication.
WORKSHEET:
Student A reads his/her lines out loud, and student B communicates in a nonverbal way,
expressing a secret emotional distraction (to be in a rush, angry or maybe guilty).
Dialogue:
A: Have you seen my t-shirt? I can’t find it.
B: Which one?
A: The white one. The one you gave me for my birthday.
B: Where did you leave it?
A: It was on my bed and somebody has taken it.
MODULE 6 –COMMUNICATION
B. I did not! Maybe it’s under your bed.
A: I have looked everywhere and I need it now.
B: Really? Why don’t you tidy up your bedroom and I’m sure you will find it.
A: Mum, you’re always complaining. I’m really fed up!
B: I’m very busy with the cleaning. Take another one, you have hundreds in the wardrobe.
B: Look—I found it!
After the dialogue, each A student will have to say what emotion was affecting student B.
Materials: Photocopy
139
Instructions:
One student speaks about something important that happened to him/her and the others have to
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
CATCHING PEOPLE’S ATTENTION
Guide
2
1 Communication process
5 Conclusion
Eye How often? Avoided?
Sender Channel Messsage Audience contact
MODULE 6 –COMMUNICATION
Eye contact?
Facial expression
4 Verbal language
Tone of voice
Is the information well organised?
Are there few key points?
Posture and gesture
Too long? Short? So many details?
Intensity
Clear ideas
Examples: interesting? Boring?
Timing and pace
Finished sentences
Sounds
Others
Strong start and end to catch
audience’s attention
Others
140Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
8. LEARNING FROM OUR MATES
Purpose: To know about other cultures explained by our foreigner classmates. Materials: Paper, pens and
a camera
Instructions:
A classmate from another country makes a speech about the cultural differences between his/her country
and our country. The students have prepared the topics and given them to him/her.(possible topic:
relationship between parents and kids, discipline at school, introducing yourself, lifestyle, etc.).After the
speech the students can make questions.
Then write a report about similarities and differences between your culture and the one of the person
interviewed
9. AN ENTHUSIASTIC STUDENT
Materials: Worksheet.
One student prepares a speech to convince the sports teachers of the school
that he is a suitable person to train the 12 year-old students and 2 students are
MODULE 6 –COMMUNICATION
the sports teachers of the school.
Group “A” takes notes about his body language and “B”: notes about his verbal skills and the speaker gets
feedback from their mates
Worksheet
Task:
Prepare a speech to convince the sports teachers of the school that you are a suitable person
to train the 12 year-old students and 2 students are the sports teachers of the school.
141Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
David is a student of 2nd Baccalaureate and wants to
train 12 year-old students on Wednesday afternoon,
but the school sports teachers don’t trust on him as
he is a new student in their school. He tells them
several stories about his past training experience in
the other school as a football coach and in a summer
camp last year and explains why he would like this
job. He adds personal information about where he
grew up, his hobbies, qualities, experience and why
he is so interested in the job and tries to convince
them that he is the suitable coach for this group of
students.
MODULE 6 –COMMUNICATION
- The rest of the class split into two groups:
- Group “A” takes notes about his body language and “B”: notes about his verbal
skills.
- Comment the notes.
- David takes notes about the comments in order to improve his communication
skills.
Use your body language to create
interest. Use personal experiences to
captivate your audience. Speak
slowly, pronunciation, intonation,
pauses, control your nerves
TIPS
142Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
10. MUTE VIDEO
Instructions:
The teacher asks the students to watch the videos and to take notes about the body language.
Worksheet
Task:
Students in groups of 4 watch the videos and take notes about the body language used
in the interviews.
First, read the observation guide.
Guide
MODULE 6 –COMMUNICATION
expression Smiling?
Posture and Relaxed or stiff and immobile? Tensed and raised shoulders, or slightly
gesture sloped? Arms folded, arms by the sides, arms waving?
Location Where does it take place? How the environment can affect their
communication?
143Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Video 1: https://www.youtube.com/watch?v=I3xW0ZFos0I
Video 2: https://www.youtube.com/watch?v=0FVYCktUQqM
Video 3: www.npr.org/2015/04/07/397933577/transcript-president-obamas-full-npr-
interview-on-iran-nuclear-deal or in youtube:
https://www.youtube.com/watch?v=p_T8rSmgMWQ#t=397
Watch 3 videos with sound mute and observe the body language and write notes on the
table below.
Compare your notes with the ones taken by the members of your group and complete the table
together.
Video 1 a singer Video2 footballer Video 3 a President
Eye contact
Facial
expression
MODULE 6 –COMMUNICATION
Dress
Posture and
gesture
Touch
Intensity
Timing and
pace
Location
Summarize the key body language points and check how they show the mood of the
speakers’ mood and language.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
11. CROSS-CULTURAL MISUNDERSTANDING
Watch the following video and analyse the reasons of misunderstanding and how they could have been
avoided.
Worksheet
Task:
MODULE 6 –COMMUNICATION
Cultural values.
Further activity: A foreign student from a very different country like India, Pakistan,
China explains his/her personal experiences related to misunderstanding and how the
problem was solved or should have been solved.
145Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
12. SMALL DISCUSSIONS
Instructions:
Worksheet
Task:
- Warming-up: What is the most important thing to get a job?
MODULE 6 –COMMUNICATION
“First impressions are very important at a job interview”
First impressions really DO count: Employers make decisions about job applicants in under
seven minutes
The research, carried out by Monster.co.uk, after interviewing 273 managers and
3,286 employees about their interview experiences states:
Around 70 per cent said a candidate's make-up creates a first impression.
More than two thirds of employers are immediately put off by tattoos.
Half of interviewers said they judge a candidate based on a handshake.
The most important attribute is a candidate’s work experience (36 per cent).
Bosses (62 per cent) say an interviewee’s dress sense has a big impact on their
employability.
146
The most important attribute is a candidate’s work experience (36 per cent),
followed by first impressions (24 per cent) and their education (12 per cent).
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Source taken from: http://www.dailymail.co.uk/sciencetech/article-2661474/First-impressions-really-DO-count-Employers-make-decisions-
job-applicants-seven-minutes.html
PUBLISHED: 23:01 GMT, 18 June 2014 | UPDATED: 09:34 GMT, 19 June 2015.
- Group work activity. Group A agrees with the statement and gives arguments
encouraging people to dress and behave properly in a job interview. Group B disagrees
and gives arguments stating that appearance is not the most important thing; there are
others more important like personal skills, experience or qualifications.
I think
In my opinion
I agree/disagree
- Write your arguments on flipcharts. That’s true, but
- One person of each group presents the final conclusions giving as much support as
possible. And the discussion begins.
- The chairman controls the discussion between the groups and encouraging participation,
MODULE 6 –COMMUNICATION
creativity and compromise.
Half paying attention to the body language: eye-contact, pauses, gesture, tone of voice,
movements of the hands, etc.
The other half to the verbal communication: clear ideas, polite ways of interaction,
finished sentences, listening to the others and letting the others speak, solid arguments.
Interesting if the discussion can be filmed in order to take feedback of the activity.
147Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet: further activity
Further activity: WRITING: An Opinion essay: Do you agree that the first impression is
one of the main things considered by employers?
PLAN
Express your own opinion on something and convince the reader that your
opinion is valid´
Paragraph1 : Introduction: introduce the topic and state your opinion very
briefly using clear and precise ideas.
Paragraph 2: Give examples and reasons for your opinion. Use a different
paragraph for each reason.
Paragraph 3: Summarize your opinions.
USEFUL LANGUAGE
In my opinion, I think/feel/believe that Connectors: What is
more, Besides
MODULE 6 –COMMUNICATION
As I see it, I agree/(strongly)disagree In
addition, Moreover
Materials: worksheet
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Instructions: Mock interview: students are requested to prepare a mock interview in pairs and then write
a report to be read to the class.
Worksheet
Interview a classmate
- Pair work activity: first step for a real interview.
- Prepare the questions: Possible ones:
- After the interview, the interviewer writes a report with all the information collected
and reads the report to the class.
MODULE 6 –COMMUNICATION
14. GETTING FEEDBACK FROM THE MATES
Materials: Worksheet
Instructions:
Worksheet
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
- Read the text.
