VETBusiness Partnerships on Workbased learning and Apprenticeships VET
VET-Business Partnerships on Work-based learning and Apprenticeships VET 2 Business Curriculum: Successfully master intercultural encounters Module name: Are you intercultural competent? Module code: VET 2 B_IC-1 Unit name: The individual level: self-reflection Unit code: IC-1. 1 Author: IHK-Projektgesellschaft mb. H Project Number: 585211 -EPP-1 -2017 -1 -EL-EPPKA 3 -VET-APPREN
Aims and Objectives This task gets you taking action. You will receive some guiding questions. Your task will be to take notes to your cultural diary – just for one week. In this week from Monday to Sunday you observe yourself and write down the answers to the given questions. The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Learning outcomes • At the end of this activity the learner will be able to: – Exercise self-awareness based on intercultural knowledge The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Table of contents • Section 1 - Self-reflection tasks: Getting to know yourself • Section 2 - Self-reflection tasks: Stereotypes • Synopsis • List of references • Presenter’s page The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Self-reflection tasks: Getting to know yourself STEP 1: AWARENESS – first step to change 1) How do I communicate? Direct or carefully diplomatic or …? 2) Do I use a lot of words or do I use a few words and feel fine with silence? 3) What or whom do I listen to? 4) Do I prefer facts & figures, or creativity and entertainment? 5) How do I move? Do I use space and how does that make others feel? Do I touch or act reserved? 6) Do I think individualistic or more from a group-oriented point of view? How do I relate to titles, age and seniority? 7) How do I react to those who do things differently from myself and point out other priorities than mine? The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Self-reflection tasks: Getting to know yourself STEP 2: Moving to a more open and conscious attitude 1. Develop a positive attitude towards differences! 2. Be curious and interested! Try to understand! 4. Do things differently than before! 3. Observe the values, patterns and ways of others! The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Self-reflection tasks: Getting to know yourself STEP 2: Moving to a more open and conscious attitude Final goal: Use your new knowledge for adapting your own behaviour. Participate and try out - in different settings, communication, negotiations or team participation. The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Self-reflection tasks: Stereotypes – you certainly know examples… According to Collins’ Dictionary of Sociology stereotype are defined as ‘a set of inaccurate, simplistic generalizations about a group of individuals which enables others to categorize members of this group and treat them routinely according to these expectations’. (Jary and Jary, 1995) This group – the so called- out-group in contrast to the in-group the person belongs to – is characterized by distinctiveness, be it because of their national background, gender, profession etc. The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Instructions: self-reflection tasks on stereotypes Now it’s your turn again … Task 1: Read the web-based paper of Jaakko Lehtonen (2005) on Stereotypes and Collective Identification Task 2: Contemplate the following questions: A) Where does the content of stereotypes come from? B) How are stereotypes maintained and transported? C) Can you name 3 examples of negative cultural stereotypes and their consequences from your experiences? The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Synopsis • You contemplated about your own self-concept and the role of stereotypes when dealing with people of other groups. • Now you should be able to: – be more familiar with your values, beliefs and behaviour – be aware of the function and impact of stereotyping – start thinking in an open, positive direction towards cultural differences (if you did not before anyway) The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
List of references • Marit Imeland Gjesme on Establishing Cultural Agility & Intercultural Competence (2019): http: //www. meetingmediagroup. com/article/establishing-culturalagility-intercultural-competence (retrieved on 15 -03 -2019) • Lehtonen, Jaakko (2005) Stereotype and Collective Identification (p. 61 -85). In D. Petkova and J. Lehtonen (eds), Cultural Identity in an Intercultural Context. Publications of the Department of Communication, No 27. University of Jyväskylä. : https: //moniviestin. jyu. fi/ohjelmat/hum/viesti/en/ics/16 (retrieved on 15 -03 -2019) • Jary, David & Julia Jary (1995) Collins Dictionary of Sociology; Glasgow: Harper-Collins • All photographs used are free and were purchased by pixabay. com The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Presenter’s page IHK-Projektgesellschaft mb. H Frankfurt (Oder)/Germany www. ihk-projekt. de projekt@ihk-projekt. de The European Commission support for the production of this presentation does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
VET-Business Partnerships on Work-based learning and Apprenticeships Thank you for your attention! www. vet 2 business. eu @VET 2 Business @Vet 2 business. P Any copyright and Intellectual property laws must be respected and are the responsibility of the author. Project Number: 585211 -EPP-1 -2017 -1 -EL-EPPKA 3 -VET-APPREN
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