Reboot training Date and Time Module 2 Context

Reboot training Date and Time Module 2 – Context: How We Work Name of the presenter, Name of the organisation

Agenda of the Session • Introduction to the session • Revision of homework of the Module 1 – About me: How I work • Presentation to the Module 2 – Context: How We work • Exercise 1 • Break • Exercise 2 • Presentation of Module 3: ‘Into Action: Get to Work!’ • Conclusions and the end of the session

Reflection on Homework of Module 1 – About Me: How I Work • How it felt? • How were the exercises? • What was difficult and what was easy? • Did you learn something new about yourselves? • Was something empowering? • How do you feel about soft skills? Discussion about homework

Module 2 Context: How We Work Module 2 – Context: How We Work focuses on enhancing seven soft skills which are linked to working with others. Being able to work well with others is a crucial skill in the modern workplace. • How did the Open Educational Resources (OER) feel? • Did you learn something new from the OERs? • How do you feel about the soft skills of the Module 1? • Have you applied them without realising? Where and how? • How could you benefit from them? • How can they benefit work? • Other thoughts?

The Aim and objectives of the Module 2 To develop the understanding of soft skills linked to interpersonal activities, communication at work and in daily life, and how it impacts the work environment and the delivery of work. and learn to identify those in themselves and others. • To gain a better understanding of and develop their interpersonal soft skills. • To gain a more in-depth comprehension of various aspects of themselves, including their strengths, weaknesses, beliefs, emotions and motivations in interpersonal situations and activities linked to work. • To reflect on own attitudes and approach to work, people and life in general based on the seven interpersonal soft skills of the module. • To familiarise with tools and methods linked to interpersonal activities and approaches in a workplace. • To increase skills to work with others regardless their background.

Soft Skills Module 2 1. Teamwork 2. Interpersonal skills (communication and understanding the needs of others- user orientations) 3. Tolerance and Culture 4. Negotiation skills 5. Networking 6. Leadership - Mobilising Others 7. Interdisciplinary skills

The Structure of the Module 2 - Open education resources (OERs) - Module description and aims - 7 Units and skills - 14 exercises (2 per unit/skill) - Examples of applying skills in practise - Possibility to add own examples of skills in practise onto own virtual space

The Structure of a Skill Unit - The name of the skill - Inroduction to the soft skill - Why is this an important skill - OERs: interesting links to articles and videos and other materials - Exercise 1 - Exercise 2 - Next steps - Evidence based story of applying the skill in practise onto a virtual space

Skill aims: Teamwork • Teaming up and collaborating • Work together and co-operate with others to develop ideas or take action • Ability to create a team of people who can work together

Skill aims: Interpersonal Skills • Communicating ideas clearly to others • Communicate ideas to others persuasively by using different methods • Produce narratives and scenarios that motivate, inspire and direct people • Ability to take part in constructive discussions with others about ideas (own or others' ideas) including third parties that these ideas are targeted at

Skill aims: Tolerance and Culture • Showing respect for others, their background and situations and support diversity • Fighting intolerance and radicalisation drawing from cultural/personal aspects • Ability to value diversity as a possible source of ideas and opportunities • Ability to work with people who represent different cultures than that of my own, also having sympathy or indulgence for beliefs or practices differing from or conflicting with my own

Skill aims: Negotiation Skills • Persuading others through the use of arguments and evidence, appealing to both intellect and emotions • Ability for effective pitching • Ability to overcome resistance from others

Skill aims: Networking • Network establishment and maintenance • Openness to establishing new contacts and cooperation with others (individuals and groups) • Ability to establish new relationships • Ability to use a network to bring together different perspectives and keep it engaged

Skill aims: Mobilising Others • • Inspiring, enthusing and getting others "on board" Ability to inspire others and prompt enthusiasm Ability to get the support needed to achieve valuable outcomes Ability to demonstrate effective communication, persuasion, negotiation and leadership

Skill aims: Interdisciplinary Skills • Merging concepts and methods towards new approaches or solutions • Ability to combine several fields of study or academic interests, translate and apply them in work

Exercise 1 [Comment to trainers: This should be a level 1 exercise. Add which best suits your group. On the next page you can find an example of an exercise]

Unit 11, Tolerance and Culture: Exercise 1 – Vann Diagramme of Tolerance (1) Aim: To meditate on differences and similarities between us and a colleague/classmate. Time estimate: 30 mins 1. Think about someone that you had to work with (whether at university or at work). Now that you have him/her in mind, try to list 3 things, using the Venn Diagram (on the next slide), that you (this person and you) have in common and three things that are different. 2. Reflect on the things that you have in common with this person. 3. Make notes about positive and negative situations in which you noticed these similarities. 4. Reflect on the things that are different between you and this person 5. Make notes about some positive and negative situations in which you noticed these differences.

Unit 11, Tolerance and Culture: Exercise 1 – Vann Diagramme of Tolerance (2) Me common he/she

Unit 11, Tolerance and Culture: Exercise 2 – Circles of my multicultural self (1) Aim: This activity highlights the multiple dimensions of our identities. It addresses the importance of individuals self-defining their identities and challenging stereotypes. Time estimate: 30 mins Place your name in the centre circle of the structure on the next slide. Write an important aspect of your identity in each of the satellite circles: an identifier or descriptor that you feel is important in defining you. This can include anything: Asian American, female, mother, athlete, educator, Taoist, scientist, or any descriptor with which you identify.

Unit 11, Tolerance and Culture: Exercise 2 – Circles of my multicultural self 1. Think about a time you were especially proud to identify yourself with one of the descriptors you used above and make notes 2. Think about a story about a time it was especially painful to be identified with one of your identifiers or descriptors and make notes 3. Write down a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence: I am (a/an) ___________ but I am NOT (a/an)___________. (Ex. if one of my identifiers was “Finnish, " and I thought a stereotype was that all Finns are quiet, my sentence would be: I am Finnish, but I am NOT quiet. )

Break

Exercise 2 [Comment to trainers: This should be a level 2 exercise. Add which best suits your group. On the next page you can find an example of an exercise]

Unit 14, Mobilising others/Leadership: Exercise 1 – Leadership in life (1) Aim: In this exercise, you will reflect on leadership qualities in your own life. Time estimate: 30 mins 1. Think first about the leadership skills that you use with your family, friends, job, hobbies or even with your pets. There should be interaction between people, a group of people or some other party like your pet. Select three of them and write on the sheet of paper (or a page) headings for each of the three of them and below the situations where and how have you used leadership skills. Have a look at the example on the next slide Did your methods work? What worked and what did not work? Why so?

Unit 14, Mobilising others/Leadership: Exercise 1 – Leadership in life (2) 1. My younger siblings When travelling with my parents, I support my parents in looking after them: - Setting a good example and doing things together in order to make the right decision together - Explaining why something is done and not done, and including them in these discussions instead of giving a simple yes and no - Doing things together 2. My cat Trying to make my cat do anything: - Instead of telling what to do, persuading, creating trust and relaying on their natural behaviour; even making it a game we can do together and playing. In case of stubbornness, distracting them and doing something else instead. 3. My hobby: Ice-hockey Creating team-spirit for winning: - Creating unity and equality - Showing that each plays an important role - Supporting, listening and encouraging - Asking how they would do something and discussing about it with them - Going through the outcomes together and learning from them, and thanking everybody - Setting good examples

Unit 14, Mobilising others/Leadership: Exercise 1 – Leadership in life (3) 2. Next, think of a movie and a leadership role and how actors use leadership in these roles. Imagine different situations where they show their leadership skills, how they act in those situations and how other actors react to them. Write them down on a similar table as earlier. Actor 1 (name) in a role of (write the role) Write here the situations and how the leadership took place Actor 2 (name) in a role of (write the role) Write here the situations and how the leadership took place Which methods worked and why? Was an aspect culture-related?

Unit 14, Mobilising others/Leadership: Exercise 1 – Leadership in life 3. Thirdly, think of other situations where leadership skills are important, how they show in people, how they act and what they accomplish with their actions. These can be for instance politicians, events, a character from a book, an influencer, etc. Choose 3 situations and write them up in a similar table. Situation 1 (name and description) Write up the situations and how the leadership took place Situation 2 (name and description) Write up the situations and how the leadership took place Situation 3 (name and description) Write up the situations and how the leadership took place Which methods worked and why? Was an aspect culture-related? 4. Observe these 3 different types of situations. What do they have in common, what don’t they have in common? What could you learn from them and use at work?

Unit 14, Mobilising others/Leadership: Exercise 2 – Mission Impossible (1) The case description: You have taken a project which does not have enough time, money, resources and…you name it. Not only is there extremely little time, but in addition, nothing is ready, nothing exists, when the project starts. You have to start from scratch. The project timeframe is one month and the actual implementation time is about 2 weeks. You will need 10 people to deliver your project, but you still need to find them all. The project is new for everyone and you do not have time or money to pay and find experienced people to work for you. You will have to buy services from other companies or organise the work in other ways. The project is complex and it has many uncertain aspects. You must use friends and their friends to get people involved in the project – it means you have to step out of your comfort zone and stretch your limits. The people you will gather are from different backgrounds and have different skills and they possibly have never done things like this before. The task you have is demanding and you need to have or find multiskilled people or you need to have these qualities yourself.

Unit 14, Mobilising others/Leadership: Exercise 2 – Mission Impossible (2) The task: 1. List first the tasks, timing for them, and possible obstacles you might face and how to solve them. Put the challenges onto a Gantt chart. 2. Think next how you will encourage people to work together and deliver their tasks. What kind of tasks will they do and when? Add this information onto the Gantt chart building on the previous points. 3. Now it is about leading the team through the project and the challenges. What is your approach? How will you lead them and guide them through the challenges you listed in the previous point and how do you plan to solve them? Are there aspects in the leadership qualities raised in exercise 1 you could use here? What is your role in the whole project – are you a demanding leader or part of the group? Think about potential different situations and what you could do to solve such issues, should they arise? Think how you will lead the group, how you will inform people of tasks and consider how you will get things going smoothly.

Unit 14, Mobilising others/Leadership: Exercise 2 – Mission Impossible (3) 4. Think next how you will manage any changes in the team: what if someone is missing? How will you integrate new people into the team to do the work and fill gaps on work progress? In this complex and demanding project, you have to observe from the outside every now and then to see the whole picture from a wider perspective. 5. Once ready and satisfied with your solutions, reflect on the task and what you have learnt planning this kind of project. Take positive things and try to turn obstacles into opportunities to learn something new.

Module 2 Context: How We Work Module 2 – Context: How We Work focuses on enhancing seven soft skills which are linked to working with others. Being able to work well with others is a crucial skill in the modern workplace, especially in increasingly globalised economies where many organisations may require their employees to work with individuals from different cultures and backgrounds. Teamwork, Interpersonal skills, Tolerance and culture, Negotiating skills, Networking, Mobilising others, Interdisciplinary skills Have you applied these skills? How could you apply these skills?

Conclusions and Homework • Reflections about today’s session? • Did you gain new insights and ideas? What did you learn? • What did you understand of your soft skills? • Any other thoughts? • Homework • The remaining exercises of the module ‘Context: How We Work’ • Theory and OER of the Module 3 – ‘Into Action: Get to Work’ • Continue writing the learning journal • Any findings related to soft skills and what you think of them. • What was easy, what was difficult? • Observations of others and soft skills, and any other findings.

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