One student is the employer and the other the employee who tries to convince his/her
boss to allow him/her to begin work at 8.30 instead of 8.00 because he/she has to take
his/her little son to school. He suggests beginning 30 minutes later and finishing work
at 3.30 instead of 3.00.
MODULE 6 –COMMUNICATION
PREPARE, PRACTISE AND PERFORM
150Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
15. Cross-cultural communication
Purpose: To be aware of the cross-cultural differences that can cause misunderstandings when you
convey a message.
http://www.crosscultured.com/documents/Gesture%20answers.pdf
http://www.crosscultured.com/documents/Gestures.pdf
Instructions:
Teacher asks the students to analyse the different meaning of the most common gestures according to
the cultures.
Worksheet
- Explain the meaning of the following gestures in your culture and in other cultures if you know.
.
- Click here:
MODULE 6 –COMMUNICATION
http://www.crosscultured.com/documents/Gesture%20answers.pdf
Try to memorize in 15 minutes as much as possible about the different meaning of gestures around
the word.
- 3 students have the photocopy with the answers and in turns, they make questions to
the whole class and students in pairs try to answer. Possible examples: “What does
“head toss” mean in Italy?
151
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
16. A REAL INTERVIEW
Materials:
http://shop.mango.com/iframe.faces?state=she_006_IN .
Instructions: The class is divided into 3 groups, the candidates, the interviewers and the observers( body
language and verbal communication observers) and the teacher asks them to perform an interview .
Worksheet
Task:
Assumptions: The students are supposed to have written their CV at home last week. CVs previously
corrected by the teacher.
Form 3 groups:
o Group A: the candidates for a job as a secretary in the sales department.
o Group B: the interviewers
o Group C: the observers.
MODULE 6 –COMMUNICATION
- Check the tips for a good interview and enter in the web page of the company to get
information about it (30 minutes), take notes and prepare the questions.
http://shop.mango.com/iframe.faces?state=she_006_IN
152Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Group A (3 applicants) task:
o to get information about the company
o Information about the working conditions
o Information about training and promotions
o Types of contract, etc.
TIPS:
MODULE 6 –COMMUNICATION
Group B( 2 recruiters) task:
Prepare the questions.
Personal information, skills, weakness and strengths, goals, experience, qualifications,
background, family, hobbies, interest for the company, team working, salary, etc.
Group C formed by the rest of the class split into two groups: Take notes:
o Group C1: observe the body language
o Group C2: the verbal communication.
The recruiters: choose the best candidate for the job and give reasons.
At the end, the observers comment the interview, focussing on the positive and negative
things in order to give a positive feedback.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
17. VOLUNTEERING WORK
http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html?_r=0
Instructions:
Task: Jigsaw reading: each student has a letter (A,B,C,D) and has to read his/her text and then explain it
to the members of his/her group who have to answer a questionnaire individually and the winner is the
group with more correct answers.
Further activity:
MODULE 6 –COMMUNICATION
- Look at the photo below and answer the questions:
1. Who are these people?
2. Where are they?
3. How are they feeling?
154Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
- What are they doing? Why?
- What are they wearing?
- What kind of organization do they belong to?
- What do you know about these organizations?
- Can you tell us the name of the most famous ones in your country?
- Have you ever joined or worked in one?
- What are the benefits of volunteering work?
- Make groups of 4 and each student has a letter A, B, C, D, according to the text he/she has
to read.
- Explain your text to the members of your group who can take notes if they want.
- Answer ten questions individually in 15 minutes
A Nowadays, some sort of volunteerism is given in many places. Through schools, churches,
synagogues, Girl and Boy Scouts and countless other organizations, children and teenagers are
MODULE 6 –COMMUNICATION
expected to do something, whether it be fund-raising for charities, working at soup kitchens or
assisting at animal shelters.
In the most positive light, such service teaches children and teenagers to look beyond themselves
and understand the role they can play in their community and country. In the most negative light,
it is one more activity to tick off en route to college.
“There is some cynicism among people that some portion of community service is prompted by
students interested more in résumé-building,” said Richard G. Niemi, professor of political
science at the University of Rochester.
But does it really matter why it’s done? Isn’t it enough to volunteer, no matter the motive?
Well, yes and no. Studies have shown that generally, community service for whatever reason is
a good thing. But how it’s done and whether it also involves service learning — that is, lessons
that discuss homelessness, say, or hunger in a larger context — make a difference.
155Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
B. Joseph E. Kahne, a professor of education at Mills College, and his colleagues just completed
a survey of more than 500 teenagers in the 11th and 12th grades from a diverse set of 19 high
schools in California. The researchers followed the students for up to three years after graduation.
The students who were engaged in some sort of community service in high school —whether
mandatory or voluntary — were more likely to volunteer or be involved in some civic activity.
Most, but not all, of the volunteer work had classroom learning attached to it.
Participants get much more out of the work they do, Professor Niemi said, if there is a forum to
talk about and question the larger issues involved.
Otherwise, he said, students may believe that all problems are solved through individual efforts
and government doesn’t have a role. „They’ll see that the homeless don’t have food and that
individuals help, but they won’t understand the connection between public policy and the
homeless,” he said.
Professor Kahne also found this to be true in his research, noting that “most service programs do
not examine causes of social problems or possible solutions” and, therefore, play down the need
for political engagement.
MODULE 6 –COMMUNICATION
C In looking at what volunteering offers, Professor Kahne distinguishes among three types of citizens:
“personally responsible” — that is they help people they know and donate blood; participatory citizens,
who are active in community projects; and justice-oriented citizens, who examine causes and possible
solutions for society’s ills.
“We believe that all three dimensions of citizenship are important, but found that most programs do
not address all three and generally pay least attention to the last,” Professor Kahne said.
In fact, if teenagers — and adults for that matter — are thrust in a volunteer situation they don’t
understand or feel that they are simply being assigned made-up work, it can actually have a detrimental
effect.
James E. Youniss, a research professor of psychology at the Catholic University of America, said an
unpublished study of New York students discovered that they were actually turned off to community
service when they were told they were going to help people and ended up doing menial jobs that
seemed unrelated.
156Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
D. Of course, volunteering may involve mundane or repetitive work, but those participating need to
understand the connection between their work and the overall issue, Professor Youniss said.
“It’s not that service is bad, but that programs can be bad,” he said.
Professor Youniss studied students in one Massachusetts high school that was about to introduce
mandatory community service.
He looked at a sample group of teenagers, including those who did no volunteering, those who did so on
their own and those require to complete a certain number of hours by their senior year.
The students were asked at the beginning and end of their high school career if they were likely to vote
when they became eligible and do some sort of community service. Those who weren’t volunteering, or
weren’t required to, usually said they were unlikely to vote or do community service in the future. Those
who volunteered without being required generally said they were likely to vote and would volunteer. But
the big switch to being much more inclined to volunteer and vote was apparent among those students who
had been assigned service in the community, Professor Youniss said.
http://www.nytimes.com/2010/07/31/your-money/31shortcuts.html?_r=0
MODULE 6 –COMMUNICATION
Questions:
8. What happens when voluntaries are assigned to a work that they don’t understand?
157
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Further activity:
Worksheet
PLANNING:
It is about a controversial topic. The writer presents both sides of the issue and gives
his/her opinion at the end of the essay.
MODULE 6 –COMMUNICATION
Connectors:
On the one hand/ on the other hand.
However/ But/What’s more…./In addition…../Furthermore,…../Moreover,……/
Ending:
In my opinion, …. /In conclusion,…./ To sum up,…./In conclusion,…. 158Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
18. UNEMPLOYMENT PROBLEM
Purpose: To make students aware of the problem and look for solutions
Instructions: Jigsaw reading and then write a report about the topic
Worksheet
Task:
A It is not the job Maria trained to do, or the one she dreamt of as a child. She doesn’t even know
MODULE 6 –COMMUNICATION
the salary on offer. But she knows it is a job, and a job is precious if you are 24 years old,
unemployed and live in Spain.
Maria spent six years studying to be a doctor but hospital jobs are few and far between right now.
She lost her part-time post at a dental clinic last year and her unemployment benefits will only
last so long. She wants a job – any job – that will help her get a little closer to the life she wants
to lead, to have a flat of her own and start a family with her boyfriend. Her dreams are not wildly
ambitious; she just wants a “traditional life” and, if possible, to live in Barcelona, where she was
born and still lives with her parents.
This time, the odds are far from bad. Maria knows that only five candidates were interviewed,
and the two jobs as sales representatives for a pharmaceutical company are still on offer. But she
worries that most of her rivals are better placed, with previous experience in sales.
“I don’t even know what the conditions are but whatever they are I would take the job. It would
sort out my life,” she says.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
B In Spain the early years of the crisis cut through their ranks brutally and indiscriminately: in
the services sector, between 2007 and 2011, one in four young workers lost their job; in industry,
every second worker aged 20-29 was sacked; in construction, it was two out of three. Those who
entered the job market during those years faced even tougher odds.
Youth unemployment now stands at 55 per cent, the second-highest in the European Union
behind Greece. One in four Spaniards between 18 and 29 is not in education, training or
employment, one of the highest rates in the developed world. Close to 1.7m Spaniards under the
age of 30 are out of work, with almost 900,000 already classified as long-term unemployed, or
without a job for more than a year.
No one, not even the government in Madrid, expects the scourge of mass unemployment to lift
any time soon. The Spanish economy may no longer be in recession, and jobless numbers are
down from their peak last year. But those who had the bad fortune to leave a Spanish school or
university in the past few years – or who are starting their working life – face a bleak future. With
jobs still in desperately short supply, many are likely to be afflicted by what economists call the
“scarring effect”, a well-known pattern associated with young workers who fail to find work early
on: even if they do eventually join the labour market, their earnings and career prospects will
never be what they could have been.
Their loss, however, is not just about money and economic advancement. Shut out of the housing
market and forced to live with their parents or other relatives, countless young Spaniards are in
effect barred from starting their own families. For some, locked in perpetual financial
MODULE 6 –COMMUNICATION
dependence and economic insecurity, that moment may never come.
C The anger and disillusionment that have gripped so many of Spain’s young have spread to their
parents, who watch the struggles of their offspring with pity, alarm, frustration and – occasionally
– exasperation. The country’s baby-boomer generation knows only too well that it was lucky to
enter the crisis with its mortgages paid off and its pensions still funded. Indeed, official data show
that the financial hit suffered by Spaniards aged 45-64 was less than half that suffered by young
Spaniards below the age of 30. Pensioners, meanwhile, actually grew richer between 2007 and
2011.
Far from enjoying their good fortune, however, countless Spanish parents and grandparents have
been forced to provide a roof and financial safety net for their grown-up children. Even those who
like to keep them close admit that it is tough watching sons and daughters in their twenties or
thirties disappear into the same bedroom they inhabited a couple of decades earlier.
160
Adapted from: THE FINANCIAL TIMES LTD 2015May 23, 2014 1:04 pm
http://www.ft.com/cms/s/2/5908da36-db09-11e3-8273-00144feabdc0.html#slide0
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Task: Jigsaw reading
- In groups of 3, each student has a letter A, B, C.
- Read the text according to your letter.
- The other members of their group take notes.
- Then write a report using your notes.
- Read it to the members of your group and pay attention to their comments and
corrections (if necessary).
- Put your address in the top right hand corner and write the date under your address
- Put the name and the address of the person you’re writing to on the left, above the
greeting.
- Don’t use contractions.
- Use formal language and phrases.
- Use the passive whenever possible.
- Give a clear reason for writing.
- Organize your material into paragraphs.
USEFUL LANGUAGE
MODULE 6 –COMMUNICATION
Greetings:
o If you don’t know the name: Dear Sir/Madam and finish with: Yours
faithfully
o If you know the name: Dear Mr/Ms/Mrs and finish with: Yours sincerely.
Reasons for writing: I am writing to apply for……/ request some
information about…./ask about……/ complain about…../ I saw your
advertisement in…./I read about…./ regarding……
Formal language: I would like to point out that…./I would be very grateful if……
SEQUENCING
Firstly,……/Secondly,……/Finally,…../In conclusion,…
Mr/Ms X).
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “PERSONAL SKILL ASSESSMENT”
Source: You must know what you want to communicate, the receiver,
when, why, how, where.
MODULE 6 –COMMUNICATION
Message: Information you want to convey. The 7 Cs Communication Tips:
the message should be: clear, concise, concrete, correct, coherent,
complete and courteous.
Remember that the message has 3 parts:
Introduction: you have to catch your audience’s attention.
Body: 3 to 5 key points supported with examples and personal anecdotes.
Use an outline to guide the audience.
Conclusion.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
In oral communication: Speak slowly, clearly and audibly. Vary your vocal tone,
raise and lower your pitch to express active emotion, pronounce words completely
and correctly, pause. Use personal experiences to captivate your audience. Control
your nerves
Decide the channel: verbal (face to face meetings, telephone calls, video
conferences) or written (letters, mails, reports SMS. the Internet (including
Facebook and Twitter) and so on). Choose the right channel to convey your
message.
Know your audience:
What do you know about your target audience?
Who are they?
What are their backgrounds?
What does their day consist of?
What are their needs?
How much detail would they want?
MODULE 6 –COMMUNICATION
What is the easiest way to communicate with them?
What do they care about most?
What is the regular channel for reaching this audience?
Tips: avoid cross-cultural barriers.
Feedback: provided by the audience when they get the message. It will help you to
understand if the audience has understood it. If not, you can clarify, and in written
messages you can rewrite and send it again.
Context : it means the situation in which your message is delivered. This may
include the surrounding environment or broader culture. It can be formal or
informal. Formal context requires fixed constrains.
163Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Interpersonal encounters tips
Opening communication.
o First impressions are very important. Be on time, appropriate
greetings, dress properly, handshake, eye contact, smiling, an
introduction of yourself, discussion around a neutral subject.
Reinforcement:
- Use encouraging words and non-verbal gestures such as head nods, a warm facial
expression, eye contact, in order to:
MODULE 6 –COMMUNICATION
speaker’s message.
o Avoid distractions.
o Delay judgment until you have heard everything.
o Be objective.
o Don’t think of your next question while the other is giving
information.
o Do not dwell on one or two points at the expense of others.
o Don’t stereotype.
Questioning
o Obtain information.
o Start a conversation.
o Test understanding.
o Draw someone into a conversation.
o Show interest in a person.
o Seek support or agreement.
Closed an open questions
o They mean control of the communication and can be useful for
164
focusing discussion.
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Tips for an interview
MODULE 6 –COMMUNICATION
Have a good question on training.
Thank the interviewer and shake hands.
165Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
http://consejos-empleo.monster.es/entrevista/como-vestirse-
para-las-entrevistas/como-hacer-una-entrevista-
perfecta/article.aspx?HPS=GN_CA_HowtoDressforAnInterview
http://consejos-empleo.monster.es/Entrevista/Preguntas-en-
las-Entrevistas/Aprender-a-prever-las-preguntas-con-
trampa/article.aspx
http://consejos-empleo.monster.es/Curriculos-y-
Cartas/Consejos-para-la-Carta-de-Presentacion/5-consejos-
para-redactar-una-carta-de-presentacion-que-suscite-
interes/article.aspx
http://www.laboris.net/static/em_reclutar_lenguaje-
corporal.aspx
http://www.laboris.net/static/em_reclutar_entrevistas-
eficaces.aspx
MODULE 6 –COMMUNICATION
http://www.laboris.net/static/em_reclutar_imagen-vale.aspx
http://www.laboris.net/static/candidato-entrevista-que-dice-
tu-cuerpo.aspx
http://www.laboris.net/static/ca_entrevista_preguntas-
comprometidas.aspx
http://www.laboris.net/static/page_personnel_10_consejos_p
ara_triunfar_en_entrevista_de_trabajo.aspx
http://www.entrevistadetrabajo.org/tipos-de-preguntas-en-la-
entrevista-de-trabajo.html
http://www.teinteresa.es/empleo/100-preguntas-entrevista-de-
trabajo_0_1070894651.html
http://www.ccelpa.org/la-entrevista-de-trabajo-i-tipos-y-claves-
para-prepararla/
166Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 7 –PRESENTATIONS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 7 – Presentations
Presentations skills and public speaking skills are very useful in many aspects of work and
life. Effective presentations and public speaking skills are important in business, sales and
selling, training, teaching, lecturing, and generally feeling comfortable speaking to a group
of people.
Developing the confidence and capability to give good presentations, and to stand up in
front of an audience and speak well, are also extremely helpful competencies for self-
development and social situations. The following module shall help students to improve
their delivery and to convince their audience in any kind of presentation.
SECTIONS
MODULE 7 –PRESENTATIONS
7. Step- by- step presentation model.
ASSESSMENT STANDARDS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
Mimic
Gestures
MODULE 7 –PRESENTATIONS
Effective Speaking Finding your voice, Vocal production, …
169Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST: PRESENTATIONS
1. You have been asked to speak to a group of people. What is the first thing
you should ask yourself?
2. _____________________________________________________________
3.
4. Why it is worth to know the place of the speaking event?
5. _____________________________________________________________
6.
7. How should you start your speech?
8. _____________________________________________________________
9.
10. What kind of Rhetorical devices can you use?
11. _____________________________________________________________
MODULE 7 –PRESENTATIONS
12.
13. Which mannerism should you avoid during a speech?
14. _____________________________________________________________
15.
16. What characteristics should the facial expression have?
17. _____________________________________________________________
18. What for are pauses useful for?
19. _____________________________________________________________
170Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
1. What do I know about the topic “Tools”? What do I want to know about it? What do I need
to improve?
2. What do I know about the topic “PowerPoint”? What do I want to know about it? What do
I need to improve?
____________________________________________________________________________
3. What do I know about the topic “Starting a presentation”? What do I want to know about
it? What do I need to improve?
____________________________________________________________________________
4. What do I know about the topic “Preparation of the presentation” What do I want to know
about it? What do I need to improve?
____________________________________________________________________________
5. What do I know about the topic “Body language”? What do I want to know about it? What
do I need to improve?
____________________________________________________________________________
MODULE 7 –PRESENTATIONS
6. What do I know about the topic “Mimic”? What do I want to know about it? What do I need
to improve?
____________________________________________________________________________
7. What do I know about the topic “Gestures”? What do I want to know about it? What do I
need to improve?
____________________________________________________________________________
8. What do I know about the topic “Effective Speaking”? What do I want to know about it?
What do I need to improve?
____________________________________________________________________________
9. What do I know about the topic Rhetorical devices? What do I want to know about it? What
do I need to improve?
____________________________________________________________________________
171Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
1. Tools
_____________________________________________________________________________________
_____________________________________________________________________________________
b) Flipchart
_____________________________________________________________________________________
MODULE 7 –PRESENTATIONS
_____________________________________________________________________________________
c) Pinboard
_____________________________________________________________________________________
_____________________________________________________________________________________
172Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Tools-key
b) Flipchart
MODULE 7 –PRESENTATIONS
- You have to turn your back to the auditory (don’t talk to the flipchart!)
- Speaker with illegible handwriting can seem to be incompetent
- Writing on the flipchart the speed at which the speech is delivered is much slower
c) Pinboard
2: PowerPoint
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ABC (Arial) ABC (Comic Sans MS) ABC(Haettenschweiler)
Headline:
A–A A–A A –A
16-22pt 24-36pt 36-48
Running text: A –A A –A A –A
12-18pt 20-28pt 30-38pt
MODULE 7 –PRESENTATIONS
Bold Italic
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2: PowerPoint -Key
x
Headline:
A–A A–A A –A
16-22pt 24-36pt 36-48
x
Running text: A –A A –A A –A
12-18pt 20-28pt 30-38pt
x
MODULE 7 –PRESENTATIONS
3 Which highlighting you should use:
PowerPoint PowerPoint
Bold Italic
x
x
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3: The six steps to start a Presentation
Instruction:
a) Inform yourself by watching the following video about what is necessary for a good
PowerPoint Presentation and fill in the worksheet.
b) After that compare your results with the following solution
Link:
https://www.youtube.com/watch?v=w8KjtN3sSo&index=2&list=PL9060FE7B23B0B20B
Step 1 _____________________________________________
Example
_____________________________________________________________________________________
Step 2 _____________________________________________
Example
_____________________________________________________________________________________
Step 3 _____________________________________________
Example
_____________________________________________________________________________________
MODULE 7 –PRESENTATIONS
Step 4 _____________________________________________
Example
_____________________________________________________________________________________
Step 5 _____________________________________________
Example
_____________________________________________________________________________________
Step 6 _____________________________________________
Example
176
_____________________________________________________________________________________
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3: The six steps to start a Presentation
Instruction:
a) Inform yourself by watching the following video about what is necessary for a good
PowerPoint Presentation and fill in the worksheet.
b) After that compare your results with the following solution
Link:
https://www.youtube.com/watch?v=w8KjtN3sSo&index=2&list=PL9060FE7B23B0B20B
Step 1 Greetings
Step 2 Compliments
Example Thank you for coming today, it’s great to see you all here
Step 3 Name
MODULE 7 –PRESENTATIONS
Step 4 Position
Step 5 Purpose
Step 6 Structure
Example First we will look at the proposed schedule, next we will look at ....
177Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PREPARATION OF THE PRESENTATION
Preparation is the single most important part of making a successful presentation. Read the text
carefully and answer the questions.
The Objective
You have been asked to speak to a group of people. Firstly, ask yourself 'why?' What is the purpose of
the presentation, what is the objective, what outcomes do you and the audience expect? It is useful to
write down the reason you have to present so you can use this as a constant reminder while you prepare
the presentation.
The Subject
The subject of what you are going to talk about comes from the objective but they are not necessarily one
and the same thing. The subject may be given to you by an inviting organisation and you maybe have
knowledge only in a particular field. Therefore find out what is the real subject you have to talk about.
The Audience
Before preparing material for a presentation, it is worth considering your prospective audience. Tailoring
your talk to the audience is important and it should be considered the size of the group, the age range , is
MODULE 7 –PRESENTATIONS
it a captive audience or will they be there without any interest, do they know something about your
subject already or will it be totally new to them, are you there to inform, teach, stimulate, or provoke?
The Place
It is important to have as much advance information as possible about the place where you are going to
speak.
Ideally, try to arrange to see the venue before the speaking event, as it can be of great benefit to be
familiar with the surroundings. It helps to reduce fear if you can visualize the place while you are
preparing your talk. Additionally, it would also give you the opportunity to try out your voice. If at all
possible, you need to know the size of the room, the availability of equipment, e.g., microphone, overhead
projector, flip chart, computer equipment, check if you need someone to help when you are using
audio/visual equipment and need to turn off the lights.
178Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PREPARATION OF THE PRESENTATION
The Objective
What is the first thing you should ask yourself?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
The Subject
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
MODULE 7 –PRESENTATIONS
The Audience
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
The Place
_____________________________________________________________________________________
_____________________________________________________________________________________
179
_____________________________________________________________________________________
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
4: Preparation of the Presentation-Key
The Objective
What the purpose of the presentation is, what the objective is, what outcomes you and the audience
expect.
The Subject
You have to find out what is the real subject you have to talk about.
The Audience
MODULE 7 –PRESENTATIONS
The size of the group, the age range, if it is a captive audience, if they know anything about your topic.
The Place
You can try out your voice, you see the availability of equipment, e.g., microphone, overhead projector,
flip chart, computer equipment.
180Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
BODY LANGUAGE
1. What is the right sitting position during a job interview?
MODULE 7 –PRESENTATIONS
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
BODY LANGUAGE-KEY
1. What is the right sitting position during a job interview?
x
MODULE 7 –PRESENTATIONS
x
x
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MIMIC
The facial expression during a presentation should be
MODULE 7 –PRESENTATIONS
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MIMIC-KEY
The facial expression during a presentation should be
x
MODULE 7 –PRESENTATIONS
x
x
x
x
x
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
GESTURES
Several mannerism can interfere a good communication. So during a presentation you should avoid
MODULE 7 –PRESENTATIONS
- Going permanently up and down,
- Biting on your glasses, pencil, ....
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
185Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
GESTURES-POSSIBLE ANSWERS
Several mannerism can interfere a good communication. So during a presentation you should avoid
MODULE 7 –PRESENTATIONS
- Going permanently up and down,
- Biting on your glasses, pencil, ....
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
EFFECTIVE SPEAKING
Our voice can reveal as much about your personal history as your appearance.
The sound of a voice and the content of speech can provide clues to an individual's emotional state. The
voice is unique to the person to whom it belongs. For instance, if self-esteem is low, it may be reflected
by hesitancy in the voice, a shy person may have a quiet voice, but someone who is confident will be more
likely to have command of their voice and clarity of speech.
1) Finding your voice. Often people don’t like the sound of their own recorded voice - in the same
way that some people don't like photographs of themselves - they can feel embarrassed. Most of
us are not used to hearing our own voices and these feelings are totally normal. When relaxed
you will feel more confident, therefore by listening to your voice at home you will have an idea of
how you sound to other people. Although you cannot hear your voice in the same way that others
hear you, you can develop an awareness of its impact on others. Understanding the physical
nature of your voice will give you more control over the way that you use it. Individuals are all
used to using language in an informal way in their everyday lives, but as soon as a hint of formality
is suggested, they can become self-conscious and seize up. This becomes especially obvious when
speaking in front of strangers in a public setting. The more you get used to the sound of your voice
functioning in a slightly more formal way, the easier it is when doing it 'for real'. In conversational
mode, individuals tend to speak in short phrases, a few at a time. To improve the sound of your
voice and the way you speak you should first find a document to read, something about two pages
in length - the first few pages of a book would work well. Then read your document through
silently first. Then read it aloud in your normal speaking voice. Don't worry if you stumble or falter,
just pick up and continue to the end. Now read it a third time, recording your voice if possible and
MODULE 7 –PRESENTATIONS
2) remember:
Slow down:
It is a natural reaction to want to get it over as fast as possible and this often causes people to stumble
over their words. Speeding up also occurs when you are nervous and usually makes you more difficult
to understand.
Pause occasionally:
Let the end of a sentence or the end of a paragraph give you a chance of a small, two or three second
rest. Pauses can be useful for emphasis.
187
Exercise:
Find a document to read, read it silently first, then aloud in your normal speaking voice. Then read it a
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2. The Effect of Breath on Voice and Speech
The voice is responsive to emotions and sometimes gets 'blocked', which can prevent or hinder the
expression of a range of feelings. However, it is possible to use physical exercise to help produce a more
flexible voice, in the same way that people who use vocal sounds professionally take lessons, to ensure
that their voices are kept in a versatile condition and ready to vocalize a range of sounds.
When under stress an individual's breathing pattern will change. When your muscles are tense you
cannot use your lungs to their full capacity, when a person is frightened or nervous, a common symptom
is tension in the neck and shoulders. This occurs because, when under pressure, over-breathing tends to
occur. Plenty of air is inhaled, but with fast breathing there is not enough time to exhale and relax.
By using full lung capacity the breath will support the voice and the voice will become
richer, fuller and stronger. This will benefit individuals who have a small voice and who
worry that they cannot be heard when speaking to a group of people. Volume is
controlled in the abdomen not in the throat, so breathing to full strength will allow for
greater control of the voice.
Breathing deeply and rhythmically has a calming and therapeutic effect as it releases
tension and promotes relaxation. Individuals who are relaxed are more balanced,
receptive and confident. It is no coincidence that several religions use rhythmic breathing
techniques such as meditation, yoga and silent contemplation, and vocal release in the
form of chants, mantras or hymn singing as aids to their devotions. By easing physical
MODULE 7 –PRESENTATIONS
tension, mental stress decreases and the mind is effectively freed to follow creative
pursuits.
Breathing Exercise
1. Stand in an easy position with your feet one pace apart, with the knees ‘unlocked’ and
not rigidly pushed back. Keep spine straight, head balanced and face muscles relaxed.
2. Breathe in to a slow count of three, then out to a slow count of three.
3. Try not to raise your shoulders as you breathe. Breathe in through your nose and out
through your mouth. Consciously think of your breath 'filling down' to the bottom of your
lungs.
4. Put the palm of your hand flat against your abdomen and feel the movement. Push
slightly against your hand as you breathe in and out.
5. Repeat this exercise ten times.
188Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
3. Vocal Production
The following three core elements of vocal production need to be understood for anyone wishing to
become an effective speaker:
Volume
Some people have naturally soft voices and physically cannot bellow. Additionally, if the voice is raised
too much, tonal quality is lost. Instead of raising the voice it should be 'projected out'. Support the voice
with lots of breath - the further you want to project the voice out, the more breath you need. When
talking to a group or meeting, it is important to never aim your talk to the front row or just to the people
nearest you, but to consciously project what you have to say to those furthest away. By developing a
strong voice, as opposed to a loud voice, you will be seen as someone positive.
Clarity
Some people tend to speak through clenched teeth and with little movement of their lips. It is this inability
to open mouths and failure to make speech sounds with precision that is the root cause of
inaudibility. The sound is locked into the mouth and not let out. To have good articulation it is important
to unclench the jaw, open the mouth and give full benefit to each sound you make, paying particular
attention to the ends of words.
Variety
To make speech effective and interesting, certain techniques can be applied. However, it is important not
MODULE 7 –PRESENTATIONS
to sound false or as if you are giving a performance. Whilst words convey meaning, how they are said
reflects feelings and emotions. Vocal variety can be achieved by variations in:
• Pace: This is the speed at which you talk. If the speech is too fast then the listeners will not have time
to assimilate what is being said. Nevertheless, it is a good idea to vary the pace - quickening up
at times and then slowing down – this will help to maintain interest.
• Volume: By raising or lowering volume, you can create emphasis. If you drop your voice to almost a
whisper (as long as it is projected) for a sentence or two, it will make your audience suddenly alert,
be careful not to overuse this technique.
• Pitch - Inflection - Emphasis: When speaking in public, try to convey the information with as much
vocal energy and enthusiasm as possible. This does not mean your voice has to swoop and dive
all over the place in an uncontrolled manner. Try to make the talk interesting and remember that
when you are nervous or even excited, vocal chords tense and shorten causing the voice to get
higher. Emphasise certain words and phrases within the talk to convey their importance and help
to add variety.
• Pause: Pauses are powerful. They can be used as effects to highlight the preceding statement or to
189
gain attention before an important message. Pauses mean silence for a few seconds. Listeners
interpret meaning during pauses so have the courage to stay silent for up to five seconds –
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RHETORICAL DEVICES
In order to provide your speech with a little more variety and to make it less boring you can use some
rhetorical devices
Example:
With malice toward none; with charity for all; with firmness in the right,
„Abraham Lincoln, Second Inaugural Address“
2) Antithesis is used in writing or speech either as a proposition that contrasts with or reverses
some previously mentioned proposition, or when two opposites are introduced
together for contrasting effect.
Example:
When there is need of silence, you speak, and when there is need of speech, you are dumb;
when you are present, you wish to be absent, and when absent, you desire to be present;
in peace you are for war, and in war you long for peace;
in council you descant on bravery, and in the battle you tremble.
MODULE 7 –PRESENTATIONS
or to create a strong impression, but is not meant to be taken literally.
Example:
I'm so hungry I could eat a horse! This cat weighs a ton! She's as big as a house.
4) Climax is a figure of speech in which words, phrases, or clauses are arranged in order of
increasing importance.
Example:
There are three things that will endure: faith, hope, and love. But the greatest of
these is love." 1 Corinthians 13:13
_____________________________________________________________________________________
190
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS AND TRICKS FOR “PRESENTATIONS”
The surprise
Start your speech with something unexpected, relating to the topic. This
way you will get the whole attention from your auditory just at the
beginning.
Question
Invite your auditory to get into the speech by a question. It can be a
leading question (Are you not tired too, spending hours in the internet
without learning anything?) or can just surround your speech by asking it
at the beginning and at the end.
Provocation
Use an exaggeration of your arguments. This will maybe cause
contradiction, but will also create attention.
Comparison
Passively listening to speeches often gets boring. By using comparisons,
parables, metaphors, you force the listeners to think about the topic.
Discovering the hidden message on their own is much more inspiring
than just to follow the words and arguments of the presenter passively.
MODULE 7 –PRESENTATIONS
Story
People are usually unable to remember more than 5% of the dates and
facts of a speech, but they remember more than 60% of interesting
stories especially when they are presented in an ironic and humorous
way. Therefore try to embed your speech if somehow possible at least
part time in an interesting story.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
191Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
https://www.youtube.com/watch?v=w8KjtN3sSo&index=2&list=PL9060FE7B23B0B20B
http://www.skillsyouneed.com/ips/effective-speaking.html#ixzz3YIsuFCQ2
http://time.com/2903011/tips-perfect-presentation/
http://www.karrierebibel.de
MODULE 7 –PRESENTATIONS
192Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
MODULE 8 –PROBLEM SOLVING AND
DECISION MAKING
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Module 8–Problem solving and decision making
The module is meant to develop students’ abilities to solve difficult problems and/or make
complex decisions.
SECTIONS
ASSESSMENT STANDARDS
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
SUMMARY OF THE CHAPTER
ACTIVITY 1: TEST: How good are you at problem solving? Pre/post-test on the topic
ACTIVITY 3: How to solve the Water Jug Riddle from Die Ice-Breaker 2:
Hard 3?
Recommended links
195 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PRE/POST-TEST: HOW GOOD ARE YOU AT PROBLEM SOLVING?
Purpose:
A pre/post-test on the topic: by comparing the answers, the students would be able to
evaluate what they have learned during this course. In that case the teacher should
reduce the number of questions and keep only 10 of them.
A normal activity to introduce the module, after collecting the answers, the teacher will
have to make a “global analysis” and introduce the plan of the module.
A room with chairs, pencils, one printed worksheet for each student.
If the activity is used as a pre/post-test, the teacher should keep the sheets and give them
back by the end of the module and ask the students to answer again and analyse the
changes.
If the test is used as a regular activity, the teacher will collect the answers and make a
global analysis. An interesting interpretation would be to use that analysis to build, with
the students, the plan of the module.
196 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet/exercise:
Some Very
Not at all Rarely Often
times Often
1 point 2 points 3 points 4 points 5 points
1 Once I’ve chosen a solution, I develop an
implementation plan with the sequence of
events necessary for completion.
2 After a solution has been implemented, I
immediately look for ways to improve the idea
and avoid future problems.
3 To avoid asking the wrong question, I take care
to define each problem carefully before trying
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Score Interpretation
Score Comment
You probably tend to view problems as negative, instead of seeing them as opportunities
to make exciting and necessary changes. Your approach to problem solving is more
16-36 intuitive than systematic, and this may have led to some poor experiences in the past. With
more practice, and by following a more structured approach, you’ll be able to develop this
important skill and start solving problems more effectively right away.
Your approach to problem solving is a little “hit-and-miss.” Sometimes your solutions work
really well, and other times they don’t. You understand what you should do, and you
37-58 recognize that having a structured problem-solving process is important. However, you
198 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
PERSONAL OBJECTIVE SHEET FOR STUDENTS
(to be filled in after the pre and post-test)
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ICE-BREAKERS/WARM-UP ACTIVITIES
ACTIVITY 2: ICE-BREAKER 1: THE GAME OF THE SIX GLASSES
Purpose:
This first activity is based on an easy problem to solve, although some students may have
problems going through it… By the end of the activity the teacher will explain that it is
necessary to analyze the problem and to set up a problem solving process in order to solve it
quickly and efficiently.
This activity might be used as an ice breaker or a regular activity to introduce problem solving.
Worksheet/exercise:
Six drinking glasses stand in a row, with the first three full of juice and the next three empty. By
moving only one glass can you arrange them so empty and full glasses alternate?
2. Afterwork:
Ask students to describe the process they followed to solve this problem.
Ask them to think why some of them had trouble finding the solution.
200 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Possible answers:
1. The solution is easy: Hold the second full glass and pour its contents into the fifth glass
and replace the glass in place 2
2. Unconsciously, people create a rule that does not exist: one cannot move the glasses’
content. This is a very common kind of mental block generating assumptions in our minds
about how things should be. This is particularly relevant in problem solving.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 3:
ICE-BREAKER 2: How to Solve the Water Jug Riddle from Die Hard 3.
Title: How to Solve the Water Jug Riddle from Die Hard 3.
Purpose:
Like the previous activity, this one can also be used as an ice breaker or a regular activity. The problem is
a bit tricky to solve, the main objectives are:
To have students work in groups, see how team working can help them to solve a problem.
To help students generate as many creative ideas as possible
Needed materials:
Two bottles (one of 3 litters and the second of 5 litters) and an access to tap water.
Let the students (and encourage them to) experiment as many solutions as possible. The teacher should
ensure that in each group every member gives at least one solution.
Worksheet/exercise:
You have to measure exactly 4 liters of water, but you only have a 3-liter bottle and a 5-liter
bottle. How do you do it?
2. Afterwork:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Possible answers:
1. Fill the 3-liter bottle and pour it into the empty 5-liter bottle.
Fill the 3-liter bottle again, and pour enough to fill 5-liter bottle. This leaves exactly 1 liter in the 3-liter
bottle.
Empty the 5-liter bottle; pour the remaining 1 liter from the 3-liter bottle into the 5-liter bottle.
Fill the 3-liter bottle and pour it into the 5-liter bottle. The 5-liter bottle now has exactly 4 liters.
Empty the 3-liter bottle and pour the 2 liters of water from the 5-liter bottle into the 3-liter bottle.
Fill the 3-liter bottle from the 5-liter bottle. Since the 3-liter bottle had 2 liters of water, only one liter is
transferred leaving exactly 4 liters of water in the 5-liter jug.
203 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 4: Getting to know problems/conflicts
Purpose:
Before solving a problem or a conflict, one should be aware that this problem exists… During this activity,
students will learn that the perception of a conflict depends on the person who is analyzing the situation,
on its past experience...
Needed materials:
A room split into two parts, if possible draw a line on the floor. On one side of the room, tape a paper with
a YES written on it, on the other a paper with a NO. A list of situations (problem/no Problem)
Instructions/short description of the activity:
The teacher presents some situations, students have to decide if it's a conflict/problem or not. If they
Think about why every single person analyses a situation differently (conflict/no conflict)
What situations were without a doubt identified as a conflict?
204
Analysis: The teacher gives some theoretical facts about conflicts. (See activity 5)
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 5: Lecture N°1- Theoretical facts about problems/conflicts.
Purpose:
This short lecture gives some theoretical facts about problems
Needed materials:
A room with tables and chairs.
Lecture:
1. One way of picturing the hidden layers and complexities of problems is through the
metaphor of the iceberg, as depicted in the following chart. You may want to identify
additional layers besides the ones we cite, to reveal what is below the surface for you .
205 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Exploring Your Iceberg: Each level of the iceberg represents something that does not
appear on the surface, yet adds weight and immobility to our arguments when we are in
conflict. (See "Resolving Conflict at Work", Cloke & Goldsmith)
To solve a problem we have to consider the facts but also what the conflict is based on.
Study a situation with students (example: 3 brothers receive an amount of money they have to share). MODULE 8 –PROBLEM SOLVING AND DECISION MAKING
Ask them to give an example for each of the five behaviors. (Example - Compromising: each brother
receives a third of the money, result: each earns a bit and loses a bit)
206 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 6: LECTURE n°2 - Types of problem and problem solving strategy
Purpose:
In the lecture n°1, the different types of problems have been defined, let's see how to solve a
problem.
Needed materials:
A room with tables and chairs.
Lecture:
There is a wide range of different types of problems in life: at school (how to solve a Maths
equation?) or in everyday life (how to pay the bills, how to maintain a relationship?).
To be successful in our life, we need to have the ability to solve different types of problems by
using different solving strategies….
It’s the application of ideas, skills, or factual information to achieve the solution to a problem
or to reach a desired outcome.
207 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
What are the different types of problems?
There are two ways of defining the problems:
1. First way:
Well defined problems: is one that has a clear goal or solution and problem solving
strategies are easily developed.
Poorly defined problems: is one that is unclear, abstract or confusing, and that does not
have a clear problem strategy.
At school a teacher gives a quiz asking to list all the countries in Europe and give their
capital cities, the instructions and expected outcome are clear and one can use a simple
memory recall strategy to answer. This is a well-defined problem.
At school a teacher asks you to make a video on history… You don’t know what to do, what
is expected from you. This a poorly defined problem.
2. Second way:
Examples:
At school: routine problems are simple things we usually do at school: memorizing and
solving problems like spelling words, making an addition…
At school: non-routine problems require critical thinking skills to be solved. For example if
teachers ask to discuss social or gender issues, hunger in the world or the death penalty…
They require more complicated or creative problem solving strategies.
208 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
What are the different problem solving strategies?
It’s impossible to deal with those problems as it is with simpler ones, you might quickly find a solution but
that solution may lead to another problem and you will go in circles again and again… It’s necessary to
have an advanced solving process, many of them have been described, and the “IDEAL” one is quite simple
and efficient. It is consists of 5 steps:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
DESCRIBING the possibilities involve looking at the many ways you can approach a problem, and the many
ways of resolving it. Open yourself to any ideas that come to your mind.
EVALUATE all of these ideas. Be critical in a positive way. Watch out for any ideas that get you off the hook
for being responsible for your own problem. Nobody enjoys accepting responsibility for problems. But if
a problem is yours, you are the only one who can handle it. The only way you can handle it is to totally
accept it.
LEARN for the future. How did your plan turn out? What does this tell you about similar problems you
might have in the future? Is it a good plan to keep on file? If so, note it on a piece of paper. Memory is a
poor file cabinet, especially when you feel hassled or pressured. No plan in life is perfect. But this one is
certainly I.D.E.A.L.
210 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 7: Practice How to solve a problem
Purpose:
Needed materials:
A room, some draft paper, printed activity sheets for the “practice”.
The teacher gives the example of the use of the “IDEAL” strategy to solve a problem, discuss the steps
The teacher shouldn’t assist students much during the problem solving process even if they seem stuck.
This point is tricky because you have to help students to solve their problem but not help them solving
the problem!
211 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet/exercise:
Here’s a problem that many of your students have probably faced during a lesson.
Identify the Problem:
My instructor has just finished explaining how to use a piece of equipment. I was paying attention, but
I’m unsure about one part of a procedure. What do I do?
Explore Strategies:
I could just try to use the equipment and hope that everything works out okay. But if it
doesn’t, what would I do then?
I could ask another student for help. This would save me from looking bad in front of the
instructor. But it might cause me to lose face in front of my classmate. Plus, how do I
know that they know what they’re doing? Maybe they’ll give me wrong information.
I could simply tell my instructor that I need help. That’s his/her job. I’m sure I’m not the
first person to have difficulty understanding the equipment. And I bet that she/he’d
rather repeat the explanation than have to fix the equipment.
Apply a Solution:
I’ll ask my instructor. I know most of the steps; it’s just one part that I’m having trouble with.
If I’m able to operate the equipment safely, then I’ll know that I solved the problem. If I don’t get an
adverse reaction from the instructor, then I’ll know that I chose the right course of action.
212 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Activity sheet: Practice the IDEAL problem solving strategy
Here’s a problem that many of you may have faced during your career. Your students may
experience this when they enter the workforce. See if you can work through this problem-solving
example.
Identify the Problem:
You are on a freelance job. You think that things are going along well, everything is pretty much
on schedule and there hasn’t been any major delays or mishaps. Yet the owner of the
residence/business is continually complaining about the quality of work, the noise, the timing,
Explore Strategies:
Apply a Solution:
213 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 8: Deciding When to Problem-Solve
Purpose:
Sometimes people are not aware there is a problem to solve or they're trying to solve a problem that
doesn't really exists! This activity will help students to learn how to use reflective listening to analyze a
situation and decide when to "problem-solve"
Needed materials:
A room
This activity starts with a mini lecture and finishes with some short role playing.
Worksheet:
1. Mini-lecture:
In many cases the students will come to realize that simply reflecting what is being said helps the speaker
discover his/her own solution to a problem. In other cases the reflecting process will calm the situation
so that he/she can move on to other things.
Sometimes there is no problem to be solved, only a very stressful situation that needs some unraveling.
At these times, reflective listening does not need to be followed by a problem-solving strategy. On
newsprint write "you seem" and "because." Have group members reflect for each of the following
situations: (ask them for example if this situation really needs a problem solving strategy)
David is upset because he received a zero for not doing his math homework.
Ellen's Popsicle melted when she left it in the sun.
Tony's girlfriend broke up with him.
In some of these cases, reflective listening is all that is really needed. In other cases, the student will need
a sympathetic ear and a problem-solving strategy to deal with the situation. Reflective listening will be
important to clarify the problem, and a practical problem-solving strategy will be necessary to solve it.
For instance, in David's case, he may be afraid of failing math. He may want some ideas to avoid further
failure.
214 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
2. Role playing
Have the group split up into pairs. One member will share a problem to be clarified through reflective
listening. The listener will give the idea back to the speaker in order to confirm that the idea (problem)
has been understood correctly. In other words the listener should be able to "reconstruct what the
speaker was thinking". Each group will keep these questions in mind:
After 10 minutes, have the large group reconvene and share some of the problems reflected. List each
problem on a sheet of paper. Decide which problems need the next step in the problem-solving process.
Cross out those that were solved simply through reflecting.
215 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 9: Solving problems/conflicts role playing
Purpose:
In the beginning of this module, students have been taught what a problem is, how to detect if a problem
exists and how to solve it. Now it's time to practice a bit with some role playing.
Needed materials:
A room, some printed diagrams (see below)
Worksheet/exercise:
1. Conflict scenarios:
On the back of this page, there are several conflict scenarios. Choose FIVE, and answer the following
questions for each of them, you can fill the diagram below.
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
5.
Conflict
Best Option
1. A student has heard that her friend has called her names in front of a boy she really likes.
2. Two students are pushing and shoving each other outside the school and calling each other names.
3. Someone has written graffiti over your locker. You are sure you know who did it.
4. You confided in a friend something that was very private for you. You asked him not to tell anyone.
Now everyone knows, and you’re angry.
5. Your sister or brother borrowed your favorite sweater. The next time you went to wear it, there was
a grease stain on the front of it.
6. You arrive early to get a good seat at a school game. You leave your jacket in the bleachers to reserve
your seat. When you return, your jacket is on the floor and someone is in your seat.
7. Two students argue over what to do about the cheating they observed in an exam the day before.
8. One boy purposely trips another in class. Everyone laughs, but the teacher does not see the incident.
This kind of thing happens often.
9. Your friend borrowed your library card six months ago. Now you are charged with a 10 € fine for lost
books. Your friend refuses to pay the fine.
10. You and a friend skipped a class. Your friend lies about the reason to the teacher. The teacher asks
you to confirm the story.
11. Your brother has been on the phone for 30 minutes. You need to call a friend to find out what time
practice is in the morning, and you want to go to bed.
12. You hear your best friend was at the movies last night with your boyfriend/girlfriend. They told you
they were at home studying last night.
1. Role playing: Create 2 alternative role playing endings to present for your scenario.
217
1) Solve the scenario not using appropriate problem solving techniques- escalating the problem.
2) Solve the scenario using appropriate problem solving techniques- diffusing the situation
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 10: Switcheroo
Title: Switcheroo
Purpose:
Switcheroo is based on the old saying, “You can’t see the forest for the trees.” We sometimes get so close
to our problems that we lose the perspective needed to generate creative ideas. One way to overcome
this obstacle is to shift our focus to something else.
Needed materials:
A room. For each group: markers, two flip charts, and masking tape for posting flip-chart sheets
For each participant: one sheet each of three different colors of sticking dots and one pad of 4x6 Post-it®
Notes
Worksheet/exercise:
Procedure
1. Have someone in each group write down a problem challenge on a flip chart.
2. Tell the group to spend 5 to 10 minutes brainstorming ideas and recording them all in
writing, individually on Post-it® Notes.
3. Request that they shift their focus to another problem challenge relevant to each group
and spend 5 to 10 minutes generating ideas for it. This problem should be completely
different from the original one.
4. Call time and have them resume work on the original problem.
5. Tell them to write down any ideas on Post-it® Notes (one idea per note) and place them
on flip charts for evaluation.
Debrief/Discussion
Switching problems in this manner will often allow us to see the original problem differently.
The break from the problem provides a change in perspective. Moreover, working on the new problem
often sparks ideas for the first problem. If switching to another problem doesn’t help, have the groups try
switching to nothing—just take a break and walk around, then return to attack the problem with new
energy. Also consider having participants debrief using the following questions:
• What was most helpful about this exercise?
• What was most challenging?
• What can we apply?
• How would you rate the value of this exercise to helping us with this issue?
• Will this exercise be helpful in the future for other sessions?
218
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Stereotype Handout
Suppose the challenge is to improve quality control in a manufacturing process and your group selects the
occupation of carpenter. You then might write down the following notes about carpentry:
• A carpenter pounds nails on the tip with a hammer to prevent splitting wood.
• A good carpenter always “measures twice and cuts once.”
• The quality of sanding determines the quality of the final finish.
• It’s easier to saw wood with the grain than against it.
• Always use the right tool for the job (for instance, don’t use a screwdriver as a hammer).
• “Blunt” the impact of errors by developing a quality program that “hammers” on the theme of
quality improvement.
• Require all manufacturing employees to check their output twice.
• Provide all employees with additional training in quality control activities.
• Conduct regular meetings with employees to make sure they are aligned with management’s
goals and philosophy.
• Make sure all employees use the latest technology to improve job quality.
219 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 12: Moody problem solving
Title: Moody problem solving
Purpose:
In this activity, students will learn how their mood or their background impacts the way they
see or solve a problem. This parallel thinking approach forces each of the participants in group
to adopt the particular thinking style and see what is its consequence on the problem solving
process
Needed materials:
A room, some printed versions of the activity sheet.
Worksheet/exercise:
Procedure
In each group one student will be the scribe and will write down the idea of each participant.
Give all the groups an example of a problematic situation (or ask students for one), it might
be a situation, an image a video… For example «Luis has 4 tests tomorrow, he hasn’t started
to work on his lessons and his friends are calling him to go out for a drink »
Ask the students to think, during 3 minutes, like they are in a negative mood. They should
write down all they think about the situation/image.
After 3 minutes, move around the groups and ask them to give examples of what they wrote.
Do this work again with different moods/point of views (for example: optimistic, pragmatic,
feeling less …)
Debrief/Discussion
Discuss with students on how your mood can bias your point of view.
One possible conclusion could be: to tackle a problem correctly and to have chance to solve
it, it is better to adopt a neutral point of view or to set up different solutions and see which
the best one is.
Going further:
Give some other examples, students will work in groups, each student will assume « ones
220
mood » and answer some questions. An example of what can be done is given on the next
page:
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Activity sheet: moody problem solving
Look at the following image for 2 minutes and answer the following questions, assuming that you’re in a
special mood.
4) You’re negative:
Which of the ways mentioned above are immoral?
__________________________________________________________________
5) You’re positive: Which of the ways mentioned above seems the best one?
__________________________________________________________________
Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 13: Tower of Air
Purpose:
Again, a "recreative" activity. The main aim is to show how team working may help in a problem
solving process.
Needed materials:
10 Balloons for each team of 3 people
Masking tape (in 1 m long strips)
222 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet:
Description:
Divide your group into teams of three. Give each team 10 balloons and a strip of masking tape. Explain
that the object of this challenge is to build the tallest free standing tower using both the balloons and the
masking tape that they have been given. The tower must be built on the floor (or table) and may not use
any other objects to lean against or help support it. They will have 10 minutes to build their tower.
1) Did you look at what other teams were doing to get ideas? (Mention that this would not be
cheating. You did not tell them they couldn’t look. It is a good practice to use good ideas no matter
where they come from.)
2) What can this activity tell us about working together?
3) What problems can occur when you work in groups?
4) Was a leader chosen in your group? Did one emerge? Who? Why?
5) Describe the roles that each person in your group played. Were some people more involved than
others? Why?
Variations: While the activity is underway, call out certain instructions that must be followed. For
example, “For the next 60 seconds no one is your group may “talk” or “For the next 60 seconds
223
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
ACTIVITY 14: Role-playing Problem-Solving with Toothpicks, Dots, and Coins
Title: Role-playing Problem-Solving with Toothpicks, Dots, and Coins
Purpose:
The purpose in this activity is not only to solve a problem, but to teach what kind of different
persons could be involved in the process and what their exact role is.
Needed materials:
A. Materials for Large Group Preliminaries
1. One for Facilitator and each Assistant
a. "Problem Solving with Toothpicks, Dots, and Coins" agenda
b. Puzzles
The activity is divided into 3 main parts: the distribution of the roles, the role play and a debriefing.
224 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Worksheet/exercise:
B. Description of roles
1. Distribute Role Descriptions handouts to Candidates
2. Instruct Candidates to read through role descriptions
3. Gauge Candidate understanding of roles by questioning
C. Introduction of puzzles
1. Distribute blank index cards on which Candidates will record their names (Cards will
D. Assignment of groups
1. Divide large group into triads; “extras” will be randomly assigned to existing triads as
fourth members
2. Assign an Assistant to coordinate activities of each small group
E. Reminders to Candidates
1. Success in the interview does not depend on one’s ability to successfully complete the
task, as the purpose of this experience is to enable interview personnel to observe
Candidates’ engagement in and interactions during the process
2. Individuals’ success will only be enhanced by the success of the group; in other words
cooperation (as opposed to competition) is desired
3. Monitor volume level during the role play so that one group’s interactions are not
overheard by other groups who might be working on the same puzzle
[Note: Led by an Assistant, each small group reports to the appointed location. During the
remainder of the role play, the Facilitator “floats” to observe, monitor progress, and address
problems and/or concerns that might arise.]
225 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
II. Small Group Role Play (25 min.) – Assistants
A. Preparation
1. Collect index cards and assign Candidate roles (Problem Solver, Helper, Observer) for
each puzzle
a. Problem Solvers must not know the solution of the puzzle to which they have been assigned
(Refer to index cards)
b. Roles will be rotated for each puzzle; any group having four members will have two Observers
for each puzzle
[Note: Led by the Assistant, each small group rejoins the large group.]
226 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
III. Debriefing (15 min.) - Facilitator
[Note: Order in which questions are posed is important, especially with early questions.]
Instruct Candidates to respond as they desire, but inform them that individuals may be directly questioned
at the discretion of the Facilitator
1. Describe the various helping behaviors you observed when you were an Observer or
experienced as a Problem Solver.
2. Observers, what behaviors seemed to be most helpful? Why? What behaviors seemed
to be least helpful? Why?
3. Problem Solvers, what behaviors were most helpful? Why? What behaviors were least
helpful? Why?
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Problem-Solving with Toothpicks, Dots, and Coins Role Descriptions
Just as students in a class might be assigned problems they don't know how to solve, you are asked to
solve a problem. (You need to attempt to arrive at a correct answer, but be aware that your success in the
interview does not depend on your ability to successfully solve this puzzle.)Just as a student might seek
assistance in solving class problems, you are seeking assistance from a helper. Be conscious of how you
feel during the helping process, for you will be asked to discuss your feelings and observations afterwards.
You are asked to help the Problem Solver solve the problem that has been presented. Remember that you
are a helper, not the doer. (You need to assist the Problem Solver in arriving at the correct answer, but be
Observe the interaction between the Problem Solver and the Helper, but do not intervene yourself. In the
discussion that follows this exercise, you will be asked to supply examples as you give feedback to the
Problem Solver and the Helper about their interaction. You may find it helpful to take notes. Consider the
following questions:
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
Problem-Solving with Toothpicks, Dots, and Coins Solutions to Puzzles
Directions: Remove eight toothpicks so there are only two squares left.
Directions: Connect all nine dots with four straight lines without picking up the point of your pencil .
Directions: Move three coins to transform Arrangement A into Arrangement B without removing the coins
from the tabletop.
229 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
TIPS FOR “PROBLEM SOLVING AND DECISION MAKING”
Problem solving is not something natural and easy but an intellectual process. For
example, one can use a video showing how animals do:
http://www.dailymotion.com/video/x2r44u1_big-stick-narrow-bridge-
230 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.
RECOMMENDED WEBSITES FOR THE TOPIC
Some videos:
https://www.youtube.com/watch?v=ftgtzFaHFGE
https://www.youtube.com/watch?v=IKuX-sLqtNk
https://www.youtube.com/watch?v=E_oUSZBgRDM
231 Page
`
This project is funded with support from the European Commission. This document reflects This project is funded
the views only of the author, and the Commission cannot be held responsible for any use by the European Union
which may be made of the information contained therein.