IO4. Cultural Awareness
Work Area 5
Workshop 4: What do employers expect? (Visiting a hospital or other care center)
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
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: 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: