Resolving a conflict in intercultural environment (Code CAL4WA4W2)

IO4. Cultural Awareness

Work Area 4

Workshop 2: Resolving a conflict in intercultural environment

1. General Information

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


4 hours

AC entry level


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


Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required



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: 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’


Annex 1, Annex 2, Annex 3


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.


Annex 4, Annex 5


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



  • 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?


Annex 6.