IO4. Cultural Awareness
Work Area 4
Workshop 2: Resolving a conflict in intercultural environment
Name of the key competence:
Cultural Awareness
Name of the workshop:
Resolving a conflict in intercultural environment
Main learning outcomes:
4.2.1 List various types of conflict
4.2.2 Use techniques of conflict resolution
4.2.3 Be able to lead a team in order to proceed in creative conflict resolution and present its benefits
Work area{s):
WA4: Cross cultural communication
Duration:
4 hours
AC entry level
4
Class room activity
Outward bound activity
E-learning activity
Min. training materials:
Online connection
Beamer and PC
White board
Paper/pencils, post its etc
Extra rooms
Others:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
Annexes
Part of workshop
Innovative didactical methodology used:
What it means:
1st part
2nd part
3rd part
1. Spaced learning
Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students
2. Cross Over learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives
3. Learning through argumentation
Argumentation as means to attend to contrasting ideas, which can deepen their learning. Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations
4. Incidental learning
Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher
5. Context based learning
By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning
6. Computational thinking
Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).
7. Learning by doing
A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn
8. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process
9. Adaptive Teaching
Using data of learner’s previous and current learning to create a personalized path through educational content.
Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study
10. Analytics of Emotions
Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner
Type of activity
Part of workshop
1st part
2nd part
3rd part
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
5. Demonstrations
6. Real world learning / real life scenario
7. Apprenticeship
8. Story board teaching
9. Out of class activity
10. Problem-based learning activity / problem solving
11. Collaborative preparation
12. Discussion questions / group discussion
13. Group activity
14. Story telling
15. Mind mapping
16. Brainstorming
17. Instructional video
18. Role playing
19. Self-assessment
20. (Mentor) work shadowing
21. Instruction
22. Event organisation
23. Online training
24. Learning game
25. Reflection
26. Coaching
Duration: 1 hour and 30 min
Learning Outcomes:
4.2.1 List various types of conflict
Process: Intercultural conflict case study
- The Facilitator displays on the whiteboard and presents different types of conflict from Annex 1, giving specific attention to constructive and destructive conflicts
- The Facilitator then divides the trainees into groups of 4-5 people and hands out the case study with the questions for its discussion. The participants discuss the questions in groups for 30 minutes.
- Following that the Facilitator debriefs the case study with the whole class, as a support using information from Annex 3 ‘References for the Facilitator’
Annexes:
Annex 1, Annex 2, Annex 3
Video:
Duration: 1 hour and 30 min
Learning Outcomes:
4.2.2 Use techniques of conflict resolution
Process: Intercultural conflict role-play
- The participants are given 20 minutes to review conflict resolution strategies from the suggested link
- The Facilitator picks 6 volunteers from the participants and randomly divides them into 3 pairs. The rest of the group is meant to learn by observing the role play of these 3 pairs.
- Each pair is given 2 scenario profiles from Annex 4 and instructed to not show them to each other. Then they have 20 minutes to read their scenarios, prepare, and get used to their partner. In order to do that each pair is given a separate space / room to prepare in private.
- Then the pairs present their dialogue one after another. Neither Facilitator, nor other participants comment the dialogues of the pairs until the last pair is finished.
- Following the presentations, the Facilitator debriefs the role plays with the class, referring to the information from Annex 5. As the workshop focuses on the conflict resolution strategies and not cultural differences, the Facilitator accentuates this aspect of the role play. It doesn’t matter which conflict resolution strategy the participants choose and defend, as long as they can argument their choice. The Facilitator gives feedback to each of the pairs, making it an open discussion with both role play participants and the rest of the class.
Annexes:
Annex 4, Annex 5
Video:
https://www.hrpersonality.com/resources/conflict-management-techniques
Duration: 1 hour
Learning Outcomes:
4.2.3 Be able to lead a team in order to proceed in creative conflict resolution and present its benefits
Process:
- The participants read tips for conflict resolution in multicultural communication from Annex 6, given as a handout by the Facilitator. Meanwhile, the Facilitator also explains them the difference between individualistic and collectivistic cultures.
- The participants are then asked to imagine themselves as team-leaders, and a group discussion takes place.
- The Facilitator moderates the discussion with the following questions:
- Why do you think it is more difficult to lead a multicultural team?
- What are the most common reasons for conflicts in intercultural communication?
- What is the best way to prevent intercultural conflicts in your team?
- How one can develop effective intercultural communication skills?
- What advice can you give to a representative of an individualistic culture in resolving an intercultural conflict with a representative of collectivistic culture?
- What advice can you give to a representative of a collectivistic culture in resolving an intercultural conflict with a representative of an individualistic culture?
Annexes:
Annex 6.
Video: