What do employers expect? (Visiting a hospital or other care center)(Code CAL4WA5W4)

IO4. Cultural Awareness

Work Area 5

Workshop 4: What do employers expect? (Visiting a hospital or other care center)

1. General Information

Name of the key competence:
Culture in employment

Name of the workshop:

Introduction to culture at the workplace

Main learning outcomes:

5.2.1 Describe in what ways a person can be active

5.2.2 Provide examples of how “norms and values” can affect career path choice​

5.2.3 Recognise opportunities that can arise through culture

5.2.4 Be able to fight/dismiss stereotypes and norms in order to go after what you want

Work area{s):

WA5: Culture in work and education

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:

  • Selection of organization to visit
  • Transport and meeting arrangements.
  • Staff preparation regarding presentations, guided tour and further presence
  • Separate room for group activities apart from the guided tour

Annexes

2. Didactical Methodology

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

3. Type of training activities used

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

4. Organization of the workshop

Duration: 2 hours

 

Learning outcomes:

5.2.1 Describe in what ways a person can be active

5.2.2 Provide examples of how “norms and values” can affect career path choice

5.2.3 Recognise opportunities that can arise through culture

 

Presentation and guided tour around hospital or other care centre.

Process:

  • Welcome by the host (A -general- manager?)
  • Presentation of the organization, its activities, its jobs and the (different) people doing it.
  • Short round of reactions, questions and answers

Time: 30 minutes

 

  • Guided tour around the organisation, paying special attention to the various types of work, working conditions and core values (including the less obvious professions and roles: treatment, nursing and care versus administration, food production and distribution, technical and facility support and voluntary work).
  • Reflections on the experiences of the guided tour
    – What remarkable things have you noticed? What is new?
    – Differences/similarities with country of origin?
    – ‘Male’ versus ‘female’ work?
    – What aspects you like best/least?
  • Remaining questions and remarks
  • Summarising conclusions

 

Time: 1 hour followed by a short break

Annexes: 

Video and other useful links: 

Duration: 1 hour

 

Learning outcomes:

5.2.1 Describe in what ways a person can be active

5.2.2 Provide examples of how “norms and values” can affect career path choice

5.2.3 Recognise opportunities that can arise through culture

5.2.4 Be able to fight/dismiss stereotypes and norms in order to go after what you want

 

Professional taste can be disputed

Process:

  • The host (HR officer) elaborates on the big variety in activities and jobs and in working conditions (including contracts) but also the variety of people fitting in this wide range aspects/dimensions (which are to be listed in a slide, a flip-over or on paper.)
  • Participants are asked to think a few minutes about what work/which job they would like to do as well as what they would hate to do and why. They may choose regardless of their personal characteristics and abilities.
    Subsequently they interview each other for 2x 5 minutes in pairs about what about their choices and the arguments to support them (preferably relating to the kind of work (job content), and working conditions.
    The facilitator indicates when to start the interview and when to change roles. It will be wise for everybody to make notes!
  • Each participant summarises the choices and arguments of her partner. Other participants may only ask question for clarification.
  • After the full cycle the facilitator summarises the dominant criteria applied by the participants and asks the host what choices and arguments he/she liked best and why.

Time: 1 hour

 

Annexes:

 

Video and other useful links: 

Duration: 1 hour and 30 minutes

 

Learning outcomes:

5.2.1 Describe in what ways a person can be active

5.2.2 Provide examples of how “norms and values” can affect career path choice

5.2.3 Recognise opportunities that can arise through culture

5.2.4 Be able to fight/dismiss stereotypes and norms in order to go after what you want

 

Professional expectations to meet and personal qualities to mention

Process:

  • Introduction: This exercise is a little roleplay as a follow-up of the interviews in the previous exercise. This time pairs pretend to have a job interview, focusing on the match of job requirements with personal character and qualities.
    Each interview starts with a mutual introduction.
    In having these mini-interviews ‘on stage’ (pair by pair and taking turns in roles) the participants have to comply with some basic rules in (Dutch) professional behaviour:
    – Keeping eye contact when talking to someone
    – Being direct and clear in both questions and answers
    – Knowing your own strengths and weaknesses
    – Saying what you think (to help each other)
  • After each pair (2 mini-interviews) the facilitator asks the pair to shortly reflect on how it went and the host responds with a few “tops and tips” for each participant.

Time depending on the number of participants 10-15 minutes per pair plus 10 minutes for the introduction and 15 minutes for the summarising recap of the workshop.

Annexes:

 

Video and other useful links: