English Soft Skills Training Manual4

Labour Office & Clients
Counselling and Communication Skills

for Labour Office Advisers,
Counsellors and Job Mediators
Curriculum
&
Training Manual
Imprint
Project promoter: rad prce, socilnych vec a rodiny Dunajsk Streda,
Alice Dobra, dorsk 41, 929 48 Dunajsk Streda
Web: www.upsvar.sk
Project coordinator: BEST Institut fr berufsbezogene Weiterbildung und Personaltraining GmbH,
Dr. Wolfgang Eisenreich, Mariahilfer Strae 8, 1070 Wien
Web: www.best-training.com
Project Number: SK/04/B/P/PP-177401
Graphics and Layout: TELEHAUS WETTER / VeVFAR e.V.
www.labour-office-and-clients.org
PREFACE
Placing Employment
The new Employment Guidelines (2005-8) of the European Employment Strategy EES are
streamlined. Numbering eight they fit within three priorities. To attract and retain more people
in employment ranks first. The objectives require an efficient delivery system, in which the
public employment services play a prominent role. Strengthening the effectiveness of job
counselling and job placement is an European wide concern. Better matching of jobseekers
and vacancies in the labour market are among the key objectives of the EES.
The project "Labour Office & Clients" (LOC)

in this regard aims at promoting the transfer of experiences and competences in the area of
job counselling and job placement. Co-operative learning and the exchange of professional
expert knowledge provide the basis to develop and raise the awareness for the importance of
specific key skills in the professional fields of counselling and job mediation.
This LOC - Curriculum and Manual

is a joint product of 16 organizations of 10 European nations. The vocational trainings
offered are designed to optimize job counselling and strengthen the effectiveness of public
employment services operations at regional and local levels.
Sustained success of training means transfer into practice

The central feature for the success and high quality of vocational training is actually defined
and recognized by the sustained change of habits and performance. This new approach
incorporates the widening of skills and competences in order to fulfil the daily tasks.
Key skills are indispensable

to achieve a reasonable - success via training. Especially communication and social skills
play a central role in the transfer process of knowledge and competences into the daily
practice of job counselling and job mediation.
Consequently the following LOC - Curriculum & Manual is designed to perform both: to
develop key skills and widen the competences of professional activities. They are clearly
superior at putting across professional expert and general knowledge, which are the core
elements of classical offers in the field of vocational training.
Indicators of Quality
The course participants will be involved cognitively (knowledge), affectively (sensations,
intrinsic and ethic values) and in relation to habits and alternative actions. This underlines
and supports the active and self directed transfer into the individual practice of job counselling
and job mediation at the individual workplace in a process oriented way. One of the central
criteria of quality and success lays in the detailed definition and selection of target groups and
training needs (Social Marketing Approach).
Methods
This way of organized vocational training works best with group work and work shops. The
delivery acknowledges and addresses a diversity of learning styles. The methods and modules
provide a need-oriented way of learning, offer an innovative, individual variability and contain
a mix of cooperative and participative training elements.
Subject Areas: Target group-oriented services

The LOC Curriculum & Manual is designed to perform both: to develop key skills and widen the
competences of professional activities
to strengthen and communicate a service-oriented culture within Labour

Offices and JobCentres, to differentiate customers and to establish a detailed
monitoring and evaluation
to raise the awareness for the importance of soft skills in the job placement
process
to promote the dialogue between labour offices and employers
T a b l e
o f
C o n t e n t s
TABLE OF CONTENTS
Preface...................................................................................................................3
1.
UNDERSTANDING CLIENTS........................................................9
GUIDANCE FOR UNEMPLOYED.....................................................................................10

Schedule 01 - Two-Days-Course................................................................................13
GUIDING REFUGEES, ASYLUM-SEEKERS AND MIGRANTS................................................17
Schedule 02 - Three-Days-Course.............................................................................20
GUIDING CLIENTS AFFECTED BY BASIC SKILLS DEFICITS...............................................24
Schedule 03 - Two-Days-Course................................................................................27
Schedule 04 - One-Days-Course................................................................................32
GUIDANCE FOR WOMEN.............................................................................................34
Schedule 05 - Six Half-Days-Course..........................................................................37
2. REQUIREMENTS OF THE LABOUR MARKET..................................47

THE IMPORTANCE OF SOFT SKILLS IN THE LABOUR MARKET...........................................48
Schedule 06 - 18 Sessions Half a Day......................................................................51
JOB MATCHING AND WORKPLACEMENT........................................................................64
Schedule 07 - Five-Days-Course...............................................................................66
CUSTOMER RELATION - HOW TO PROMOTE THE DIALOGUE BETWEEN LABOUR OFFICE AND
EMPLOYER................................................................................................................72
Schedule 08 - Three-Days-Course.............................................................................73
WORK ORGANIZATION: NEW WORK & MOBILITY...........................................................76
T a b l e
o f
C o n t e n t s
Schedule 09 - Two-Sessions-Course...........................................................................78
VOCATIONAL ORIENTATION FOR YOUNG WOMEN...........................................................80
Schedule 10 - Two Half-Days-Course.........................................................................82
3. CULTURAL AND GENDER DISTINCTION:......................................85

GENDER MAINSTREAMING (GM) SENSITISATION FOR LABOUR OFFICE ADVISERS,
COUNSELLORS AND JOB MEDIATORS...........................................................................86
Schedule 11 - Four Half-Days-Course.........................................................................88
POLITICAL AND LEGAL OBLIGATIONS IN THE VOCATIONAL FIELD OF LABOUR OFFICE
ADVISERS, COUNSELLORS AND JOB MEDIATORS...........................................................93
Schedule 12 - Five Half-Days-Course.........................................................................95
NETWORKING APPROACHES PROMOTING GENDER ORIENTED JOB PLACEMENT ACTIVITIES
AND TRAININGS......................................................................................................101
Schedule 13 - Five Half-Days-Course.......................................................................103
EQUAL OPPORTUNITIES............................................................................................109
Schedule 14 - Three Half-Days-Course.....................................................................111
DIVERSITY MANAGEMENT FOR LABOUR OFFICE ADVISERS, COUNSELLORS AND JOB
MEDIATORS............................................................................................................115
Schedule 15 - Two half days...................................................................................117
MANUAL EXERCISES & HANDOUTS................................................121

01 Handout Basic skills deficits..........................................................................122
02 Handout Experiences on basic skills deficits.....................................................126
03 The state of knowledge................................................................................128
04 Functional Illiteracy.....................................................................................129
05 Handout Share Ideas...................................................................................130
06 My culture..................................................................................................132
07 Handout multicultural guidance I...................................................................133
08 Handout multicultural guidance II..................................................................134
09 Handout: The organisation for which you work ... I..........................................135
10 Handout: The organisation for which you work ... II.........................................136
T a b l e
o f
C o n t e n t s
11 Creating a vision.........................................................................................137
12 Handout Filling in a form..............................................................................138
13 Handout Excuses.........................................................................................139
14 Motivation - Communication.........................................................................141
15 How they live their lives..............................................................................143
16 Professional project construction...................................................................144
17 One day in the future...................................................................................145
18 Opposites or diversity?.................................................................................146
19 Pessimists and Optimists..............................................................................147
20 The kind of message pictures send................................................................148
21 Reflection Who am I ...?............................................................................149
22 Expectations of the Course...........................................................................150
23 Morning round with musical instruments.........................................................151
24 Soft Skills in the professional context.............................................................152
25 Collage showing variety in communication......................................................153
26 Communicating Ball as Feedback...................................................................154
27 The only one..............................................................................................155
28 Ball Game in a circle....................................................................................156
29 Dealing with communication barriers..............................................................157
30 Hidden pictures...........................................................................................158
31 Picture dictation..........................................................................................159
32 Expression and variety of non-verbal communication........................................160
33 Morning drawing.........................................................................................161
34 Chain of information....................................................................................162
35 Problem Solving Strategie.............................................................................163
36 Ways of meeting people...............................................................................164
37 Handout Teamwork......................................................................................165
38 Warming up................................................................................................166
39 Drivers of motivation...................................................................................167
40 Motivational factors in the spotlight................................................................168
41 Perception: Mix up.......................................................................................169
42 Dissemination activity..................................................................................170
43 Final sound.................................................................................................171
44 Feedback...................................................................................................172
45 Interview productions..................................................................................173
46 Key Qualifications........................................................................................174
47 Networking.................................................................................................176
48 Typical professions......................................................................................177
49 Women go self-employed.............................................................................178
50 Gender Sensitisation....................................................................................179
51 Feel the difference.......................................................................................180
T a b l e
o f
C o n t e n t s
52 Municipal Planning Department.....................................................................182

53 My Life......................................................................................................183
54 Project Sharp Eye ....................................................................................184
55 Qualities....................................................................................................185
56 Ranking.....................................................................................................186
57 The 6-3-5 method......................................................................................187
58 Roles & expectations....................................................................................188
59 Activation...................................................................................................189
60 Self-Reflection............................................................................................190
61 Handout Eisenhower principle.......................................................................191
62 Learning Diary............................................................................................192
63 Handout Learning Diary................................................................................193
64 The only one..............................................................................................202
65 The life tree................................................................................................203
66 Working life curve.......................................................................................204
67 Handout Working life...................................................................................205
68 Web of competences....................................................................................206
69 Handout awairness raising............................................................................207
70 Profiling my individual competencies..............................................................209
71 Handout: Profiling.......................................................................................210
72 Skills Analysis.............................................................................................214
73 Handout Skills Analysis................................................................................215
74 Handout Skills analysis.................................................................................216
75 My latest success........................................................................................217
76 Feedback vehicle.........................................................................................218
77 Feedback rules............................................................................................219
78 Feedback chair............................................................................................220
79 Handout: Feedback rules..............................................................................221
80 Knowledge, skills & experience......................................................................222
81 Positive thinking..........................................................................................223
82 Survival strategies.......................................................................................225
83 Learning situations......................................................................................227
84 Handout: Learning situations........................................................................228
85 Listing and evaluating significant events.........................................................230
86 Handout Significant events...........................................................................231
87 American debate.........................................................................................233
88 Handout: American debate...........................................................................234
89 Ten questions never to be asked....................................................................238
Partnership..........................................................................................................241
C u r r i c u l u m
1.
Understanding
Clients
C u r r i c u l u m
GUIDANCE FOR UNEMPLOYED
WHY THIS COURSE:

The first aim is the return into the labour market of unemployed and job applicants
Current context:
Unemployment of long duration
Reduction in the offers,
Inadequacy between supply and demand in term of professional sector, trades,

competences and qualification
The strategies (national and European) of fight against the inequalities in particular regarding
access to employment
The local market analysis shows larger and larger differences between not provided offers and
the stagnation, even the increase in number of unemployed individuals
After long period of unemployment the job seekers have the feeling that their requests are not
taken into account or understood and that office advisers, counsellors, case managers and job
mediators do not bring them the service they are expecting
All this makes essential, for the advisers, the development of their capacities in:
Individual listening and analysis of problems applicants are facing
Designing training path in order to facilitate the return of their clients into the
labour market
AIMS OF THE COURSE
To analyse the request of applicants for work and to build an individualized

answer.
To accompany the person throughout the course proposed.
This analysis must be made thoroughly in order to have a global vision of the professional
profile but also of expectations, assets, constraints, and of the clients autonomy in job
searching
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C u r r i c u l u m
The adviser must have a good knowledge and practice of the various services he will be able
to propose to the person according to the results of the diagnosis.
He must also be able to evaluate the relevance of the training or support measures
developed, whether they are led by himself or an external provider
WHO WOULD BENEFIT FROM TAKING THE COURSE?

All advisers in charge of:
Making individual interviews for diagnosis,
Designing accompaniment path towards employment
Following these paths and results obtained
THE APPROACH OF THE COURSE

Basic modules
Diagnosis Interview
Construction of an accompaniment path towards employment
Follow-up and accompaniment of the client
We recommend addiotional modules according to needs and interests

Optional modules: Animation of thematic workshops - Development of a professional
project - Job research - Creation or resumption of company.
METHODOLOGY
To be able to use individual interview techniques considers the various spheres

(professional profile, personal situation, personal situation, expectations and
assets, autonomy for research) in order to identify the possible relevant
questions to collecting useful information (existing guide or to be achieved by
training providers)
To develop a cooperation approach with the applicant, shared diagnosis in

order to:
Identify the future situation expected
Define targets (professional sectors, trades, companies, geographical

areas.)
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Evaluate: strengths and weaknesses resources available in the

environment
Work out an action plan and the means needed.
To define the advisers role in a following up process of the agreed path where
the unemployed client is at the centre
The choice could be done according to the needs and setting possibilities of the different
contents:
To acquire by simulation a methodology for workshops animation (short

duration course, day) focused on job seekers activity supported by an
employment adviser
To develop expertise about different subjects to b e considered to build a

professional project, job searching, enterprise creation
ROLE OF THE ADVISER
To analyse the speech of job applicants to highlight the decision criteria and to
bring elements of expertise.
To provide information according to this analysis
To provide a psychological support to assist the implementation, to objectify

difficulties and success, to develop progressions (trainings towards autonomy)
EVALUATION
Evaluation at the end of training
Questionnaires of qualitative evaluation of the modules
Definition by participants of the axes of individual progress.
DURATION
2 Days
We recommend additional trainings concerning specific target groups
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SCHEDULE 01 - TWO-DAYS-COURSE
Day 1: Guiding and advising clients Skills asessment
Welcome Coffee
Introduction of the trainer
Description of his/her professional background, experience in the field of job matching and
work placement
Introduction of the participants
Description of their respective professional backgrounds and momentary occupation,
motivation for participating at the seminar, expectations
WARMING UP Roles and expectations
[m58]
Dealing with expectations among team members

(90 min)
Preview of Contents
PRESENTATION: Problems job applicants are facing
Participants will receive information about changes in the labour market

and will increase their competences for guiding and advising of their
clients.
The current economical and sociological situation of unemployed
Indication of future trends: the development of job requirements and
qualification demand in various work sectors
Discussion
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EXERCISE: Case Studies
[m04/05]
Presentation and discussion of several case studies in order to clarify and

exemplify terms presented above.
It may well be that the client does not wish to have psychotherapy from a
specialised service (this can be seen as stigmatising). In this case you will
need to keep in mind the problem even though - assuming you are not a
trained psychotherapist - you cannot offer appropriate counselling,,
Above all, you are seeking answers to these basic questions: what
methods and processes are the most appropriate for the client groups
which are the focus of this course? What additional needs are they likely to
have? What can you deal with yourself and what can you refer to other
agencies?
Compare to experiences of the trainer and/or participants.
Lunch Break
Methods and Contents of Skills Assessment
INDIVIDUAL WORK What knowledge, skills and experiences do I have?
[m67]
It is important to distinguish between formal and informal knowledge.

People gain formal knowledge in the formal education systems. On the
other hand informal knowledge and experience are obtained by selflearning process, part-time work, voluntary work etc. The informal
knowledge and experience are often unjustifiably overlooked.
Presentation of outcomes
Plenary discussion moderated by the trainer
ACTIVITY TO RELAX Ball Game in a Circle
[m28]
Action-oriented learning of gender related aspects of verbal and nonverbal communication (20 min)
GROUP WORK & FEEDBACK Feedback
[m44]
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Summary of the seminars contents

Participants find answers to the following questions: what was important
for me / what will I integrate into my work / what was less interesting /
what I wanted to add ...
Participants provide an overview on the basis of the individual Learning
Diaries. Presentation of the main contents to the whole group.
Questions & Answers
Day 2: Guiding and advising clients Skills asessment

Summary and Reflection of 1st Day
Participants summarize main subjects of the 1st day and present aspects they found
particularly important/interesting;
discussion in class
LECTURE AND PRESENTATION: Institutional, Pedagogical Support and Information
Organisations of training providers, psychological support and further

experts offering support
Contacts, ways of exchange and networking
Ways of escort and ongoing motivation
Methods and Contents of Skills Assessment
INDIVIDUAL WORK Web of Competences
[m68]
This tool is designed to help clients to be aware of individual competencies

developed during their life, as a basis for taking over responsibility
Lunch Break
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GROUP WORK: Communication in the daily work environment"
(m29)
Barriers and misunderstandings: How do I cope with these aspects?

Formation of three groups reflecting the different working environments of
the participants
Presentation of the results at the flip board
Comparison and discussion of the results of the group work
Exchange of experiences
LECTURE: What is communication?
How does communication happen? (Communication model)

Which are the most important rules for efficient communication?
We recommend to broach the issue of Gender aspects and preferences of communication

Differed evaluation, in professional situation
CRITERIA
JOB SEEKERS SATISFACTION
ADVISER S SATISFACTION
INDICATORS
Listening, comprehension of their

request
Relevance of the answers given
Quality of the accompaniment on

duration
Better efficiency of individual

interviews
Quality relationship with

unemployed clients
Evaluation
Questionnaires of qualitative evaluation of the modules
Definition by participants of the axes of individual progress.
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C u r r i c u l u m
GUIDING REFUGEES, ASYLUM-SEEKERS

AND MIGRANTS
WHY THIS COURSE

One of the aims of guidance is to present clients with relevant information so that they can
make informed choices and decisions. Such information includes local labour market
vacancies, opportunities for education and training, availability of grants, qualifications and
competences needed for particular careers and types of voluntary work existing in the area.
A further stage in guidance, where a client is not yet in a position to evaluate options, is to
offer advice, which can include 'insider knowledge', such as which educational courses still
have places, how to approach particular employers, the advantages and disadvantages of
different options and so on.
A third stage is guidance itself, which is the process of assisting clients to be able to assess
information in terms of their own needs and abilities, so that they can in the end make
decisions on their own. This can be an educational or a developmental process, or both - for
example, it may include developing confidence, self-esteem and self-knowledge as well as
decision-making skills.
Trained guidance workers know all this - so why does this group need specialist guidance and
why do guidance workers need specialist training?
There is a number of reasons. In brief, concerning this course, the following are rarely if ever
included in the training of guidance workers:
The complex matters of flight, exile and voluntary migration, - that is, forced
and unforced migration;
The educational and labour market systems of other countries - and whether
guidance systems exist there;
Statistical information about migrants, refugees and asylum-seekers in your own
country: how many there are, from where have they come, in which sectors do
they now work, what their chances are of leading fulfilling lives in terms of
education and employment;
The legal framework in your country and differences between types of migrants,
their current rights and entitlements to education, employment and social
services, relevant national and local policies;
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C u r r i c u l u m
National and local organisations for (i.e. supporting) and of (i.e. self-supporting)
migrants and newspapers for migrant groups (in local and original languages);
Introduction to the information, advice and guidance (IAG) system in your
country (option for students without guidance training).
Flight, exile and even voluntary migration can leave people disorientated and their lives
disrupted, especially in cases where they know little about their new country and have few
resources in terms of social networks. Knitting together disrupted lives can be aided by
education and training, employment, voluntary work or, where these are not possible (for
example, through ill health or disability or caring responsibilities), the motivation just to do
something fulfilling.
Refugees, asylum-seekers and migrants, however, face strong barriers against normalising
their lives in these ways, including lack of information and support, as well as the more
intractable barriers of racism and xenophobia.
Vocational guidance, even at a basic level, can assist clients with information, advice,
guidance and active support such as advocacy. For such guidance to be effective, however,
guidance workers themselves need access to information beyond that which is needed for
local clients; they need particular skills to communicate with people from different countries,
cultures, religions, language groups and so on; and they need to ensure that their own
organisations do not raise barriers against such clients.
This course is designed to help counsellors develop their practice in this field.
AIMS OF THE COURSE

The main aim of the course is to induce change - change in skills, change in attitudes, and
change in practice. Specifically, these are the needs which this course will fulfil:
Perception of what kind of information is needed - both to answer the questions
clients will ask and to answer the questions they do not ask but need to know
about;
Understanding the necessity to understand the culture of the client as well as
his/her particular personality/upbringing/aspirations etc.;
Learning what to ask clients;
Practice in finding information;
Awareness of issues in interaction/communication with clients;
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Understanding the importance of advocacy, different kinds of advocacy and how

to carry it out;
Recognition that some serious problems may exist even if not disclosed - but
knowing the limits of your competence: e.g., social workers are not guidance
counsellors and guidance counsellors are not psychotherapists;
Reflection and discussion with others.

This course is not aiming to train guidance workers as such but only to impart some additional
guidance skills. It is therefore targeted at
labour or employment office employees;

vocational guidance counsellors or careers advisors;
social workers;
community health workers;
volunteers working with asylum-seekers;
workers in an asylum camp or home;
any other people working with migrants, refugees and asylum-seekers.

Course participants are expected to be both reflective and active, thinking about and
evaluating their own practice and presenting their ideas. These ideas will be evaluated and
commented on, but never judged or even marked by others.
There are many models of guidance and not just one 'right' way to give guidance. The course
is not trying to tell participants which is the 'best' way - that is for them to decide, out of their
own experience and reflection and in relation to their particular clients.
DURATION OF THE COURSE

3 days
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SCHEDULE 02 - THREE-DAYS-COURSE
1st Day: Important knowledge and information for use in guidance with
refugees, asylum-seekers and migrants
Welcome Coffee
Introduction: Trainer
Description of professional background, experience in the subject
Introduction: Participants
Short description of respective professional backgrounds and momentary occupation,
EXERCISE: Who am I a picture gallery
[m21]
Warm-up/further introduction
Preview of Contents
Presentation: What are we basically going to deal with in this course and which aims do we
want to achieve?
Where I am now: my momentary state of knowledge
Individual reflection, round table discussion
Participants reflect and talk about the following questions:
o
'What gaps in my knowledge have I discovered so far in working with people

from other countries?'
'What difficulties have I had with clients through lack of knowledge of their
origins and their situation?'
'What do I think I need to know?'
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LECTURE AND PRESENTATION
Forced and unforced migration, different reasons for people leaving their
country
Legal framework concerning forced and unforced migration
GROUP WORK: Important rights of our clients
Research and Presentation
EXERCISE State of knowledge
[m03]
This exercise shall serve to clarify how to find the information needed, to
select and present relevant information
2nd Day: Individual Practice in Multicultural Guidance

Summary of 1st day
Round table talk
PAIR WORK: My culture
[m06]
Pair work, presentations, discussion, reflection:

The term culture and its relevance to guidance, education and work;
different understandings of culture; different stereotypes for different
countries
In combination with [p63]: The only one on understanding and dealing

with stereotypes and clichs
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LECTURE AND PRESENTATION Guidance models
Presentation of successful models for multicultural guidance by trainer

(and, voluntarily, one or more students)
Guidance skills for individual needs

o
Group work,
presentation,
discussion,
reflection,
role plays
EXERCISE Multicultural guidance skills
Handout [m07/08]
Use of self reflection and the internet to explore models of guidance and
multicultural guidance skills.
According to participants needs and interests, this exercise can be
followed/combined with one or more of the following:
EXERCISE: The organisation for which you work in terms of multicultural guidance
Handout [m09]
Reflecting and evaluating the own organizations service
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3rd Day: Organisational Practice in Multicultural Guidance

Summary of 2nd day
Round table talk
Where my organisation is now, what it should be like in the future
Individual preparation, exchange of ideas in groups, round table discussion
EXERCISE: The organisation for which you work in terms of multicultural guidance
Handout [m10]
Evaluating and planning improvement for service
Pair work, presentations, discussion, reflection:
EXERCISE: Creating a vision
[m11]
Reasearching and planning improvement for service

Intensive exchange of experience at dealing with the target group of
refugees or migrants.
Students are working individually or divided into groups.
Prolongation is possible by integration of key actors, reporting on their fields of knowledge & interest
Feedback
Evaluation
Final Discussion
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GUIDING CLIENTS AFFECTED BY BASIC

SKILLS DEFICITS
1
WHY THIS COURSE?

All over Europe, there is widespread need to detect and react properly to basic skills
deficiencies shown by clients during early stages of social and vocational counselling. Since
practically all people who are affected by reading and writing problems hide their deficits due
to a feeling of shame and embarrassment, advisers working in these fields need to be trained
to employ strategies and methods to carefully unveil these facts without offending the social
and cultural integrity of their clients.
This course will therefore sensitize and inform advisers working in several labour office areas
about different aspects and phenomena of illiteracy or borderline basic skills (a phenomenon
widely described as functional illiteracy 2). Above all, the sociological and cultural background
of people affected by literacy deficits is dealt with. In this way, counsellors knowledge about
and awareness of different aspects of functional illiteracy shall be increased.
AIMS OF THE COURSE

The course aims at providing insights into the life situations of functional illiterates:
Detailed information on the backgrounds of functional illiterates comprises aspects of
education, profession, factors causing and accompanying reading and writing deficits and
common psychological problems resulting from illiteracy. There is also focus on specific
differences and similarities between several social groups affected by basic skills deficits (e.g.
juveniles, women, migrants), as well as on general current characteristics and trends of
functional illiteracy as a social phenomenon (e.g. connection of functional illiteracy and
unemployment).
The generally accepted definition of basic skills knowledge is as follows:

The ability to read and write (literacy), as well as to speak a respective language, and to use
mathematics (numeracy) at a level necessary to function at work and in society in general.
1
A person is functionally illiterate if he/she cannot engage in all those activities in which
literacy is required for effective function of his or her group and community and also for
enabling him or her to continue to use reading, writing and calculation for his or her own and
the community's development.
(according to a definition by the UNESCO)
2
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There is particular focus on hiding and avoidance strategies employed by clients affected by
basic skills deficits:
The nature of various hiding and avoidance strategies is dealt with in detail, in order to inform
and prepare frontline staff providing guidance and counselling in regard to detection of
functional illiteracy.
The course also shows how to concretely deal with the target group of funcionally illiterate
clients (equipment with respective counselling skills):
There is special focus on questions of how to deal with respective clients in concrete outing
situations, i.e. some ways of possible reaction are suggested. This includes elements such as
how counsellors can help their clients to reflect on their specific situation, abandon avoidance
strategies, develop necessary self-confidence and agree on a new start.
Finally, the course aims at offering ways of assisting clients with going through respective
training programmes, maintaining their motivation and providing methods for escort during
and after the period of training.

The course Guiding Clients Affected by Basic Skills Deficitis is targeted at social and
vocational counsellors working in the following areas:
integration of long-term unemployed people into the labour market
counselling of disadvantaged people (also showing accommodation problems,

debt problems, drug/alcohol problems)
counselling of ethnic minorities
counselling migrants and asylum seekers
counselling and assisting (former) prisoners
It provides sensitization on functional illiteracy, as well as long lasting transfer of information,

taking into account respective personal and professional backgrounds of the counsellors. More
generally, it helps organisations offering counselling and advice to increase their
professionalism and deliver more efficient service to respective clients.
In addition to this, the provision of course participants with information about various contacts
and organisations professionally focusing on the subject of functional illiteracy
(i.e. institutes offering pedagogical help, basic skills courses, learning materials etc.) also
contributes to an enhancement of quality and quantity of networking and cooperation among
different institutions that either permanently deal with or are occasionally confronted with the
phenomenon of functional illiteracy.
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Thus, clients affected by functional illiteracy shall finally benefit from the outcome of this
course, since there will be a higher number of counsellors being aware of these problems
among some of their clients, as well as being able to react properly and give adequate and
efficient support by employing respective skills.

In order to sensitize and inform social and vocational counsellors, several different aspects of
illiteracy are dealt with in the course. These include the current use of terminology, facts and
figures about this phenomenon (especially referring to the framework of modern European
society of information and speedily changing worlds of work), as well as the sociological and
cultural backgrounds of people affected by it, or also typical causes and risk factors of
functional illiteracy.
Since practically all people having reading and writing problems try to hide their deficits due to
a feeling of embarrassment, participants of the seminar are trained to carefully and sensitively
unveil these facts and offer adequate support employing respective soft skills acquired and
trained in this course (assistance, evoking and maintaining motivation, providing escort during
and after training programmes).
Not only does the trainer give numerous presentations (e.g. using Powerpoint) dealing with
these contents, but it is a combination of several methods employed in this course that is
altogether based on a didactic approach of participant-activity (group work serves to develop
and reflect on different contents, participants prepare short summaries, give presentations
etc.) and intensive interaction and intervision. This means that mutual feedback and groupevaluation play a dominant role througout the course. Within this cooperative learning model,
participants are motivated to exchange their experience and knowledge and to discuss new
findings in terms of possible impacts on their professional areas.
The participants of the course are also motivated to reflect upon their own educational
biography, their attitudes towards learning, possible problems and consequences connected
with it. In this way they can more easily identify with this particular group of clients, improve
relevant personal competences, work on respective social skills and acquire specific
communicative strategies.
As a consequence, by making use of these methods, advisers taking part at the seminar shall
be enabled to incorporate all contents and results of this seminar into their own counselling
scheme in a fruitful and satisfying way.
DURATION:
2 days-course or 1-day-course
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SCHEDULE 03 - TWO-DAYS-COURSE
1st Day:
Session 1: Information and Discussion
Session 2: Functional Illiteracy as a Social Phenomenon
Welcome Coffee
Description of professional background, experience in the field of basic skills/illiteracy
Description of respective professional backgrounds and momentary occupation, motivation for
participating at the seminar, expectations
EXERCISE: Filling in a form
Handout [m12]
Warm-up, first identification and confrontation

with experiences regularly made by respective clients; reflection
Preview of Contents
What exactly are we going to deal with in this course and which aims do
we want to achieve?
GROUP WORK: The terms Illiteracy and Illiterates
In small groups of 2-3, course participants
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C u r r i c u l u m
collect and note down what they spontaneously associate with these
terms;
they also talk about the question if ever they have come across this
phenomenon in their professional and/or private surroundings
Results: Discussion in Class

Course participants present their results in class;
Exchange of information, discussion of some aspects dealt with in the course of the seminar,
e.g.
o
what do you think are typical jobs of functional illiterates?
can you think of possible causes and risk factors?
how do you imagine the everyday life of affected people?
LECTURE AND PRESENTATION: Terms, Facts and Figures
Primary Illiteracy, Secondary Illiteracy, Functional Illiteracy Basic Skills

Presentation: explanation of current use of terminology, facts and figures
in a European context
EXERCISE: Case Studies
[m04/05]
Presentation and discussion of several case studies in order to clarify and

exemplify terms presented above. Compare to experiences of the trainer
and/or participants.
What we know about people affected by functional illiteracy
Presentation of findings/statistics focusing on the following aspects:

o
male/female distribution
age, educational background
social/professional status
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C u r r i c u l u m
typical jobs (of women, men, immigrants affected)
Questions and answers, discussion
Risk Factors, Causes and Individual Reactions

Presentation and discussion of the following aspects:
o
Family Situation
Experiences at School
Psychological Problems
Exemplified by
HANDOUT SCHOOL
[m02]
EXERCISE My survival strategies at school p89
Awareness-raising and reflection
LECTURE AND PRESENTATION affecting peoples lives
How reading and writing problems affect peoples professional and private
lives in todays society
Exemplified by
HANDOUT EXAMPLE OF A WORKER
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[m02]
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How to Detect: Hiding and Avoidance Strategies

Presentation of case studies:
o
what affected people have told about their fears
what affected people have told about their reasons for hiding and
avoidance
Read and discuss
HANDOUT FEAR
[m02]
GROUP WORK Typical behavioural patterns and excuses
Criteria and Indicators for Detection

Participants discuss and present different areas in which detection is
possible
Aanalysis of handouts: Criteria for Detection [m02]
Presentation and discussion of common excuses

Use of
HANDOUT EXCUSES
[m13]
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2nd Day: Practice and Evaluation

Session 3: Working with the target group, Session 4: Escort, Evaluation
Summary and Reflection of 1st Day
Participants summarize main subjects of the 1st day and present aspects they found
particularly important/interesting;
discussion in class
GROUP WORK How to deal with functionally illiterate clients
Group work and presentation:

Communicative strategies of how to react properly; role plays, intervision
Exchange of ideas and experience
Methods of motivation
Discussion
LECTURE AND PRESENTATION: Institutional, pedagogical support and information
Basic skills institutions, organisations of experts offering support

Studies, literature on functional illiteracy
Contacts, ways of exchange and networking
Ways of escort and ongoing motivation
Lunch Break
Learning Materials
Confrontation with a selection of various learning materials and programmes available, both
traditional and more modern ones;
Getting to know new, pedagogically state-of-the-art e-Learning programmes (e.g. Target
Skills);
Presentation, practice in groups (hands-on-sessions), discussion and evaluation
Feedback,
Evaluation
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Final Discussion
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SCHEDULE 04 - ONE-DAYS-COURSE
Session 1: Understanding Clients Backgrounds
Welcome Coffee
Description of professional background, experience in the field of basic skills/illiteracy
participating at the seminar, expectations
EXERCISE: Filling in a form
[m12]
Warm-up, first identification and confrontation

with experiences regularly made by respective clients; reflection
Preview of Contents
What exactly are we going to deal with in this course and which aims do we want to
achieve?
Definition of basic skills and illiteracy

Who is affected?
Risk factors
Functional illiteracy as a social phenomen
Lunch Break
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C u r r i c u l u m
Session 2: Working with the Target Group
GROUP WORK: Illiterates
In small groups of 2-3, course participants

Hiding and avoidance strategies
Criteria and indicators for detecting basic skills deficits
Working with the target group
Escort and ongoing motivation
Presentation and Discussion
Feedback
Evaluation
Final Discussion
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GUIDANCE FOR WOMEN

WHY THIS COURSE
The concept of gender mainstreaming, that represents the current approach promoted by the
EU, could be briefly defined as the integration of the gender matters in all the EU policies and
institutions.
Such a trend in policies follows closely the evolution in the European labour market: the
characteristics of the European labour force are drastically changing (Norton and Fox, 1997):
The population and the workforce is ageing faster in Europe than in the US.
More women are entering the labour market than ever before.
There are more dual-career couples (both working) than ever before
The women employment rates have increased more than those of the masculine employment
and have now achieved the 55.6% compared to the less than 50% of the early 90s; yet, the
difference between women and men in employment is still very high (17.2%).
The employment rates are still low for elderly or less educated women, as well as for young
women with children, whose average employment rate is 12.7% lower than the one of
women without children; men with children have an employment rate of 9.5% higher than
those without children.
As it concerns remuneration, in the UE the difference between the men and women is the
16% on average and almost did not change in the last years. This difference is remarkably
higher in the private area than in the public; this gap is mainly due to the different
participation in the labour market, the gender segregation, the career and wage structure and
the consequent underestimation of the employment areas for women.
Guidance, in long life learning context, has to do with a number of activities that enable,
individuals, of whatever age in whatever moment of their life, to identify their capabilities,
competencies, interests, to make choices on their education, training and employment and to
manage their personal life paths in the training activities, in the professional world or in any
other else environment in which these abilities and competencies can be taken and/or spent.
Public employment services have a key role to play in the pursuit of Europes ambitious
objectives. Public employment services can help along many dimensions in the modern labour
market.
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C u r r i c u l u m
Aims of the course

The main aim is to upgrade the skills of people already involved in guidance services enabling
or improving their ability to:
devise, implement and monitor specific guidance activities aimed at adult

women (both seeking to re-enter in the labour market or changing their job;
effectively networking with the other bodies participating into the

implementation of Active employment policies in order to offer a complete
framework of the existing opportunities, effectively matching competencies
and wishes and training/employment opportunities
To practically reach the above goals the contents of the course will help to:
Understand the theoretical bases of skills assessment (including a description

of the assessment tool and the main problems concerning the reference
target)
Develop a skills assessment path that permits the use of tools (sheets and
grids) and the formulation of a final skills portfolio
Experiment the path on real customers (beneficiaries)
The tools presented are aimed at offering guidance and consulting support to the identified
need/problem: the use of the single tools can be further contextualised to increase its range
and effectiveness, if supported by an overall system of job counselling and guidance,
employment support and the valorisation of human resources in the workplace.
The key to this course clearly lies in testing the proposed tools: therefore a concrete use of
the tools can be considered part of the training experience.

The main target of the course are public employment service counsellors, already working and
therefore trained, as the course is intended to transfer new tools and to provide information
on how exploit the existing local networks of actors (companies, private and public
employment services, education and training agencies, laws and regulation) in order to
provide a comprehensive set of information and focused guidance.
The process of guidance described in the course is to be expressed through some meetings
with the beneficiaries (3 lasting one hour each, in some cases could be more, according to the
special requirements of the clients).
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C u r r i c u l u m
Indirect beneficiaries can be considered the women requiring the guidance services especially
because part of the training is on the job as it includes the actual testing of the
tools/methods taught.

This approach is concretely applied in different ways, according to the teaching methodology
chosen, but it is anyway evident both in the way the contents are taught, in the contents
themselves and in the monitoring/evaluation tools set up by the trainers.
This course can be delivered in the form of blended learning (partially distance learning) plus
an experimentation of the process and tools on a real guiding service at the workplace.
The course can be delivered in the form of Training on the Job, with an expert counsellor
working side by side with the trainees. In this case there is a period of observation, then a
period working side by side and then an evaluation session.
Regular meetings allow the monitoring of the progress and the tuning up when required.
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SCHEDULE 05 - SIX HALF-DAYS-COURSE

Session 1: Guidance for women behind the background of EU-Labour Market
policy and Legal Requirements Introduction and Basic Information
Welcome Coffee
Description of professional background, experience in the field of gender mainstreaming with
special focus on contact development and networking, gender relevant aspects of labour
market and labour market policy
participating at the seminar, expectations, vocational experiences concerning gender
mainstreaming
INTRODUCING GROUP EXERCISE Self Reflection

.
[m60]
Role models concerning careers in the immediate environment, vocational

orientation and careers
This exercise helps to raise awareness about how we associate qualities /
characteristics and the different conflicting opinions that exist in this
respect
LECTURE AND PRESENTATION EU-Labour Market Policy
Focus: femal targetgroupsIntroduction

Power point presentation - not longer than 30 minutes!
Questions & Answers
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SENSITIZATION ABOUT GENDER ASPECTS Motivation & communication
[m14]
Anticipate individual future, establish a reference to ones individual future

as an important biographical perspective (indiv. work)
Review and train individual social perception (plenary)
LECTURE AND PRESENTATION Legal Requirements
focus: femal target groups

Introduction
Closing exercise Final Sound
[m43]
Objective is to find a common beat which can be taken away in

everybodys mind as the sound of the group.
Session 2: Female Target Groups Special Ressources of Women

Welcome
WARMING UP How they live their lives
[m15]
This exercise helps participant to understand how different perceptions

about the opposite sex can be. It may very well add to the fun factor in a
training but also raise serious discussions (45 min)
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C u r r i c u l u m
LECTURE AND PRESENTATION Female Target Groups
Defining and Characterizing of Female Target Groups in Labour Market

Policy
Women returners, female 50+, lone parents, young mothers, female
entrepreneurs...
introduction
Questions & Answers
Collection of specific ressources and needs concerning female target groups
Group work on the respective topic
GROUP WORK Gender Sensitisation
[m50]
Awareness raising on gender roles and typical attributes for women and
men.
Exercise targeting at clichs and perceptions about men and women
(30 min).
Alternative: Feel the difference [p51] Good exercise to make differences
visible through body language. Participants get a chance to feel the
difference (60 90 min).
Questions & Answers
FEEDBACK Communicating Ball
[m26]
A ball is thrown from one participant to next, each giving his/her

statement about the course of the day.
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C u r r i c u l u m
Session 3: Skills Assessment

Welcome
Methods and Contents of Skills Assessment I
INDIVIDUAL WORK What knowledge, skills and experiences do I have?
[m67]
It is important to distinguish between formal and informal knowledge.

People gain formal knowledge in the formal education systems. On the
other hand informal knowledge and experience are obtained by selflearning process, part-time work, voluntary work etc. The informal
knowledge and experience are often unjustifiably overlooked.
ACTIVITY TO RELAX Ball Game in a Circle
[m28]
Methods and Contents of Skills Assessment II
INDIVIDUAL WORK Web of Competences
[m68/69]
This tool is designed to help clients to be aware of individual competencies

developed during their life, as a basis for taking over responsibility
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C u r r i c u l u m
CLOSING EXERCISE Final Sound
[m43]

Session 4: Skills Assessment

Welcome
Methods and Contents of Skills Assessment III
INDIVIDUAL WORK Profiling individual Competencies
[m70/71]
With this tool learners are able to get a clearer picture of their
competence-profile. Identifying and writing down their skills and
competencies helps them to see themselves more positively and to
increase their self-awareness and self-confidence.
Activity to Relax Ball Game in a Circle
[m28]
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C u r r i c u l u m
Methods and Contents of Skills Assessment IV
INDIVIDUAL WORK Skills Assessment Part
[m73/74/75]
Via biographic approach, the family, as a field of experience, is introduced.
[m44]

Questions & Answers
Session 5: Family Work and Work-Life-Balance / Training Project

Welcome
INDIVIDUAL WORK My latest success that Im most proud of
Providing the participants with the positive experience what will

strengthen their self-esteem..
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[m75]
C u r r i c u l u m
Thinking about the active parts of the participants
INDIVIDUAL WORK AND GROUP WORK Pessimists and Optimists
[m19]
This tool on the one hand serves a desire of many people to express the
reasons they see why something should not work and on the other hand
encourages participants to think about their active part concerning the
subject matter
INDIVIDUAL WORK Professional Project Construction
[m16]
Identification of the subjects and thematic of the training

Closing exercise Final Sound
[m43]

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C u r r i c u l u m
Session 6: Female Entrepreneurs Action Planning Good Practice

Welcome
EXERCISE Women go self-employed
[m49]
This approach raises awareness for special resources of women who are
planning to work on a self-employed basis and helps to strengthen
selfconfidence and assertiveness.
Presentation of posters to the whole group.
Group work
Presentation
Report on outcomes
ACTION PLANNING One Day in Future
[m17]
This exercise supports creativity, inspires motivation to look ahead and

design working life actively and supports goal-definition.
[m44]

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C u r r i c u l u m
METAPLAN-TECHNIQUE COLLECTION OF GOOD PRACTICE EXAMPLES
collecting 2-5 statements from each participant, which are clustered and
presented by the trainers.
Overview and Discussion
[p26]

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2.
Requirements
of the Labour
Market
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THE IMPORTANCE OF SOFT SKILLS IN THE

LABOUR MARKET
WHY THIS COURSE:
The Soft Skills Module is designed in order to adequately react to a European-wide need of
generally raising the awareness among public employment service counsellors

for the importance of soft skills in the labour market and in vocational
qualification and of
pointing out the relevance of soft skills for recruitment policy.
This can best be achieved by employment office counsellors undergoing an

in-depth-experience of various modules and exercises in the framework of a soft skills course.
As a result, they will better be able to
transform their own newly acquired or brushed-up soft skills into their daily
work of counselling unemployed clients and
to judge on the soft skills competences of their clients, detect respective

deficits, find out different qualification needs in the soft skills area and, if
necessary, assign relevant and appropriate course measures for their clients.
In addition to this, they will acquire better understanding of employers expectations from
potential new employees:
Several studies, interviews and investigations among employers from different European
countries have shown that their expectations and demands, apart from ordinary relevant
vocational qualification (i.e. mere subject-related knowledge and skills and experience),
mainly comprise the following characteristics, competences and skills new members of staff
should show:
50
Self confident behaviour in the job
Ability to adapt oneself to new persons and surroundings
Capability of deciding quickly
Problem solving competence
Good presentation
Motivation and interest
Willingness to learn new things
Ability to work in a team
C u r r i c u l u m
Positive thinking
Communication competence
Self esteem
Flexibility
Diplomatic behaviour
Resoluteness
Constant improvement of ones performance
Employers gave the highest ranking to the following key qualifications:
Communication: The job applicant should

o
Answer other participants in a discussion
Find certain information in a book, newspaper, data bank etc.
Follow written instructions
Teamwork: The job applicant should

o
Have an understanding about his/her position in the group
Inform the team about changes which might influence the work of the
whole group
Inform the team about his/her own work progress
Work attitude: The job applicant should

o
Know his/her own strong and weak sides
Follow an agreed schedule
Recognise problems at an early stage and seek for assistance
Problem solving: The job applicant should

o
Select the right information and ignore unnecessary or redundant sources
Be aware that there might be more than one way to solve a problem
Change his/her work style if this is necessary
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C u r r i c u l u m
TARGET GROUPS
The design and the contents of this module are directed towards actors in counselling, mainly
in the field of active labour market policy (vocational education and training), especially
towards
advisors of job seekers in labour offices
persons who are responsible for the strategies and contents of vocational
education and training measures
trainers and tutors working in these measures
teachers in vocational education and training schools
designers of active labour market policy measures
AIMS OF THE COURSE

It is necessary to raise and deepen, especially among persons working as labour market
advisors or decision makers, the awareness of the importance of key qualifications, of
successful job description strategies and of vocational guidance and integration measures.
The Soft Skills Curriculum shall therefore be both guideline and impulse to demonstrate how,
through direct personal experience and through personal involvement, participating persons
will acquire a thoroughly changed and sustainable new attitude towards key qualifications.
Participants will be sensitised for the impact and importance of social competences and will be
able to acknowledge their role at the labour market or in human resource management.
Working with their clients, they will be able to act as multipliers and they will be able to raise
the awareness of their target groups (job seekers, trainees etc.) and to show them that apart
from specialized knowledge, also personal and social competences are being required in their
working life. In contrast to a mere theoretic and distant input (via books or video), the
participation in a group over several days will lead to deep impressions and thus to
sustainable understanding, conviction and motivation.
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C u r r i c u l u m
SCHEDULE 06 - 18 SESSIONS HALF A DAY
We recommend starting the course in the afternoon

Our experience has shown that a slow beginning is very important, especially when
participants are coming from various departments or regions of one organisation.
Session 1
Presentation of the course concept, the backgrounds and objectives
Common supper
Small talk with participants
The trainers must have enough time and opportunity to check the personality of the
participants and to get a first impression of the various group and subgroup constellations
which will emerge due to the fact that many people know each other from various occasions
or levels.
Supper and small talk will be an efficient way of obtaining, at least to some extent, a picture
of this very often fragile and delicate network.
Sessions 2 and 3
Presentation of the course and of the trainers
Background of the trainers, their organisations
Organisational aspects: work hours, week-end, departure times
Information about the course design, contents and methods
Presentation of the participants, getting to know each other
Presentation of personal and professional backgrounds (relaxed atmosphere with
communication balls)
EXERCISE: Who am I? Picture gallery
(m21)
Assessment of common interest by finding a partner with a similar picture
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C u r r i c u l u m
Presentation of the selection and information about the reason for this decision, information
about the person and about the common interests with (the) other person(s)
GROUP WORK: Expectations of the course
(m22)
Formation of three groups

Elaboration of points of view in each group, presentation by one
representative
Comparison of the results and discussion
Results: Expectations of the participants: exchange of experience, transfer to practical work,

new insights for team work and individual work
Consensus about important soft skills: adaptability, communication, negotiation competence,
motivation, self confidence, empathy, responsibility, priorities, resoluteness, learning
readiness, environment, tolerance, positive thinking, self presentation
GROUP WORK: Importance of soft skills at the labour market
(m24)
Preparation of questions to employers concerning soft skills
Usually, there are rather large tensions between labour office advisors and employers.
Therefore, these questions should be elaborated before the meeting.
ROUND TABLE TALK: Which relevance do soft skills have for their recruitment policy?
Talks with two to three representatives of local employers about their work
environment and their judgement of the labour market
Discussion with the group

Dismissal of the employers
Feedback
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C u r r i c u l u m
Sessions 4 and 5: Communication
EXERCISE: Ball game in a circle
(m28)
The objective of this exercise is to show the importance of establishing a

contact as precondition for conscious and efficient communication.
LECTURE: What is communication?
How does communication happen? (Communication model)

Which are the most important rules for efficient communication?
We recommend to broach the issue of Gender aspects and preferences of communication

GROUP WORK: Communication in the daily work environment"
(m29)
Barriers and misunderstandings: How do I cope with these aspects?

Formation of three groups reflecting the different working environments of
the participants
Presentation of the results at the flip board
Comparison and discussion of the results of the group work

[m26]

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C u r r i c u l u m
Sessions 6 and 7: Communication and problem solving competence
EXERCISE: The hidden pictures
(m30)
Rules for inefficient communication

Demonstration of non-verbal communication via body language
Exchange of experiences in non-verbal communication and their interpretation
LECTURE: Non-verbal communication and active listening.
The importance of paraphrasing and verbalising in discussions.
EXERCISE: Role play Problem Solving Strategy
(m35)
Recording of the role play with the video camera by one member of the
group
Exchange of opinions to the role play: verbal and non-verbal signals, active listening including
ones own experiences.
Feedback and explanation by the trainers
Sequential analysis of the role plays with the following focus:
56
paraphrasing and verbalising through active listening,
use and recognition of non-verbal signals,
solution of appearing problems,
avoidance of potential problems
C u r r i c u l u m
LECTURE: The various levels of communication: information, appellation, self revelation,

contact, attention
Feedback
Short statements regarding impressions, further hints which have been arisen during the day.
Rating of the day with music instruments
Session 8: Communication and problem solving competence
LECTURE: Relevance of problems and their solution in the daily life and for the development
of ones personality
Process character of problem solving (DIANA)

Analysis of the phenomenon problem solving
Session 9: Team work
HANDOUT: The definition team work by Webster
(m37)
Basic information to the phenomenon team work

Analysis of number and distribution of nominations as a basis for the
theme team work
Feedback of the week: Which aspects were favourable for group building?
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C u r r i c u l u m
Participants write their impressions and opinions on cards and fix them at
the pin board
Short statements to the decisions and backgrounds
Overview over the next week, organisation aspects
Sessions 10 and 11: Team work
Repetition and connection to last weeks contents
LECTURE: Skills and character properties for a successful team
GROUP WORK Drivers of motivation
(m39)
Formation of three groups, development of an overview at potential

problems in a team and their reasons
Presentation of the results at the flip board by a member of the group
Discussion of the results

Conclusion and summary
EXERCISE: Livening up: Pictures which show several changes
Participants are requested to explain what they see

Based on their statements, the dealing with tolerance, change of
perspectives and respect of different opinions is explained.
58
[m30]
C u r r i c u l u m
Transition with the help of a diagram: The team jointly overcomes obstacles and protects the
single person from damage
Overview over possible problems in a team
Different characters in the team: the authoritarian, the social romantic, the servant, the
solitary fighter
EXERCISE: Formation of areas for the different characters with tags on the floor
Participants are requested to move to that area which is most similar to

their position in the team
Participants explain why they have made this decision and which
properties of which other character they also contain
Summary of the results and discussion about the meaning of different characters in a team
Repetition of the action in private context
LECTURE: a team (overview)
Important roles
The tasks of the team leader
Session 12: Motivation
LECTURE: What is motivation?
The pyramid of demands according to Maslow
EXERCISE: Motivational factors in the spotlight
(m20)
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C u r r i c u l u m
Which aspects promote me and bring me into force? (motivation linking up
with creativity and imagination capabilities)
Development of a collage using paper, pictures, paintings, photographs
etc.
Taking the minute: roles in the team, dealing with each other (take the
other person seriously, dealing with discrepancies), basic feeling and how
solutions are found (process, working steps)
Evaluation in two steps, presentation of the collage and its meaning, subsequently
presentation of the perspective of the observer
LECTURE: Creativity techniques:
Starting from the collage, transition to the theme mind mapping.

Background information, method 6-3-5 and Delphi-interviews (m57)
LECTURE: Intrinsic and extrinsic sources of energy , reaching personal satisfaction.
Discussion of the results

Summary and conclusion
Session 13: Stress and ability to cope with pressure
LECTURE: Basic information about stress
Proposals how to cope with stress

Feedback
Short statements about impressions of the day
Thumb rating of the day
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Sessions 14: Flexibility and adaptation capacity, self-confidence, autonomy,

self-respect
EXERCISE: The participants are confronted with pictures of persons in various situations
Each participant is requested to describe (in writing) the pictures and their
effects on the situation, on the degree of soft skills and on his/her own
feelings.
Analysis and comparison of the results.
LECTURE: Presentation of the Eisenhower principle (m61)
Information on this principle as a method for setting priorities
Session 15: Self-confidence, autonomy and self-respect
EXERCISE: Formation of two groups.
Excursion to town, visit to the Labour Office and the older part of the city.
The participants take photographs and video shots from people in working
situation.
Context to soft skills with focus on self-confidence, autonomy, self-respect,
flexibility, adaptability and coping with stress.
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Sessions 16 and 17:

Flexibility and adaptability, self-confidence, autonomy and self-respect
Analysis and comparison of the results of the previous day

Sequential analysis, discussion of the photographs and video
EXERCISE: Participants forma a circle, individual selection of music instruments
Presentation of soft skills by using a certain instrument.

The other participants tune in and should recognise the skill.
Analysis and discussion of the results
LECTURE: Proposals for strengthening the self-consciousness
Summary of the description of soft skills

Feedback
Short statements to impressions of the day
Information about the contents of the following (last) day
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Session 18
GROUP WORK: Communication in the daily work context
Participants form three groups (if possible according to their work focus)
Elaboration of lists of misunderstanding and barriers and of proposals for
solution how to avoid them
Presentation of the results at the flip board by a member of the group
Answers to questions of the participants: form and assessment of C.V. and job description
materials
The course of a job interview. First impressions, assessment centre
Final feedback and summarising the assessment of soft skills.
GROUP WORK: Formation of three groups and elaboration of statements to the questions:
What was important for me in a personal/professional sense?

What do I take with me for my future work?
What was unnecessary?
Statements are delivered and opinions exchanged about the course of the past two weeks, the
training and transfer of soft skills and their practical demonstration.
DISCUSSION OF THE RESULTS: Final module of the course
Handing over of course materials, certificates and good-bye presents (e.g.

communication balls) to the participants
Final words of the trainers and coordinators
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We have designed a condensed concept for a three days measure

Proposal for a shorter course
Based on the course concept described above, we have designed a condensed concept for a
three days measure. An even shorter course would loose the character of this concept,
especially the intention of self-experience and sustainability, and cannot be recommended.
64
Contents:
o
Context and importance of soft skills in the work life
Meaning of soft skills
Verbal and non-verbal communication
Conflict management
Team work ability
Motivation and flexibility
Day 1
o
Organisational structure and getting to know each other
Expectations
Soft skills in the work life context
Contents and importance of soft skills (theory handouts)
Day 2
o
Communication
Verbal and non-verbal communication (theory handouts)
Communication barriers
Conflict management (theory handouts)
Role play problem solving strategies
C u r r i c u l u m
Day 3
o
Team work ability (theory handouts)
Motivation (theory handouts)
Motivation factors in the flashlight
Final feedback
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JOB MATCHING AND WORKPLACEMENT

WHY THIS COURSE:
The labour office counsellors job is located at the junction point between job offer and
demand. Its main task is to
help job seakers to find a job
answer entreprises expectations.
The counsellor (or adviser) must be able to analyse with precision the unemployed persons
situation but he/she must also know how to :
analyse the labour market and the company contexts ,
evaluate expectations and needs
use all the internal and external resources (specific workshops or measures,
partnership, network)
In order to increase the efficiency of job matchin and work placement in relation to offer and
demand.
Aims of the course
66
To know the local environment of the company: To have a perfect knowledge

and understanding of the current realities (economical and sociological aspects
which characterize the local labour market)
According to territories and jobs important differences can be pointed out

between needs and resources at disposal nearby. For example many
companies can ask and require a very rare qualification in this specific territory
and on the contrary the adviser can have a lot of seekers looking for a job that
cant be found on the local market.
This knowledge is both important for guidance, training provision and job
seekers accompaniment but also to fulfil the mediation and advising in
recruitment role towards employers.
To know the company: To have a whole vision of the manager context.
C u r r i c u l u m
Apart from the professional sector and branch it consists in being aware of these particular
company specificities, its culture, its functioning, its organisation, requirements, clients,
competitors, place and row in the market.
To analyse the needs and help the manager to concretize the job offer
To understand the need and help the company to identify the tasks to
implement in order to design the required job profile and kind of employee to
look for.
To build relevant answers : both in term of choice of applicants and in term of

help and advising for recruitment ( pr-selection, evaluation and assessment
in professional situation,
To build the applicant selection using internal resources which can be:
information resources (files, seekers professional profiles, jobs

descriptions)
technical resources (simulation interview, specific services or measures to

offer to the company)
partnership and network resources (other public services, training centres)
To introduce applicants and suggest evaluation, recruitment and integration of

the new employee procedures

All employment advisers in order to improve their mediation role
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SCHEDULE 07 - FIVE-DAYS-COURSE
Day 1: The labour market environment
Welcome Coffee
Description of his/her professional background, experience in the field of job matching and
work placement
[m58]

(90 min)
Preview of Contents
PRESENTATION: What exactly are we going to deal with in this seminar and which aims do
we want to achieve?
The current economical and sociological situation of the labour market

Presentation of the characteristics of the present situation
Discussion
INPUT: Be fit for the future!
Participants will receive information about changes in the labour market

and will increase their competences for guiding and advising of their
clients.
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Presentation: Labour market trends
Indication of future trends: the development of job requirements and
qualification demand in various work sectors
New professions
How to make use of production oriented qualifications in the service sector
Discussion
GROUP WORK Feedback rules
[m77]
The rules are needed for a concrete, constructive feedback, that helps the
learner and does not hurt him /her.
GROUP WORK ADDITIONAL/ALTENATIVE: Feedback vehicle
[m76 ]
60 min practicing feedback after a joint work
GROUP WORK ALTERNATIVE Feedback chair
[m78 ]
60 min sensitive exercixe to practice feedback after a joint work
Day 2: Information resources
Success and self-esteem
EXERCISE: Warming up exercise
(m75)
This exercise will demonstrate how positive experience has an impact on

self esteem
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C u r r i c u l u m
Internal and external information resources
LECTURE AND PRESENTATION: professional data banks, sector specific descriptions
Group work: Participants identify all internal or external sources of data

that are available to them
Group work: Elaboration of case examples
Develop your professional counselling competences!

Presentation of target oriented counselling techniques
Role plays and discussion
Feedback
GROUP WORK: Feedback vehicle
[m76 ]
60 min practicing feedback after a joint work
Day 3: Getting to know the local environment of the enterprise
WARMING UP EXERCISE The life tree
(m65)
This exercise will demonstrate how to find out ones professional and
personal potentials.
LECTURE AND PRESENTATION: The local environment of the enterprise
Lecture and presentation enable the adviser to update his/her knowledge

of the work environment and to use individual interview techniques that
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C u r r i c u l u m
cover different areas such as: enterprise context and job, evolutions,
needs, in order to get a global approach and understanding of the working
environment
Group work: Elaboration of case examples

Role plays and discussion
REFLECTION AND FEEDBACK
Each participant reflects whether or to which extent the contents delivered

during the day have an influence on his/her professional and personal
potentials presented in the morning (life tree).
Day 4: Getting to know the enterprise
WARMING UP EXERCISE My personal working life curve
(m66)
This exercise will make the participants aware of the important stations in
their (working) life and of the factors that have influenced their learning
and learning habits.
A mutual approach to the enterprise
LECTURE, PRESENTATION AND WORKING GROUPS to the following themes:
Identification of the future situation expected in terms of the enterprises

development, risks, competences and jobs management
Evaluation of the strengths and matter of risk (wrong and insufficient
definition of the job, very few applicants for this particular job, too
selective criteria, competences asked not adapted to the job tasks, difficult
and unattractive conditions )
Identification of available resources (analysis of the local labour market)
Definition of the job offer (job offered, job profile, working conditions)
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Design of a recruitment action plan and means to organize selection of
applicants
REFLECTION AND FEEDBACK
Each participant reflects whether or to which extent the contents delivered

during the day have an influence on his/her learning and learning habits
presented in the morning (life curve)
Day 5: Relevant answers to the needs of the enterprise
WARMING UP EXERCISE Positive thinking
(m81)
This exercise will demonstrate the effects of thought awareness, rational

thinking and positive thinking.
What are the employers needs?
LECTURE, PRESENTATION AND SUBSEQUENT ROLE PLAYS to the following themes:
Analysis of the employers needs, risk factors, decision criteria and

expertise
How to support the employer and have a counselling role in recruitment:
participation at the interview, offering evaluation possibilities, adaptation
to the job, accompaniment for the new member of staff integration in the
working community
Evaluation:
QUALITY EVALUATION QUESTIONNAIRE
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Identification by the participants of each ones individual improvement
axes
Additional: Postponed evaluation, in working situation (communication via
email)
CRITERIA
INDICATORS
Satisfaction of the
employer
Listening, understanding of needs

Relevance of applicants seected and introduced
Quality of advices and support provided ( on duration)
Satisfaction of the
unemployed client
Listening , identification of his (her) profile

Relavance of the mediation and putting in relation
Quality of accompaniement in entering the job
Satisfaction of the
adviser
Better efficiency and performance in individual

interview
Improvement of relationship quality towards
enterprises and also towards unemployed clients
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CUSTOMER RELATION
- HOW TO PROMOTE THE DIALOGUE
BETWEEN LABOUR OFFICE AND EMPLOYER
WHY THIS COURSE
The objective of reducing unemployed rate is central for all national European policies. It
consists in:
Taking better into account unemployed clients needs and provide them adapted services in
order to facilitate a quick and durable comeback into the labour market
Considering the needs of enterprises and the requirements of professional branches in order
to facilitate staff recruitment
It is the aim to improve those services, to increase competitiveness against private services
and to be able to deal at the same time with offer and demand.
This means that public services, in order to maintain their future place and role in this market,
have to reinforce their marketing approach, especially social marketing towards their clients
both unemployed and enterprises.
The main principle consists in understanding needs of the target group, answering the users
needs, and designing and implementing strategies related to the observed needs.
AIMS OF THE COURSE
To adopt an analysis approach, a social marketing methodology to experiment

and develop towards clients, especially employers.
To become a real and long term partner for enterprises, and support them in
jobs and competences management.

Labour office executives and employment advisers
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SCHEDULE 08 - THREE-DAYS-COURSE
Day 1: Social marketing approach for job services
Welcome Coffee
Description of his/her professional background, experience in the field of social marketing
approach and enterprise conselling
[m58]

(90 min)
Preview of Contents
To know the clients: Not only job seekers but also employers
BRAIN STORMING AND DISCUSSION: A social marketing approach applied to job services
situation
Analyse the reasons why users choose a service or a specific action (brand
image, interpersonal relations, staffs efficiency, relevance of the service,
conditions)
Who uses what and why?
Which behaviours or activities would be better adapted and more efficient?
Analyse the reasons why he/she is satisfied or unsatisfied of the service or
action (welcoming, quality of the work, of the accompaniment, active
listening, quick solution, helpful and facilitating attitudes, reactivity)
Analyse the service provided in relation to needs: What are the
advantages and positive points of services provided to clients (costs,
position face to competitors)
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Define expected results for future and means to follows and control
actions settled in order to inform and motivate the users.
Participants match the outcomes of this session with their experience from the current
situations.
Day 2: Establishment of a durable partnership with the enterprise
WARMING UP EXERCISE Key qualifications
(m46)
This exercise will define individual key qualifications and show how to
expand potentials.
The language of employers
How to highlight skills and experiences in relation to the need of the

enterprise
In-depth understanding of reasons why employers use (or avoid) worker
schemes
Exploration of underlying attitudes towards job applicants in general
Use of key words and key phrases with clues to skills and qualifications
How to use marketing techniques to stimulate interest and argumentation
or discussion, and provide information on the possibilities offered
(presentation of product) taking into account the real expectations of the
employer.
Role plays with video, with subsequent discussion

Reflection: Repetition of the warming up exercise (m46) in the light of the newly acquired
information
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Day 3: The relation between labour office advisers and employers
WARMING UP EXERCISE What is easy or difficult about learning situations? [m83/84]
This exercise will raise the awareness of individual conditions that favour
or disturb the learning process.
Labour market and business
WORKSHOP
Participants will experience the process of developing a workforce

development intervention with an eye towards business impact
measurement. Using case examples and tools, the participants will learn
the basic elements of the languge of employers and how to effectively
integrate the employer perspective into recruiting. Special emphasis in this
workshop should be placed on engaging employers.
Feedback
QUALITY EVALUATION QUESTIONNAIRE
Evaluation at the end of the training course

Quality questionnaire to evaluate modules
Definition by participants of evaluation critera and indicators related to
actions they decide to develop at work.
CRITERIA
INDICATORS
Satisfaction of participants
Using the demarchto organize social

marketing activities in profesional
situation
Involvement of working teams
Involvement of teams in the settled

project
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WORK ORGANIZATION: NEW WORK &

MOBILITY
The strength power of European economy rests on the SME (small and medium enterprises)
and VSE (very small enterprises) which comprise 95% of the European businesses. Historically
they developed in the form of family businesses (commercial, tourist, small manufacturing
etc.). Some of them became large thanks to the creative genius of small entrepreneurs who,
in spite of their lack of technocratic training, have possessed and still do intelligence,
imagination and willingness to take business risks. These things happened, however, at
different times and under totally different conditions in the European and world business
environment.
The management of most middle sized and especially small enterprises in Europe, was and to
a great degree still is based on the personal authority of the owner. All authority is
concentrated on one person with very little delegation of responsibility to members of the
family or faithful employees, mainly accountants. The managerial style they employee ranges
from totally autocratic to paternalistic and occasionally idiocratic. However, given the rapid
developments in society and technology, the globalisation of the economy, the large scale of
business transactions and the complexity of business activities, this style of management
rarely works. I
We find ourselves in a new global order which is based on knowledge and particularly on
specialised knowledge. In this new reality the comparative competitive advantage of any
business cannot be found in the conventional factors of production (land, machines, capital)
but in the correct utilisation of human resources and technological developments. Mobile Work
is an employee-employer-relationship which has been established in parallel to the
development of modern information and communication technologies. The employers have
many reasons to introduce mobile work / telework, for example the flexibility in customer and
service orientation, the search for qualified staff, higher work content and increased efficiency
or less working time lost through absenteeism
Therefore is recommended that the management priorities are not put on controlling the
employees working time and behaviour, but should be targeted at the results produced in the
end. Management by Objectives means that objectives and results are defined and achieved
together. The implementation of modern management techniques as management by
objectives are preconditions for the instalment of new forms of work organization.
One of the aims of labour office advisers, counsellors and job mediators is to assist clients
with information, advice, guidance and active support preserving the principles of new and
flexible work organization and management by objectives as regards access to employment.
The course is designed to inform office advisers, counsellors, case managers and job
mediators and sensitise in the field of the required key skills.
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AIMS OF THE COURSE
Knowledge about the employers point of view on modern management

techniques
Basic understanding of chances and challenges in the context of mobile work

/telework
Awareness of the required key skills in interaction, personal time

manangement, self organization, legal rules and regulations etc.
Reflection and discussion with others
Benefit from the different experiences
Widened competences on activity
WHO WOULD BENEFIT FROM TAKING THE COURSE
Labour office advisers, counsellors and job mediators
Students during training of the labour office personnel administrative

education,
Externally recruited staff members of the labour office during their vocational
adjustment
Third party counsellors mandated by the employment offices, as well as by the

optioning local governments to perform job counselling and job placement
Actors within labour market structures and policies
THE APPROACH AND METHODS OF THE COURSE
You are expected to be both reflective and active. You will be
Listening, reading, writing, recognizing, experiencing, analysing, telling about

situations, proving methods, achieving impulses and suggestions via
Discussions, reports, team work in pairs and in the whole group
Keeping records, giving Feedback
DURATION
Two half days
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SCHEDULE 09 - TWO-SESSIONS-COURSE
Session 1: ICT Challenges and benefits
Welcome
WARMING UP Ways of meeting people
[m36]
Dealing with making contact establishing contact (45 min)
LECTURE & PRESENTATION Development of ICT Challenges and benefits.for employers
The employers have many reasons to introduce mobile work / telework,

for example
the flexibility in customer and service orientation,
the search for qualified staff,
higher work content and increased efficiency
less working time lost through absenteeism
etc
Discussion based on presented questions and arguments

Moderateted by the trainer
GROUP WORK Collage showing variety in communication [m25]
Group experience on the wide range of possible communication channels

of networks
Group work including the whole group to encourage communication, cooperation, teamwork, idea finding and joint problem solving
Final resume
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Session 2: Mobile Work Employee-employer-relationship

Mobile Work is an employee-employer-relationship which has been established in parallel to
the development of modern information and communication technologies.
LECTURE & PRESENTATION Development of ICT Challenges and benefits for employees
The employeers have many reasons to prefer the option of mobile work /
telework, for example
the flexibility in balancing responsibilities in Family and work life,
the search for qualified staff,
higher work content and increased efficiency
less working time lost through absenteeism
etc
Discussion based on presented questions and arguments

GROUP WORK Mobile workers skills profiles
Becoming aware of important key skills.

(60 - 90 min)
Presentation
Discussion
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VOCATIONAL ORIENTATION FOR YOUNG

WOMEN
Young women are still too often directed towards traditionally female jobs, which do not
require specialised vocational training and which, in certain European countries, belong to
declining economic sectors. Access of women to the technical professions is still very
restricted. While equality between men and women in access to vocational training is
enshrined scientific and technical careers are still a male preserve.
The main reasons or this gap are stereotypes which all too often further narrow womens
educational and training choices. Certain prejudices are anchored in the family and in society
and surface when girls choose what they want to study.
Parents, teachers and vocational counsellors often advise girls against choosing an overly
technical career, which would lead to traditionally male jobs where women are not yet fully
accepted. For their part, women do not always have confidence in their own capacity to make
an unconventional choice. Hence vocational training plays a crucial role in bringing about
equal opportunities.
The course is designed to inform office advisers, counsellors, case managers and job
mediators and sensitise in the field of equal career opportunities.
AIMS OF THE COURSE
Promotion of equal career opportunities by encouraging young women to

follow their vocational interests an enter sectors in which they are
underrepresented
Basic understanding of equality between men and women in access to

vocational training
Awareness of the problem of prejudices in the field of career guidance.
Benefit from the different experiences,
Widened competences on activity
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Students during training of the labour office personnel administrative

education,
adjustment

optioning local governments and ARGE's to perform job counselling and job
placement


Keeping records
Giving Feedback
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SCHEDULE 10 - TWO HALF-DAYS-COURSE
Prolongation to 4 Half-Days-Course is possible and useful with regard the sustainability of inputs
Session 1: Information Sensitization Understanding different
approaches of young men and women in access to vocational training
Welcome Coffee
Introduction: Trainers
special focus on gender relevant aspects of labour market and labour market policy
participating at the seminar, experiences concerning the topic and the context of gender
mainstreaming, expectations
Preview of Contents an Methods
INTRODUCTION: Learning Diary
[m65]
This instrument is used by each participant individually, information about

its use and potentials
Reflecting the own life and professional development. Raising awareness for gender related
decisions and circumstances.
GROUP WORK My personal working Live Curve
[m66/67]
Becoming aware of important stations in ones working life, reflecting

changes, influences gender stereotype habits etc. (60 - 90 min)
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ALTERNATIVE Skills Analysis Part I [m71]
Encouraging participants to retrospectively recognize the awareness of

relevant experiences (60 90 min).
Background Information and Motivation

Equal opportunities - Gender Mainstreaming: Review and Status Quo, definition of strategy,
main aims of the European Union, focus: education, vocational orientation, labour market
segregation
Questions & Answers
Raising awareness for gender-typical professions and activating participants to reflect on and
discuss conflicting attitudes and opinions
GROUP WORK Typical professions? [p48]
What are advantages and disadvantages of a gender typical choice of

profession?
Plenary Discussion
Feedback based on the use of the Learning Diary as an instrument for the reflection and the
promotion of the learning process.
Session 2: Guidance of young women preserving the principle of equal

treatment
Welcome Coffee
Raising awareness for gender related decisions and circumstances.
GROUP WORK Opposites or Diversity
[m18]
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Understand differences in roles, attributions, attitudes, reflecting
influences of gender stereotype habits etc. (30 min)
Information about gender relevant data on labour market in Europe and

the own country actual statistics, developments, aims, national and
regional measures to promote young women by widening the spectrum
vocational orientation.
Collection of good practice examples: Metaplan-Technique, collecting 2-5 statements from

each participant, which are clustered and presented by the trainers.
Thinking about the active parts of the participants
INDIVIDUAL WORK AND GROUP WORK: Pessimists and Optimists
[m19]
This tool on the one hand serves a desire of many people to express the
reasons they see why something should not work and on the other hand
encourages participants to think about their active part concerning the
subject matter
[m44]

Questions & Answers
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3.
Cultural and
Gender Distinction:
awareness raising,
needs and benefits,
networking
strategies
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GENDER MAINSTREAMING (GM)

SENSITISATION FOR LABOUR OFFICE
ADVISERS, COUNSELLORS AND JOB
MEDIATORS
The promotion of equality between women and men implies changes for men as well as for
women. Therefore it is essential that both men and women actively participate in creating new
strategies for achieving gender equality.3
One of the aims of labour office advisers, counsellors and job mediators is to assist clients with
information, advice, guidance and active support preserving the principle of equal treatment for
men and women as regards access to employment, vocational training and promotion, and working
conditions.
They need a well-founded qualification on aspects of gender mainstreaming. Gender competence
should be a prerequisite for guidance workers in charge of counselling, job placement and training.
The course is designed to help office advisers, counsellors, case managers and job mediators to
develop gender awareness. It is designed to inform and sensitise.
AIMS OF THE COURSE
Basic understanding of Gender, Gender Roles
Training of perception, Gender View
Awareness of issues in interaction
Benefit from the different experiences,
Widened competences on activity (Handlungskompetenz erweitern)
REPORT FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC
AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS on equality between women and men, 2005
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Gender competencies should count into basic competencies on consulting. It is not necessary to
have basic guidance skills.
Students during classic- three year training of the labour office personnel
administrative education at the Mannheim University,
externally recruited staff members of the labour office during their vocational
adjustment
ARGE and JobServiceCenter (Option) staff, i.e. employees of the former welfare
offices, external applicants,

placement


Keeping records: your Gender Journal
Giving Feedback
Duration Two half days
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SCHEDULE 11 - FOUR HALF-DAYS-COURSE

Session 1: Information Sensitization Exchange of experiences
Welcome Coffee
Introduction: Trainers (one female, one male)
special focus on gender relevant aspects of labour market and labour market policy
participating at the seminar, experiences concerning the topic and the context of gender
mainstreaming, expectations
INTRODUCTION OF Learning Diary
[m62/63]
instrument is used by each participant individually, information about its use

and potentials
Awareness raising on gender roles and typical attributes for women and men.
[m50]

(30 min).
ALTERNATIVE: Feel the difference
[m51]
Good exercise to make differences visible through body language. Participants

get a chance to feel the difference (60 90 min).
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Womens movement - Equal opportunities - Gender Mainstreaming: Review and

Status Quo, definition of strategy, positioning within the super-ordinate
strategy and main aims of the European Union
Questions & Answers
Raising awareness for gender-typical professions and activating participants to reflect on and
discuss conflicting attitudes and opinions
GROUP WORK Typical professions?
[m48]
- basis for introducing the subject of gender mainstreaming
What are advantages and disadvantages of a gender typical choice of profession?

Plenary Discussion
Gender Mainstreaming: How does it work definition of aims and instruments
Information about the relevant sources and databases within the organization
regarding laws, regulations, execute statements etc. of the labour office, labour
market etc.
Theoretical Input
Power Point presentation - not longer than 30 minutes!
Questions & Answers

Feedback based on the use of the Learning Diary as an instrument for the reflection and the
promotion of the learning process.
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Session 2&3: Sensitization
How do you see men? How do you see women? How do you see men and women working
together? Reflection on own concepts of gender stereotypes, exchange of experiences,
knowledge about gender specific aspects in the field of every days life and work situations.
Group work
PROJECT Sharp Eye
[m54]
The participants get a digital camcorder for each group and take "every day
life's" pictures.
They arrange an exhibition of their own pictures
Joint analysis & discussion.
Session 4: Sensitization Guidance preserving the principle of equal treatment

Welcome Coffee
Welcome and Introduction
GROUP WORK My Life
[m53]
Reflecting the own life and professional development. Raising awareness for
gender related decisions and circumstances.
Reflection within small groups separated by women and men, discussion within
mixed groups of women and men
(90 min)
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GROUP WORK ALTERNATIVE 1 My personal working Live Curve
[m66/67]
Becoming aware of important stations in

ones working life, reflecting changes, influences gender stereotype habits etc.
(60 - 90 min)
GROUP WORK ALTERNATIVE 2 Listing and Evaluating significant Events
[m79]
Becoming aware of high points in life / working life, evaluation with regard to
gender specific aspects and developments (> 60 min)
Group work How do you see men? How do you see women? How do you see men and women
working together?
Elaboration of collages using newspapers and magazines, presentation of group products...
Plenary discussion
Information about gender relevant data on labour market in Europe and the
own country actual statistics, developments, aims.
Theoretical Input
What are the gender related advantages and disadvantages in the labour market?
Metaplan-Technique, collecting 2-5 statements from each participant, which are clustered and
presented by the trainers.
We recommend ICT equipment of seminar room

Optional: Online-Research of gender related data concerning labour market
Individually or groupwise - reasearch on gender specific data concerning the clustered results of
the preliminary outcomes of discussion in the internet
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GROUP WORK & PLENARY FEEDBACK Feedback
[m44]
Participants provide an overview on the basis of the individual Learning Diaries.

Presentation of the main contents to the whole group.
Questions & Answers
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POLITICAL AND LEGAL OBLIGATIONS IN THE

VOCATIONAL FIELD OF LABOUR OFFICE
ADVISERS, COUNSELLORS AND JOB
MEDIATORS
Focus: Labour Market policy, Organisation, Processes and Legal Requirements
(regulatory statutes, active benefits, actual statistics de: laws of "Modern Services at Labour
Market")
Member States should ensure equal opportunities on the labour market for women and men with
care responsibilities, by providing the right combination of instruments which would allow them to
work full time if they wish and also to return to full time jobs after a period of part-time. (They)
should address the persistence of the high level of the gender pay gap and of gender segregation
in the labour market.4
In Germany the central employment agency (Bundesanstalt fr Arbeit) equal opportunities for
women and men have been incorporated into the guidelines of business policy since 1998. This
means all measures and activities to reduce unemployment should ensure equal opportunities for
women and men and should as well contribute at combating gender stereotypes.
To overcome barriers and to realize gender equality in service delivery the specific circumstances of
women and men should be worked out intensively (gender oriented case management, SGB etc. )
Existing instruments are to be optimised and further instruments for routine use elaborated.
At the same time a gender analysis will be needed to meet the requirements of gender
mainstreaming. Careful monitoring of implementation, instruments and resources, of access to
activating services and benefits as well as gender oriented development of training offers and
gender impact assessment of Hartz IV have to be elaborated.
AIMS OF THE COURSE
Extended understanding of gender dimensions
Awareness and analysis of gender gaps - focus on labour market
Development of strategies to overcome unequal treatment
Widened spectrum of competencies
Development of Gender Projects
REPORT FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC
AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS on equality between women and men, 2005
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This course promotes widespread "ownership" of the policy; enhances understanding and
commitment to gender equality issues. It bases on the course GM Sensitisation..: It is not a
precondition to have basic guidance skills. Although the participants should be quite homogeneous
concerning their experimental background since content and design would differ concerning this
matter.
Students during training of the labour office personnel administrative education,
adjustment
Third party counsellors mandated by the employment offices

The course is designed to involve two experts, who will contribute on the bases of their practical
experience on the impact of political and legal obligations.
This could be the manager of a local refuge for battered women, an equal opportunities manager of
the labour office , the JobService Center or the town, a representative of a local training
organisation, a job creation company or the local labour court.
Listening, reading, analysing, telling, exercising methods, developing strategies,

working on projects, achieving impulses and suggestions, planning measures and
evaluation via
Continually refer to the three main levels of gender mainstreaming: a) Have women
and men been consulted equally? b) How many women versus men are involved in
the decision-making processes? c) What is the likely impact on women and men (on
gender equality goals)?
Discussions, reports, team work
Keeping records, giving feedback
DURATION
Five half days
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SCHEDULE 12 - FIVE HALF-DAYS-COURSE

Session 1: Labour Market policy, Organisation, Processes and Legal
Requirements Introduction and Basic Information
Welcome Coffee
special focus on contact development and networking, gender relevant aspects of labour market
and labour market policy
participating at the seminar, expectations, vocational experiences concerning gender
mainstreaming
Preview of Contents and Introduction of the two Guests / Referees / Experts.
(manager of a local refuge for battered women, equal opportunities manager of the labour office ,
the JobService Center or the town, a representative of a local training organisation, a job creation
company or the local labour court...)
special focus on contact development and networking, gender relevant aspects of daily work.
INTRODUCING GROUP EXERCISE Qualities - Male or female?
[m55]
This exercise helps to raise awareness about how we associate qualities /

characteristics and the different / conflicting opinions that exist in this respect.
Labour Market policy, Organisation, Processes and Legal Requirements

Introduction
Questions & Answers
How to debate efficiently developing arguments
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GROUP EXERCISE 1 American debate
[m87/88]
The participants think of arguments pro and contra a topic, exercise to

formulate and present different viewpoints behind the background and the
contents of the theoretical input on labour market policy.
Preparations for meeting the first of the two experts / referees

Joint preparation of questions and arguments
Group work
[m43]
Objective is to find a common beat which can be taken away in everybodys

mind as the sound of the group.
Session 2: Meeting Expert 1 preparation of questions and arguments &

meeting
Welcome
Dealing with making contact establishing contact

(45 min)
Ongoing preparation of meeting with the first of the two experts / referees
Group work
Plenary discussion on questions, arguments, outcomes
Coffee break & welcome of expert
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[m36]
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Political and legal obligations in the vocational field of Labour Office Advisers,
Input of Expert 1
Discussion based on prepared questions and arguments
Final resume
Session 3: Meeting Expert 1 report on outcomes, Meeting Expert 2

preparation of questions and answers
Welcome
[m58]
Dealing with gender related expectations among team members

(90 min)
Experts interview 1 - Collection of outcomes
COLLECTION OF OUTCOMES Feedback
[m44]
Participants find answers to the following questions:

what was important for me
what will I integrate into my work
what was less interesting
Group work
Presentation
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Report on outcomes
Activity to Relax Ball Game in a Circle
[m28]
Action-oriented learning of gender related aspects of verbal and non-verbal

communication (20 min)
Preparation of meeting with the second expert / referee

Group work
[m43]
Objective is to find a common beat which can be taken away in everybodys

mind as the sound of the group.
Session 4: Meeting Expert 2

Welcome
WARMING UP How they live their lives
[m15]
This exercise helps participant to understand how different perceptions about

the opposite sex can be. It may very well add to the fun factor in a training but
also raise serious discussions (45 min)
Preparing expert meeting 2 Plenary discussion on questions, arguments, outcomes

Coffee break & welcome of expert
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Political and legal obligations in the vocational field of Labour Office Advisers,
Input of Expert 2
Discussion based on prepared questions and arguments
Final resume
Session 5: Meeting Expert 2 report on outcomes,

Welcome
WARMING UP The kind of Message Pictures Send
[m89]
Analysing pictures in regard to gender: How many women/men do you count

all together?
How are the women presented, how the men? By themselves? In a group?
Who is in the center, in the background, etc.?
(30 60 min).

Experts interview 1 - Collection of outcomes
[m44]
Participants find answers to the following questions: what was important for me
/ what will I integrate into my work / what was less interesting / what I wanted
to add ...

Group work
Presentation
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Report on outcomes
ACTION PLANNING One Day in Future
[m17]
This exercise supports creativity, inspires motivation to look ahead and design
working life actively and supports goal-definition.
Final Feedback
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NETWORKING APPROACHES PROMOTING

GENDER ORIENTED JOB PLACEMENT
ACTIVITIES AND TRAININGS
All too often, gender mainstreaming policies "evaporate" before implementation, and remain paper
commitments only. Policies must include action plans with clear procedures and targets as well as
designated roles and responsibilities for promotion, implementation, and monitoring. These must
be based on a clear and realistic analysis and understanding of the criteria for gender oriented job
placement activities and trainings.
Experience has shown that those organisations which created structures (such as working groups
spanning various directorates-general) to implement GM internally, had the best success in the
introduction of this policy throughout their institutions and were able to guarantee the most
sustainable results.
The implementation of gender mainstreaming principles into practice of job placement activities,
trainings and qualifications comprises all organisations active in the sector including for example;
educational facilities, local and regional organisations and non-governmental organisations,
advisory bodies and local companies.
AIMS OF THE COURSE

The course is designed to promote, support and sustain gender mainstreaming requires a multifaceted approach to advocacy, which might include
forming internal gender networks and committees
making links with all organisations active in the sector as well as external gender
lobbying and advocacy groups
participatory gender policy formulation
review and amendment of existing policy and planning documents
developing and supporting strategic actions and initiatives, creating Gender

Projects
the development of effective monitoring and review procedures
the development of gender checklists and guidelines
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This course promotes widespread "ownership" of the policy; enhances understanding and
commitment to gender equality issues. It bases on the course GM Sensitisation..: and it is
helpful to have experimental background on guidance.
administrative education at the Mannheim University,
adjustment
ARGE and JobServiceCenter (Option) staff, i.e. employees of the former welfare
offices, external applicants,

placement
Listening, reading, , analysing models of best practice, telling, researching,

developing strategies, working on projects, achieving impulses and suggestions,
planning network approaches via
Discussions, reports, team work
Keeping records, giving feedback
DURATION:
Five half days
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SCHEDULE 13 - FIVE HALF-DAYS-COURSE

Session 1: Networking Introduction and Basic Information
Welcome Coffee
special focus on contact development and networking, gender relevant aspects of labour market
and labour market policy
participating at the seminar, expectations, experiences in the field of gender mainstreaming
INTRODUCTION Learning Diary
[m62/63]
instrument which is used by each participant individually, information about its

use and potentials
LECTURE AND PRESENTATION: Forming Networks
Information about networking, kinds of networks, communication tools, good

practice and personal competences.
Introduction
Questions & Answers
Reflection on personal experiences, knowledge and skills
INDIVIDUAL EXERCISE Web of Competencies
[m68/69]
the individual is asked to present her / his networking competencies to the

group.
Presentations (Overhead)
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Discussion
Collection of Networking competences
elaborating a list, discussing gender related aspects of the listed competencies.
Feedback
Based on the use of the Learning Diary as an instrument for the reflection and the promotion of the
learning process.
Session 2: Deepening the knowledge of existing networks and development of a

networking project.
Welcome
Organisations activities in the sector - European and national level - gender

lobbying and advocacy groups
Theoretical Input
GROUP WORK Developing a networking project
Developing a networking project (for the own organization/ company) aiming at

exchange and promotion of gender mainstreaming within labour offices, labour
market and labour market policy.
Defining topic / name and use of the network, defining aims, defining
communication channels, research on potential networking partners for the
own project organization.
Development of a project presentation presentation of state I
Discussion
Questions & Answers
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Feedback
learning process.

networking project II
Welcome
GROUP WORK Collage showing variety in communication
[m25]
Group experience on the wide range of possible communication channels of

networks
Group work including the whole group to encourage communication, cooperation, teamwork, idea finding and joint problem solving
GROUP WORK Developing a networking project / Continuation of group work
Developing an own networking project aiming at exchange and promotion of

gender mainstreaming within labour offices, labour market and labour market
policy.
Defining main ways of communication, designing a communication mix sorted
out by contents and target groups
Further development of the project presentation presentation of state II
Discussion
Questions & Answers
Feedback
learning process.
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Session 4: Deepening the knowledge of projects aims, targets and measures

and development of a networking project III
Welcome
Reflection on organizational profile, experiences, knowledge and skills in the context of networking
GROUP WORK Web of Competencies

Organization / companies networking competencies
[m68]
in this case the participants are asked to define their Organization / companies
networking competencies to the group.
Discussion
Collection of Networking competences of the own organization/ company
elaborating a list, discussion of gender related aspects of the listed competencies.
Where my organisation is now, what it should be like in the future
Round table talk
GROUP WORK Developing a networking project / Continuation of group work
Further development of the project presentation

presentation of state III
Questions & Answers
[m26]
A ball is thrown from one participant to next, each giving his/her statement
about the course of the day.
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networking project IV.
Welcome
ACTIVATION Chain of information
This excercise shows loss of information in communication and the

development of rumors.
GROUP WORK Web of Competencies

future networking competencies of organization
[m68]
How will my projected organizations profile be in the year 2025?

Reflection on organizational aims
The participants are asked to define their projected organization aims and
targets / future oriented profile of networking competencies.
Discussion
LECTURE AND PRESENTATION Group work
Theoretical Input
Questions & Answers

Feedback
learning process.
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Session 6: Deepening the knowledge of networks and finalizing project work.

Welcome
[m36]
Dealing with making contact establishing contact (45 min)
GROUP WORK Developing a networking project / Continuation of group work /

Final development of the project presentation presentation
Research on potential networking partners for the own organization

Defining target group oriented measures
Calculation of costs of the projected networking activities
Plenary discussion
Joint development of a Check-list on Networking

Collection of Guiding questions
Feedback on Plenary and Group work
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EQUAL OPPORTUNITIES
Equality of opportunities is the foreground for the full development of a society through the
contributes of all its members, and, at list in theory it is a deeply rooted concept in EU member
states, both the traditional members and the new ones.
Since the beginning indeed, men and women equality has been one of the fundamental principles
of the European Union. In the last decades the legislation on gender equality has shaped a
coherent juridical framework and it is now a well established part of the acquis communitaire that
both old and new member States must respect; it had, and still has, a crucial role in promoting the
equal conditions in participation in the labour market; it had also a remarkable and continuous
influence on the subject of equal opportunities in the member States.
If the 80s approach focused on equality of treatment, todays policies are widely mobilized to
achieve the gender equality goal. Such policies are followed by some important initiatives such as:
the adoption of programmes able to encourage the experimentation of intervention models in
diverse areas (childcare services, women participation in decision-making process and political
representation), the encouragement of new actions and policies on violence against women;
Of paramount importance was the adoption, in 1997, of the Amsterdam Treaty in which equality
between men and women is not only an explicit goal of the and its achievement becomes
compulsory: articles 2 and 3 state that the promotion of gender equality in all its programmes and
activities, is compulsory for the Union Institutions.
In spite of the improvements as far as legislation is concerned the concrete application of Equal
opportunities is far from being considered full.
The Employment services play a key role in spreading information on the opportunities available at
a local level and in highlighting a gender approach in the guidance and counselling processes.
AIM OF THE COURSE

The Employment services officers shall have a deep knowledge of the notion of Equal Opportunities
and how it is actually implemented in their countries at local, regional and National level. They shall
also be able to convey information and awareness in their customers, both being women seeking
advice, and/or being companies looking for employees.
To practically reach the above goals the contents of the course will help to:
Overview the historical and social process leading to the idea of Equal opportunities,
referring specifically to the labour market;
Deepen the concepts of Equal opportunities and Positive actions, meant as those
activities aimed at introducing changes to the organisation of labour to eliminate
(reduce) unequality between men and women, not only at the workplace;
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Analyse the sociological evolution of equal opportunities, examples of masculine

and feminine approaches to education, training job search;
Analyse the effect of gender related issues at the workplace, especially on

prejudices regarding training opportunities, career progression and salaries;
Raise awareness on the public institutions, key actors and policies existing to
facilitate the implementation of Equal opportunities: activities roles and functions.
TARGET GROUPS & SECONDARY BENEFICIARIES

The main target of the course are public employment service employees, already working and
therefore trained, as the course is intended to provide information on how exploit the existing local
networks of actors (companies, private and public employment services, education and training
agencies, laws and regulation) in order to provide a comprehensive set of information and focused
guidance.
Indirect beneficiaries can be considered the women requiring the information and guidance
services, especially those who are discriminated.
Indirect beneficiaries can also be considered companies that, overcoming the stereotypes and
prejudices towards women can benefit from their full potential.
APPROACH
The approach underlying the whole training activity is the focus on the customer, in this case the
adult women entering the Labour Office/Employment service seeking for information and support
for the job search.
This approach is concretely applied in different ways, according to the teaching methodology
chosen, but it is anyway evident both in the way the contents are taught and in the contents
themselves.
This course can be delivered in the form of classroom training, but also as an interactive seminar
with key actors.
The course in both forms can last 8 hours.
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SCHEDULE 14 - THREE HALF-DAYS-COURSE

Welcome Coffee
Description of professional background, experience in the field of equal opportunities with special
focus on relevant aspects of labour market and labour market policy
participating at the seminar, experiences and expectations
INTRODUCTION Learning Diary
[m62/63]

and potentials
[m50]
Awareness raising on gender roles and typical attributes for women and men.
(30 min).

Womens movement
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Equal opportunities
Overview the historical and social process leading to the idea of Equal
opportunities, how it is actually implemented in the European Union and on
national level.
Power point presentation-not longer than 30 minutes!
Questions & Answers
GROUP WORK Typical professions?
[m48]
Raising awareness for gender-typical professions and activating participants to

reflect on and discuss conflicting attitudes and opinions
What are advantages and disadvantages of a gender typical choice of profession?

Discussion
LECTURE AND PRESENTATION Concepts of Equal Opportunities and Positive Actions
Presentation of a wide range of different measures promoting women and girls

in labour market and labour market policy: How do they work, which are the
concepts, where to find the legal basis, where to find good practice examples,
information concerning relevant sources and contact partners
Theoretical Input
Questions & Answers

Feedback
learning process.
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Session 2: Development of strategies for more equal opportunities

Welcome Coffee
EXERCISE Municipal Planning Department
[m52]
Learn about effect of planning measurements on women and men, develop

strategies for more equal opportunities
This tool offers a great opportunity to experience different roles and learn
about gender related perspectives on daily life well as on processes of
discussion and decision-making (240 min).
[m26]
A ball is thrown from one participant to next, each giving his/her statement
about the course of the day.
Session 3: Deepening knowledge of the notion of Equal Opportunities and how

it is actually implemented in the country at local, regional and National level.
Welcome Coffee
INDIVIDUAL WORK AND GROUP WORK Ranking
[m56]
Identifycation of existing norms and values

The ranking exercise can be used in many arenas. It can be used individually or
in groups or first individually and then in the group. Here it should be used in
the later option and it is important to compare the individual ranking with the
group ranking and to have a separate discussion about that.
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METAPLAN-TECHNIQUE Analysis of the sociological evolution of equal opportunities
Analysing the sociological evolution of equal opportunities

Examples of masculine and feminine approaches to education, training job
search
Group work, prejudices regarding training opportunities, career progression and
salaries
Based on My personal working Live Curve, Metaplan-Technique, collecting 2-5
statements from each participant, which are clustered and presented by the
trainers.
LECTURE AND PRESENTATION Regional Approaches of Equal opportunities and Positive actions
Regional Approaches of Equal opportunities and Positive actions

Equal opportunities, how it is actually implemented on local level, information
about local measures and projects, relevant contacts and sources
Theoretical Input
Questions & Answers
GROUP WORK & PLENARY FEEDBACK Feedback
[m44]
Participants find answers to the following questions: what was important for me
/ what will I integrate into my work / what was less interesting / what I wanted
to add ...
Participants provide an overview on the basis of the individual Learning Diaries.
Presentation of the main contents to the whole group.
Questions & Answers

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DIVERSITY MANAGEMENT
FOR LABOUR OFFICE ADVISERS,
COUNSELLORS AND JOB MEDIATORS
Society can be conceptualised as a complex of diverse groups, according to criteria such as sex,
age, class, family situation, health, sexuality, religion, ethnicity, national origin, and so on. Some of
these groups hold an unequal position in the society in which they exist and some are very
disadvantaged.
The course is designed to help office advisers, counsellors, case managers and job mediators to
develop diversity awareness. Clients differ in many ways!
The term diversity management is usually found in the context of the business case. In order to
achieve better matching results, labour office staff working with employers must understand the
language of employers diversity management from entrepreneurs view.
But the term diversity management can also be adapted to labour market organizations and to the
delivery of counselling and vocational training opportunities. One of the aims of labour office
advisers, counsellors and job mediators is to assist clients with information, advice, guidance and
active support preserving the principle of equal treatment. In seeking to understand the clients
needs as well as in order to strengthen the efficiency and quality of the counselling process
managing diversity involves identifying the issues that arise from this diversity as well as
developing ways to address these issues.
Office advisers, counsellors, case managers and job mediators need a well-founded qualification on
aspects, strategies and measures of diversity management. This should become a prerequisite for
guidance workers in charge of counselling, job placement and training.
AIMS OF THE COURSE
Basic understanding of the diversity approach
Recognising that individuals have different needs
Self-awareness, in terms of understanding the own culture, identity, biases,

prejudices, and stereotypes
Valuing all individuals equally, willingness to challenge and change institutional

practices that present barriers to different groups
Awareness of issues in interaction
Giving clients opportunities to reach their full potential
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Reflection and discussion with others tailoring provision of these opportunities to

take account of diverse needs
Benefit from the different experiences
Widened competences in order to achieve better matching results

Diversity management competencies should count into basic competencies on consulting. It is not
necessary to have basic guidance skills.
administrative education,
adjustment

placement


Keeping records: your Diversity Management Journal
Giving Feedback
DURATION
Two half days
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SCHEDULE 15 - TWO HALF DAYS

Welcome Coffee
Introduction: Trainers
Description of professional background, experience in the field of diversity management with
special focus on relevant aspects of labour market and labour market policy
participating at the seminar, experiences concerning the topic and the context of diversity
management, expectations
INTRODUCTION OF Learning Diary
[m62/63]

and potentials
GROUP WORK Opposites or diversity?
[m18]
Awareness raising on society conceptualised as a complex of diverse groups,

understanding differences in roles, attributions, attitudes
Good exercise that offers opportunity for participants to slip into roles they
normally dont have
(15 45 min).
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LECTURE AND PRESENTATION Differential impact on different groups

What policies, practices, and ways of thinking and within our organizational
culture have differential impact on different groups?
Questions & Answers
GROUP WORK Dealing with communication barriers
[m29]
Raising awareness for communication barriers and activating participants to

reflect on and discuss different solutions
Determination of problem areas, recognizing and exchanging of already
existing potential solutions
How to move our frame of reference from an ethnocentric view ("our way is the best way") to a
culturally relative perspective ("let's take the best of a variety of ways")?
Plenary Discussion
LECTURE AND PRESENTATION Diversity Management
Diversity Management:
How does it work
Definitions of aims and instruments
Information about legal necessity, social responsibility and business necessity
Theoretical Input, Power Point presentation - not longer than 30 minutes!
Questions & Answers
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INDIVIDUAL WORK AND GROUP WORK Ranking
[m56]
Identifycation of existing norms and values

The ranking exercise can be used in many arenas. It can be used individually or
in groups or first individually and then in the group. Here it should be used in
the later option and it is important to compare the individual ranking with the
group ranking and to have a separate discussion about that.
Feedback
learning process.
Session 2: Guidance preserving the principle of diversity management and

equal treatment
Welcome Coffee
GROUP WORK Ten Questions Never to be Asked in an Interview
[m90]
Whats your race?,What is your national origin? - some questions that

should raise red flags
There are numerous antidiscrimination laws designed to assure that employers
hire based upon skill, rather than stereotypes.
Therefore, there are some things an interviewer isnt allowed to ask
60 min
Plenary Discussion
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LECTURE AND PRESENTATION Meeting employers needs Companies approaches of diversity
Capitalising on the benefits of workplace diversity, information about

organizations employing a diverse workforce and therefore can supply a greater
variety of solutions to problems in service, sourcing, and allocation.
Presentation of good practice examples, measures and projects, relevant
company contacts.
Theoretical Input
Questions & Answers
Placing diversity management in the context of empowerment and training programs
How to develop a strategy to implemented a culture of diversity?
Group work and plenary discussion
Group work & Feedback
[m44]

Questions & Answers
Prolongation is possible by integration of key actors , reporting on their fields of knowledge & interest
Prolongation
possible by integration of key actors and representatives of organizations actively assessing their
handling of workplace diversity issues, who already have developed and implemented diversity
plans and report on their fields of knowledge and benefits of diversity management.
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M a n u a l
MANUAL
Exercises &
Handouts
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01 Handout Basic skills deficits
01
Introduction to Subject
Handout
BASIC SKILLS DEFICITS

CRITERIA AND INDICATORS FOR DETECTING BASIC SKILLS DEFICITS
Tables and explanations below will give a more detailed insight into hiding strategies, criteria and
indicators for detecting functional illiteracy. They include, in addition to reading and writing, other
areas, although reading and writing are regarded as priority areas.
READING
Signs which make us think there may be reading difficulties:
Carries no written documents
Avoidance of reading situations
Does not refer to information which he/ she could have read in a written document.
Criteria: recognizable behaviour

* States he/ she cannot read or has great difficulty in doing so
* Deciphers a word at a time without understanding, reads hesitantly and slowly
* Does not seem to understand the information contained in the document
* Cannot find information in a document (diagrams, timetables, leaflets) without
resorting to going through the whole document
* Has to read aloud or uses lip movements, murmurs
* Repeatedly makes excuses linked to eyesight (forgotten glasses, writing that is too
small) and may ask the interlocutor to tell them what is written.
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WRITING
Signs which may indicate difficulties in this area:
Does not carry around a pen or pencil
Handwriting is babyish
Cannot write on lines
Does not spontaneously write anything down

* Cannot form letters or does so very slowly holds pen awkwardly
* Everyday words (name, address, familiar place names) are barely
recognizable when written spontaneously or copied
* Form filling causes difficulty
* Numerous spelling mistakes
* States he / she cannot write or does so with difficulty
SENSE OF TIME
Signs indicating difficulties in this area:
Unable to reconstitute events in past life / in the news / in recent history
Turns up too late or too early for appointments without reason

* Cannot situate events in relation to the present moment (notions of before, during, after)
* Cannot assess whether he / she will be on time (too early, too late)
* Does not grasp the notion of chronological order or divisions of time (hour, day, month, year)
* Cannot read and write the time in different ways
* Cannot estimate how long something will last
* Cannot make the connection between age and date of birth
* Cannot situate several events chronologically
* Is unable to look ahead to the future
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M a n u a l
ORAL EXPRESSION
Unable to speak spontaneously and with ease
Difficult to understand
Has problems when introducing himself / herself

* Uses a limited vocabulary and substitute words
* Uses only the present tense
* Confuses certain sounds and words (may need speech therapy)
* Makes basic grammatical errors
LISTENING
Seems agitated and restless
Lacks concentration
Does not seem attentive when spoken to

* Mishears sounds and words (may have hearing problems)
* Inappropriate responses to questions and instructions
* Often asks to have questions and directions repeated
* Inaccurate understanding of questions, instructions and information
SENSE OF SPACE
Factors in the persons speech that indicate distortions and errors with regard to space

* Unable to give details of places mentioned
*Cannot distinguish top / bottom, right / left, front / back , far/ near
* Cannot place writing correctly on a page or board
* Incapable of estimating distances
* Unable to identify features on a town or road map
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M a n u a l
LOGICAL REASONING
Attitudes appear contradictory
Has difficulty arguing
Speech that does not make sense

* Is incapable of making comparisons between two or more elements
* Cannot take account of various aspects of a problem simultaneously
* Cannot identify the different aspects of a question
* Cannot imagine different possibilities
* Cannot formulate hypotheses
* Makes no link between cause and effect
* Does not use the conditional tense
* Is unable to combine dual notions (place / time; time span /distance; double entry table)
NUMERACY
Avoids situations in which counting or arithmetic are necessary
Claims not to understand figures and numbers or says they are too difficult

* Cannot read or write figures
* Cannot count
* Cannot add or subtract
* Simple mental arithmetic seems impossible or is a source of frequent error
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M a n u a l
02 Handout Experiences on basic skills deficits
02
Handout
EXPERIENCES ON BASIC SKILLS DEFICITS
A literacy student wrote this:

The great Fear is ... by Carole Belsey (extracts only)
Fear - what is it? To me it is someone handing me a form and saying "Fill this in!"
It is hard to put into words just what happens to me.
Every part of my body stiffens.
I go hot and cold all over and there is a little man in my head
bashing my brains with a hammer!
I have to fight to keep my senses.
I usually manage to make some silly excuse, I have got two.
One of them goes, "I will have to ask my husband if I am all right."
As if I am some sort of Victorian miss who is unable to think for herself.
The other one is "I don't understand forms."
That's worse because straight away they think I am daft.
When I have gone for jobs I have all the answers to the
questions they are likely to askwritten down on a piece of paper,
so it's just a matter of copying them down on the form.
School
The teacher wont notice that I cannot read for a month and a half.
So well do I remember what I hear and see.
When a classmate reads the lesson , I know it by heart.
Pretending to follow it in the book I can even spot where you have to turn the page
But one day I misbehaved and had to change places.
And I had to go first.
Its terrible.
She wont believe I cant read since she saw me reading.
My troubles are only beginning.
(Pascal JARDIN: extract War at Nine)
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Example Worker
It used to be hard but now it has become impossible. Everywhere you go there are forms to fill in
and they are often very complicated; even at work, doing the same job, I now have to take orders
directly from clients.
Rene, 51 years old, is a manual worker in a small business. Like many other 50 year olds, who
grew up in the country, his schooling was brief and erratic and is now a distant memory. He sees
the evolutions at work; instructions are rarely given by word of mouth, every machine is equipped
with a monitoring screen.
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03 The state of knowledge
03
THE STATE OF MY KNOWLEDGE
Objective
This exercise shall serve to clarify how to find the information you need, to select and present
relevant information on
Description
They are asked to imagine this scenario: a client from another country has asked for a meeting
with you. What kinds of information do you already have about the country s/he comes from? What
other information do you need? Do you know how to find it? What will you not know until you meet
the client personally?
It would be impossible to know everything by heart - the important thing is to know how to find the
information you need. We have put some of this on the website and there are also links to other
web sites that should be useful. In addition, you might like to search the web, using a search
engine such as Google or AltaVista, for further information of value to you. Bookmark sites to
which it will be useful for you to return and organise your bookmarks so that you can easily find
them.
Students could start with these:
How can I find out what rights my clients have to education, training and work?
Where do I find information about my clients' countries of origin so that I can

understand their educational and work background?
What reasons are there for migration and who is likely to migrate to my country?
How do I spot problems caused by torture and trauma, and what do I do about
them?
Material
computer, internet connection
Duration
60 - 90 minutes
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04 Functional Illiteracy
04
FUNCTIONAL ILLITERACY
Objective
This exercise shall serve to clarify and exemplify terms used before (functional illiteracy, basic
skills etc);
Intensive exchange of experience at dealing with the target group of clients affected by reading
and writing deficits
Description
Students are divided into four groups, discussing one case each.
They share ideas of how to deal with respective clients and offer most suitable counselling. By
developing the groups counselling concept they should integrate theoretical and practical
knowledge already acquired in the first stage of the course. After that, group results are presented
to all participants and the trainer and then discussed and evaluated together.
Material
Handout showing 4 cases
Duration
80 minutes (20 minutes for each group to work on a case, 60 minutes for
presentation and discussion of results)
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05 Handout Share Ideas
05
Handout: Share Ideas
Share ideas of how to deal with respective clients and offer most suitable
counselling.
1) ALFRED T., AGE:52
worked as a storage worker in a small enterprise
rural area (small town)
driving licence
obvious basic skills deficits (including IT and social skills)
frustrated and rather aggressive
no signs of readiness for respective outing
2) SUSANNE F., AGE: 30
132
woman returner
urban area
worked in gastronomy (kitchen)
no driving licence
obvious basic skills deficits (including IT and social skills)
very insecure, shy, inhibited
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3) KEMAL K., AGE: 24
came to this country when he was 6
urban area
worked at building sites
no driving licence
attended special needs school
obvious reading and writing problems
basically cooperative,
under particular pressure of having to find a job soon (family)
4) DORIS M., AGE: 18
worked as a cleaner
rural area (small town)
no driving licence
basic skills deficits (including IT and social skills), talks about frustration during
school time, but would not mention her reading and writing problems
under particular pressure of having to find a job soon
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06 My culture
06
Reflection
MY CULTURE
Objective
Intensive exchange of experience at dealing with the target group of refugees or migrants
Description
Students share ideas on:
What is culture? What is my culture?
How does it impact on education and work in this country?
What is its relevance to guidance, education and work?
By developing the groups counselling concept they should integrate theoretical and practical
knowledge already acquired in the first stage of the course. After that, group results are presented
to all participants and the trainer and then discussed and evaluated together.
Imagine that you are a refugee or migrant in another country. What aspects of your
own culture might create challenges for you and for a guidance counsellor there?
Students will write a short report on reflections and, email it to the tutor or tutor-group
Material
computer, flip chart
Duration
60 minutes
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07 Handout multicultural guidance I
07
Handout multicultural guidance
LOOKING FOR MULTICULTURAL GUIDANCE MODELS AND SKILLS

First, think about a successful multicultural guidance session that you have experienced - what was
good about it and how do you know it was good?
Now, think whether you used a particular model of guidance - it worked on that occasion - would it
work equally well for all kinds of clients? For example, the same model and processes might not
work equally well with refugees, asylum-seekers and migrants. What other models are there?
What skills did you use? Do you think the session could have been even better if you had more
skills? What kind of skills would have made it better?
Use the web to explore models of guidance and multicultural guidance skills. We have put some
material on the website and there are also links to other websites that should be useful. In
addition, you might like to search the web, using a search engine such as Google or AltaVista, for
further information of value to you. Bookmark sites to which it will be useful for you to return and
organise your bookmarks so that you can easily find them.
You could start here:
What extra guidance and counselling skills do I need in order to give a good service
to someone from a different country?
Where they have rights, what kinds of problem are my clients likely to have in
actually accessing guidance, education, training and work? What changes can my
organisation and I make to help to overcome these problems?
Do men and women have different guidance and counselling needs?
When you have found out what kind of information is available and which is the
most relevant to your needs, you should be ready to write the assignment.
Material
computer, internet connection
Duration
60 90 minutes
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08 Handout multicultural guidance II
08
Handout multicultural guidance
ASSIGNMENT: MY OWN PRACTICE IN MULTICULTURAL GUIDANCE
Write a report of 3-5 A4 pages under the following headings:
The processes described above which most accurately reflect how I work at the
moment (or have worked in the past);
Elements of my practice which could be changed better to meet the needs of

refugee, asylum-seeker and migrant clients;
How my practice should take into account the heterogeneous nature of the client
group and its diverse needs.
Students will write a short report on reflections and, email it to the tutor or tutor-group
Material
pen, paper / computer
Duration
60 90 minutes
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09 Handout: The organisation for which you work ... I
Handout: The organisation for

which you work in terms of
multicultural guidance
09
REFLECTION: WHERE MY ORGANISATION IS NOW
Think about the organisation for which you work in terms of refugee, asylum-seeker or migrant
clients.
What does your organisation do well?
What does it not do so well?
What might be the first thing you would want to change?
Write a short report on your reflections and, if you wish, email it to your tutor or your tutor-group.
Material
Duration
60 90 minutes
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10 Handout: The organisation for which you work ... II
10
Handout: The organisation for

which you work in terms of
multicultural guidance
EVALUATING AND PLANNING IMPROVEMENT FOR YOUR SERVICE

Imagine you are a refugee, asylum-seeker or migrant (choose any of these) who has been advised
to come to your service. Picture your journey from your home to the service - entering the building
- finding the correct office ... and so on. What would you expect? What might be confusing? What
would make it more pleasant, less intimidating, and so on?
Now switch to being an adviser to the service. What kind of changes would help to serve this target
group? What kind of local contacts should be developed? Think about the 'ideal' functions of
guidance - does your service carry them all out? Which important functions does it not carry out?
Use the web to explore models of service delivery and improvement. We have put some material
on the website and there are also links to other websites that should be useful. In addition, you
might like to search the web, using a search engine such as Google or AltaVista, for further
information of value to you. Bookmark sites to which it will be useful for you to return and organise
your bookmarks so that you can easily find them.
You could look at this section of the website:
Where they have rights, what kinds of problem are my clients likely to have in actually accessing
guidance, education, training and work? What changes can my organisation and I make to help to
overcome these problems?
You might also need to look back at this one:
What extra guidance and counselling skills do I need in order to give a good service to someone
from a different country?
Material
Duration
60 90 minutes
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11 Creating a vision
11
Creating a vision
CREATING A VISION OF ORGANISATIONAL PRACTICE TO MEET THE NEEDS OF REFUGEES,

ASYLUM-SEEKERS AND MIGRANTS
Objective
Intensive exchange of experience at dealing with the target group of refugees or migrants.
Description
They are asked to use information taken from the course and from clients, to assess the support
needed by clients and compare it with the support offered by their organisation.
They are asked to identify areas where they do not match and write a proposal (3-5 A4 pages) on
how the organisation could develop in order to serve this client group better.
They should include case studies of organisations that offer good models of practice.
Material
pen, paper / computer, flip chart
Duration
60 90 minutes
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12 Handout Filling in a form
12
Handout: Reflection
FILLING IN A FORM
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13 Handout Excuses
13
Handout: Excuses
EXCUSES
People say that they have forgotten their glasses. They then ask the person who
gave them the form to complete it.
If they know that their inability to read or to write is going to become apparent they
may bring distractions with them, e.g. a dog, a child or a mobile phone that keeps
ringing.
They say that they are in a hurry and ask if they can take the form or document
away and bring it back later. They then get someone else to complete it.
They may say something like, I will have to ask my husband/wife about this before
I fill it in, so please can I take it away and bring it back later?
They bring a friend, partner or parent who does this sort of thing.
They ask where to sign a form with no attempt at reading what they are signing.
They become evasive and distracted if asked questions about qualifications,

certificates etc.
People become aggressive or frustrated, pretending that this is because of the

interview process.
They say that they only want to go on courses where they do not have to fill in
forms.
They keep on being late or missing appointments.
They are unsure about when they did things in the past, e.g. previous jobs etc.
Having to deal with institutions like banks, people with low literacy levels have a
strong preference for face-to-face contacts and prefer to return to the same branch
and the same member of staff.
They are very reluctant to use automated phone systems and computerized kiosks
or workstations.
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142
People are happier dealing with a company when they can develop a good
relationship with the one person who they meet on each visit.
The first contact with an official in an organization is often critical, but if they show
sensitivity and are not condescending, the relationship is likely to develop.
Many use avoidance as a coping mechanism, hoping that if they avoid something it
will go away.
They never do written things right there, but take forms etc. with them to bring
them back when they come next time.
They repeatedly ask you to explain what they have just read.
Their eyes fail to move right while "reading".
They fail to respond to mailed notices, bills, etc.
They ask you to call rather than mail the information to them.
They generally turn down opportunities that require reading and/or writing.
From a social point of view, they often appear shy, awkward and may be tonguetied.
They may act aggressively or continously make jokes to cover low levels of
confidence.
If they do write something, they make spelling errors, there are reversals of letters
and words, omissions of letters.
People say that they have hurt their arm or hand, sometimes even to the extent of
having it bandaged or in a sling.
M a n u a l
14 Motivation - Communication
14
Motivation - Communication
ACTION PLANNING: MOTIVATION - COMMUNICATION

Anticipate individual future, establish a reference to ones individual future as an important
biographical perspective (indiv. work)
Review and train individual social perception (plenary)
Description Individual work:

Get paper and a pen. - Imagine we have now the year 2019 and you are . years old. - Mark two
columns on your piece of paper: on the left dreams, on the right reality. - On the left write
down, what it could be like in 15years from now; dream about it, this is utopia, fantasy! - On the
right make notes about the expected reality. Write down what it will most probably be like if you
consider your development realistically. Small groups reflection. Tell each other your stories in
the way as if it was 2019 right now. Tell the story in the first person and start out with something
like:I work as a . I have got two children . I have just . - The listeners pay special attention
to what is not being told. Individual work: Write down your thoughts regarding the following
questions: - Have I taken the political development into account? - What do I essentially need for
life (financial situation, relationships, work )? - What is the relationship between my dreams and
my reality? - What could be reasons for the dream not to come true? - What can I contribute to
realize the dream? - Which feelings come up when I think about my future? - Which areas in my
future can I see clearly, which ones remain unclear?
Notes
In this exercise it is important that participants really use their creativity and phantasy to dream up
something extraordinary that makes a difference to plannable reality.
Material
paper and pens for everybody
Timeframe
90 minutes
Description Plenary assignments:

One person is asked to leave the room. Everybody else describes this person as detailed as
possible. Every participant reads out his/her description. The person comes back in. Now the
descriptions are reviewed with the person present. Options: Observer-duos: You can also ask two
participants to form an observer-duo troughout the whole course.
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The two observe each other according to certain aspects determined prior to the session in regard
to communicative and social areas and exchange their observations at the end of the course. If this
exercise is used in gender-related trainings, please note the following: Experience in different
trainings has shown that women observe men more benevolently than the other way round; men
apparently observe more fact-related, orient themselves by what they consider to be the facts.
Women interpret rather emotionally, men more in patterns and clichs. Women interpret much
more detailed and embedded in strong experiencial knowledge. They tend to give men a bonus
when they realize that they are open to subjects regarding women and families.
Notes
This exercise is valuable for general communication trainings in regard to communicating nonverbally. Participants come to realize how much they observe about the people surrounding them
and also how much they communicate themselves by outfit, body language etc.
Material
paper, pens
Timeframe
30 minutes
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15 How they live their lives
15
Reflection
HOW THEY LIVE THEIR LIVES

Supports creativity, presentation skills, understand differences in perception
Description
This exercise requires men and women to work in separate groups (4-6 individuals each group).
Each group is asked to predict life of the opposite sex in regard to work, education, social life,
spare time, family and living conditions.
The groups ideas are written down on a notepad. When finished, the results are presented to the
other group. A joint discussion proceeds of what is similar and different between the groups.
Notes
This exercise helps participant to understand how different perceptions about the opposite sex can
be. It may very well add to the fun factor in a training but also raise serious discussions. Can also
be used in teambuilding processes when two or more teams have to be integrated.
Material
paper and pens; well mixed group of women and men
Timeframe
45minutes
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16 Professional project construction
16
Mobilization
APPROPRIATION OF THE APPROACH OF PROFESSIONAL PROJECT CONSTRUCTION

To identify the subjects and thematic of the training. To get prepared to all questions which may
occur all along the training
Description
A simple questionnaire to be worked out individually and then to be presented to the whole group.
If its a big group pair can make the preparation.
Two parts:
1/ About my professional objective:
6 questions allow putting words on some notions, which are still not clear as for example the
barriers, or resources, which may block or help them to reach their objective. All problems raised
during the training are considered but from the persons point of view who makes a point on
herself regarding her professional objective
2/About my project construction
What does Building a professional project, mean? And which elements are required to reach
this goal?
This question allows to put in evidence all the subjects and thematic of the training. A synthesis
document identifying the different modules of the program and the different objectives targeted are
given to them.
The last question allows them to write down which are the elements they possess and which one
they need to work on in particular.
The vocabulary used has to be simple and the questions short and precise.
Materials
Paper and pen
Duration
Minimum 3 hours day
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17 One day in the future
17
Reflection
ONE DAY IN THE FUTURE

Anticipate individual future, realize differences of female and male life designs by discussing
individual ideas of the future
Description
Plenary - imagine this is the year 2013. It is Monday...
What is your day going to look like?
Write down key words what you do, hear, see and how you are spending the day.
Small groups/pairs:
Tell each other about your phantasies.
Consider how your imagination is connected with your socialization as a woman, as

a man and with the gender subject.
Compare how you comply with todays reality.
Which feelings, thoughts does the comparison arise in you?
Notes
This exercise supports creativity, inspires motivation to look ahead and design ones own life
actively and supports goal-definition.
Material
paper and pens to take notes
Timeframe
30 40 minutes
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18 Opposites or diversity?
18
Reflection
OPPOSITES OR DIVERSITY?
Understand differences in roles, attributions, attitudes
Description
Participants move around the room accompanied by music.
As soon as the music stops the trainer separates the room with her/his arms:
participants on the one side are assigned one role,
participants on the other side are assigned a contrary role with the task to get into
contact with the other side non-verbally.
Possible roles: Men women Handicapped people not handicapped people From Austria not
from Austria Female boss male secretary Children grown-ups Female doctor male doctor
Mother with child father with child Various professional groups Etc.
Notes
Good exercise that offers opportunity for participants to slip into roles they normally dont have.
Material
enough space for all participants to walk around
Timeframe
15 minutes
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19 Pessimists and Optimists
19
Reflection
PESSIMISTS AND OPTIMISTS

Starts discussions and selfreflection on individual role
Description
Each participant gets two cards. On the one they write the obstacles they see for gender
mainstreaming and on the other they write ideas how they can facilitate gender mainstreaming.
The cards are collected and clustered.
A discussion is facilitated how to overcome the obstacles and implement changes.
Notes
This tool on the one hand serves a desire of many people to express the reasons they see why
something should not work and on the other hand encourages participants to think about their
active part concerning the subject matter.
Material
cards, markers
Timeframe
45 minutes
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20 The kind of message pictures send
20
Reflection
THE KIND OF MESSAGE PICTURES SEND

Recognizing codes in pictures, especially those referring to gender
Description
In pairs assignment: Go through a newspaper or magazine and stop on a page where you see
various pictures / persons. The more pictures / persons the better. - Analyse the pictures in regard
to gender:
How many women/men do you count all together?

How are the women presented, how the men? By themselves? In a group?
Who is in the center, in the background, etc.?
Also look out for the line of sight?
Consider the subtitles of the pictures and the context: from which area are the
pictures politics, economy, daily life, culture, commercials?
Do the pictures emphasize gender stereotypes? If yes, how?
Options
Plenary - Only enter the quantitative results of the groups of two and have the other participants
guess which area the pictures were from.
Small groups - Review a whole newspaper, vacation brochure, magazine regarding the presentation
of women/men/girls/boys. - How many pictures, cartoons, illustrations in total emphasize the
stereotypes? How many are neutral? How many show modern, non-clich like, diverse
presentations of gender?
Notes
This exercise can be used in general communication trainings by having participants work on
questions like: what do all these pictures and their contextes tell you? What do you think is the
intended message?
Material
current daily papers, magazines
Timeframe
30 minutes
Supports creativity, presentation skills, understand differences in perception

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21 Reflection Who am I ...?
21
Reflection
WHO AM I A PICTURE GALERY
Objective
Get to know each other, find similarities, identification via a picture which reduces stress in
connection with talking about oneself
Description
A large variety of pictures and fotos out of magazines that show various situations, emotions and
people are put on a table to choose from.
Duration:
Material:
First Step: Each participant chooses one picture that he/she likes best or thinks
suits best.
Second Step: like-minded persons with similar themes should be found among the
participants. This developes into an exchange of similarities and preferences
discovered on the basis of the pictures.
Third Step: each participant presents his/her picture to the whole group, explaining
why he/she chose this specific picture, what it has to do with his/her person and
which similarities he/she could find among the other group members. Then it is
another persons turn with who similarities had been identified.
1 hour
various pictures, fotos out of magazines, journals, brochures
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22 Expectations of the Course
22
Action planning
EXPECTATIONS OF THE COURSE

Clarify expectations and if they can be met, clarify current knowledge of the subject matter
Description
Participants are sent to work in small groups on three questions:
Which expectations / requests do I have?
What exactly should not happen?
What is my understanding of Soft Skills?
Answers are captured on the paper. Afterwards a speaker of the group is chosen to present the
results to the whole group.
Duration:
approx. 1 hour / 20min of that group work
Participants:
work in groups of approx. 5 persons
Material:
Flipchartpaper, color markers
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23 Morning round with musical instruments
23
Awakening Senses
MORNING ROUND WITH MUSICAL INSTRUMENTS

Easy start for the day, perception of own and others moods, awakening senses and working
capabilities
Description
Various rhythmic instruments are put on a table. Participants are asked to choose one instrument
suiting their current mood the best and to try it out.
Then each person presents a sound corresponding to his/her mood. The other participants try to
assess, which mood this sound represents. Once found out and confirmed its the next persons
turn.
Duration:
30 minutes
Participants:
whole group of approx. 15 individuals
material:
various rhythmic instruments (e.g. triangle, shakers, chime, drums)
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24 Soft Skills in the professional context
24
Introduction
SOFT SKILLS IN THE PROFESSIONAL CONTEXT

Clarification of focus of interest, exchange of experience, basis for discussions
Description:
In preparation of a meeting with persons out of the professional context, participants produce
answers to the following three questions:
What is our objective for the entrepreneurs meeting
What is usefull for us to learn
What are we interested in regarding Soft Skills in the professional context
Results are written on flipchart paper and afterwards presented to the responsible persons
representing the companies, thus serving as a basis for discussions.
Duration:
1 hour
Participants:
small groups of 5 individuals
Material:
Flipchart paper, color markers
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25 Collage showing variety in communication
25
Introduction
COLLAGE SHOWING VARIETY IN COMMUNICATION

Communication, cooperation, teamwork, ideafinding, problem definition
Description
Participants are briefly introduced to the subject. The group is then asked to choose adequate
pictures, symbols for the subject communication and relevant aspects and to glue these pictures
onto paper so that a collage develops. Arrangement and choice is determined by the groups
processes.
The observer initially named is now sent into the group with the instruction to observe the following
aspects:
roles within the team
respect for differencies
dealing with conflict / different opinions
tolerance
discrimination
general mood in the course of the process
steps towards goal achievement
Evaluation is performed in two steps: 1. presentation of the observer, 2. presentation of the

collage. With the aspects and relevant factors captured in the collage the transition to the subject
communication can be made.
Duration:
1 hour and 30 minutes
Participants:
whole group of 15 individuals, one person of the group is chosen to act as observer
Material:
paper for the background (e.g. several pieces of flipchart paper) glue, removable
adhesive tape, scissors, markers, magazines, journals, brochures,
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26 Communicating Ball as Feedback
26
Activation
COMMUNICATING BALL AS FEEDBACK

Clarification of how the day went, ball serves to feel safe speaking in front of group and to hold
something in hands at the same time
Description
A ball is thrown from one participant to next, each giving his/her statement about the course of the
day.
Duration:
15 minutes
Material:
1 small softball
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27 The only one
27
Activation
THE ONLY ONE

Understand and deal with clichs
Description
The trainer gives an example of stereotyped phrases and clichs in our everyday life. Then the
group is separated into a group of men and a group of women. Each group has to write down a list
of typical behaviors the other sex is usually attributed. How they drink, how they smoke, how
they sit, how they walk, how they move, ..
Each group has to choose the way they will show these behaviors: role play, drawings, little songs
or poems, jokes Afterwards, the trainer asks 2 representatives who accept to be the only one
man among women and the only one woman among men. Each representative has to watch the
presentation, listen to compliments and also critical statements and if he or she wants to may also
comment. To end the exercise, the 2 representatives express their feelings about being alone like
this, talk about their reactions, how they see the rest of the group, what do they think about their
feelings, what have they perceived themselves.
Notes
This exercise supports creativity and humor on the one hand and provokes strong experience
especially for the one woman/one man. Conflicting attitudes and opinions become visible and can
be dealt with. Participants practise different ways of communication.
Material
paper, markers, glue etc.; mixed group of women and men
Timeframe
90 minutes
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28 Ball Game in a circle
28
Activation
BALL GAME IN A CIRCLE
Objectives
activity to relax, action-oriented learning of verbal and non-verbal communication
Description
Participants are standing in a circle. There are two steps:
First step: the balls are to be thrown without speaking as quickly as possible. After a few minutes
the activity is interrupted and the next step is explained. Second step: throw the ball only if eyecontact has been established with another person.
In the end the differences of the two phases are reflected and focus is drawn to verbal and nonverbal communication.
Duration:
20 minutes
Material:
2 small soft balls
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29 Dealing with communication barriers
29
DEALING WITH COMMUNICATION BARRIERS
Objectives
Introduction to the subject, determination of problem areas, recognizing and exchanging of already
existing potential solutions
Description
Participants receive the following questions regarding the subject Communication in the
professional environment:
Which communication barriers do I know?
How do related misunderstandings appear?
How are they being dealt with?
Results are put on paper and presented to the whole group by one person. They are then used as a
transition into the theoretical area of the subject.
Duration:
45 minutes
Material:
flipchart paper, brown paper, color markers
Participants:
small groups of approx. 5 individuals
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30 Hidden pictures
30
Reflection
HIDDEN PICTURES
Change in perspectives, entering into others perceptions, sharpening of own perception, tolerant
behaviors
Description:
One picture at a time is presented via the overhead projector. The task is to recognize several
different pictures in one picture to transition to dealing with different perceptions and finding
tolerant behavior regarding differencies in opinions.
Duration:
20 minutes
Material:
overhead projector, slides
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31 Picture dictation
31
Reflection
PICTURE DICTATION
Communication, dealing with association, enhancing imagination and change of perspectives
Description:
Participants get paper and markers and they draw onto their paper what the selected person
dictates:
rectangle
circle
triangle
diagonal line
horizontal line
dot
including the respective positioning (upper left, central, lower right, etc.)
The results should look like the original.
Participants are requested not to ask questions but simply put down on paper what they hear. This
exercise serves as transition to the subject communication barriers, loss of information, self- and
others perception.
Duration:
15 minutes
Material:
paper, color markers
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32 Expression and variety of non-verbal communication
32
Reflection
EXPRESSION AND VARIETY OF NON-VERBAL COMMUNICATION

Refection of levels of non-verbal communication, action-ortiented perception and expression, fun
and relaxation, creativity
Description:
Participants seperate into four groups. Each group has to communicate different moods/feelings
using various types of media:
impatient/annoyed
uncertain/hesitant
happy/optimistic
convinced/self-confident
The type of media is then selected from: painting, sound/rhythm, pantomime, building a human
sculpture.
After rehearsals in small groups the results are presented to the other participants who should
recognize and name the presented mood/feeling.
Participants:
small groups of approx. 5 individuals
Duration:
1 hour
Material:
rhythmic instruments, flipchart paper, color markers
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33 Morning drawing
33
MORNING DRAWING
Warmup, picture of the groups and the participants individual mood
Description:
One person expresses his/her mood by making a few strokes with a marker. The poster is handed
around until a picture of the whole group is completed and conclusions can be drawn regarding the
general mood of the group.
Duration:
15 minutes
Material:
flipchart paper, color markers
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34 Chain of information
34
CHAIN OF INFORMATION
Concentration, understanding loss of information, relaxation, fun
Description
Everybody except for one person leaves the room. The person is instructed with either a short
story or four related pictures.
The task is to transmit the information without any questions to the next person re-entering the
room, the second person will then transmit the information received to the third person until, in the
end, the very last person presents the final version of what has been understood to the whole
group. In case of pictures the last person can draw the pictures as understood on flipchart paper.
This excercise shows loss of information in communication and the development of rumors.
Duration:
Material:
164
30 minutes
short story or four related pictures
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35 Problem Solving Strategie
35
PROBLEM SOLVING STRATEGIE

Development of possible solutions, change of perspectives, flexibility, communication, selfpresentation, self-confidence
Description
As an introduction to the subject a text is read to the groups ( max. 6 participants each) as an
example:
The manager of the restaurant calls a meeting with his personnel and says: a lot of plates get
broken these days. You have to improve this situation and something has to happen very soon!
The task is now for the small groups to analyse the following aspects:
missing information
dealing with this issue
finding problem solving strategie
and to prepare an appropriate roleplay. Each group then presents their results in their roleplay.
Duration:
1 hour and 30 minutes
Material:
none
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36 Ways of meeting people
36
WAYS OF MEETING PEOPLE

Dealing with making contact establishing contact, non-verbal perception channels, relaxation
Description
This exercise serves as a warm-up activity or for relaxing
Step 1: All participants move around the room and find a way of making contact.
Step 2: Contact is made my shaking hands.
Step 3: five participants are chosen. One person gets blindfolded and now has to try to recognize
the other four by the individual pressure of their hands.
Afterwards the discussion is led about the variety of possibilities to make contact in different
situations, cultures etc. and about aspects of recognition. Then the connection is made to nonverbal perception channels.
Duration:
30 minutes to 1 hour
Material:
one piece of cloth or eye bandage
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37 Handout Teamwork
37
Handout: Introduction to
Subject
TEAMWORK
By Webster Dictionary
Teamwork is the concept of people working together as a team. The concept has spread from the
world of sports where it is well known and accepted, to business, so much so that it is in danger of
being considered by some as an empty buzzword, or a form of corporate-speak. In the 21st
century, as people are becoming more sophisticated and society is becoming more technically
advanced, working as a team makes it easier to accomplish goals.
Some things cannot be accomplished by people working individually. Larger, ambitious goals
usually require that people work together with other people. Anyone who has ever been to a job
interview will invariably be asked what the concept of teamwork means to them. The reason for
this is because companies today want people who are team players, people who are able to get
along with their colleagues and work together in a cohesive group. Because teamwork is the
desired goal of many organisations today, they will often go to the effort of coordinating team
building events in an attempt to get people to work as a team rather than as individuals.
Skills Needed For Teamwork

There are seven essential skills that one must learn in order to be able to successfully adopt the
concept of teamwork. These skills are:1. Listening - it is important to listen to other people's ideas. When people are allow to freely
express their ideas, these initial ideas will produce other ideas.
2. Questioning - it is important to ask questions, interact, and discuss the objectives of the team.
3. Persuading - individuals are encouraged to exchange, defend, and then to ultimately rethink
their ideas.
4. Respecting - it is important to treat others with respect and to support their ideas.
5. Helping - it is crucial to help one's coworkers, which is the general theme of teamwork.
6. Sharing - it is important to share with the team to create an environment of teamwork.
7. Participating - all members of the team are encouraged to participate in the team.
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38 Warming up
38
WARMING UP
Relaxation, supporting concentration
Description
Different objects are arranged on a table, important is that all objects can be seen by all
participants.
One person memorizes the arrangement and is then asked to leave the room. The objects are rearranged and one thing is removed completely.
The task is to recognize which object has been removed. This exercise can be repeated several
times and alternatively objects can be added.
Material:
20 different objects (e.g. scissors, paper clips, ruler, rock, leaf, shell, key, match
Duration
30 min.
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39 Drivers of motivation
39
DRIVERS OF MOTIVATION
Finding motivational strategies, teamwork
Description
Participants will find answers regarding a) signs, b) reasons, and c) change strategies for the
following questions:
show total resistance
having lost their motivation
knowing little and wanting no more
knowing a lot and requesting special attention and conditions
Results are presented to the whole group on posters and used as a basis for discussions about
motivational drivers.
Material:
paper and markers
Duration
30 min.
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40 Motivational factors in the spotlight
40
Motivation
Motivational factors in the spotlight

Supporting autonomy, creativity, development of resources, motivational drivers, teamwork,
change of perspectives, relaxation, introduction to camera work
Description:
After an introduction to the subject and the techniques of camera work participants, equipped with
cameras, go outside where they will take pictures that show motives and factors that support their
motivation and factors that help them be at ease in stressful situations.
Results are then presented to the whole group either as a poster of fotographs or a video.
Duration:
3 hours
Participants:
small groups of 5-6 participants
Material:
polaroid camera, video camera, brown paper, markers, glue
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41 Perception: Mix up
41
Motivation
PERCEPTION: MIX UP
Flexibility, relaxation, change of perspectives
Description:
After a few consecutive days of seminars name tents are changed before participants arrive.
The facilitator observes how participants deal with the new situation upon their arrival.
The experience from the participants point of view is then discussed and the connection to the
subjects flexibility and change of perspectives in different situations is made.
Duration:
15 minutes
Participants:
whole group of approx. 15 participants
Material:
chairs, name tents
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42 Dissemination activity
42
Action planning
DISSEMINATION ACTIVITY
Summary of contents, capturing priorities relating to importance in professional context, dealing
with transfer
Description:
Two groups with professional priorities are formed whose task it is to:
collect essential points of the contents learned and define considerations /

strategies to comply with the dissemination activities and
to discuss the integration of soft skills in the training context with objective,
methods and contents.
Presentation to the whole group.
Duration:
2 hours
Participants:
two small groups of approx. 8 participants
Material:
paper, markers
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43 Final sound
43
Action planning
FINAL SOUND
Relaxation, team spirit
Description:
Each participant selects one instrument of choice and briefly experiments with it. Then all
participants stand in a circle.
One person begins to present his/her sound and one after the other joins in. Objective is to find a
common beat which can be taken away in everybodys mind as the sound of the group.
Duration:
10 minutes
Participants:
whole group
Material:
rhythmical instruments
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44 Feedback
44
Action planning
FEEDBACK
Objectives
Summary of the seminars contents, provide overview
Description
Duration:
1 hour
Participants:
small groups of 8 participants
Material:
Flipchart paper, markers
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45 Interview productions
45
Action planning
INTERVIEW PRODUCTIONS
Practice working with video, sensitization for individual strengths and areas of improvement
Description
In a brainstorming session ideas for subjects are collected, two subjects defined and two teams
formed accordingly. Participants receive rules of the game for their interviews (1. say hello in a
friendly way, 2. ask the person if she/he has some time, 3. explain briefly what the interview is
about and what kind of questions will be asked, 4. careful camera positioning, 5. ask questions, 6.
say thank you and good by politely). The teams leave accompanied by one trainer each to make
their interviews. Upon their return the videos are analysed. Reflection: Which role(s) have you tried
out? What did you like, what was fun? What did you not like so much?
Notes
This exercise supports creativity and having fun at work. Teamwork and cooperation turn out to be
important to make good productions. Different feelings about different roles in the team support
selfreflection on conflicting emotions; observations of participants can be analysed in regard to
typical roles for women and men.
Material
flipchart, markers, paper, 2 videocameras with microphones; 2 trainers required
Timeframe
2,5 3 hours
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46 Key Qualifications
46
Action planning
KEY QUALIFICATIONS
Define individual key qualifications, expand potentials
Description
The worksheet below is worked through together with the participants.
Guiding questions:
Where have you acquired this key qualification?
Which ones of those do you have?
As a consequence research may be performed (via internet or newspapers) for additional key
qualifications. After this collection the next step is considering which key qualifications suit
particularly for each individual participant. These key qualifications can be compiled in small groups
or in pairs and then presented to the whole group.
Worksheet:
1. Organization and execution of an assignment: precision, systematic approach, organization
and coordination skills are required to complete an assignment
2. Teamwork and cooperation customer-oriented behavior and the ability to express oneself are
becoming more and more important. That includes willingness and ability to work in teams.
3. Application of learning and working techniques knowledge and application of various workingand learning techniques as well as the ability to abstract and transfer are very important besides
technical knowledge.
4. Assurance in cultural techniques Customer-oriented behavior requires quick independent
information to questions and independent working. Therefore reading, writing and calculating are
essential.
5. Problem solving and decision making competences approach to structure problems,
presentation of possible solutions and independent decisions will be more required from employees
in future.
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6. Independence and responsibility reliability and sensible action are as important as selfreflection and the resulting individual control of work processes and results.
7. Perseverance and endurance very important is perseverance in finding a solution to an
assignment, the ability to concentrate but also the tolerance to frustration in case of failure and the
motivation for another attempt.
8. Creativity and flexibility special appreciation will be acknowledged those employees that
develop and implement their own ideas and also participate in the setup of their workplace and
engage themselves in new work areas.
9. Speaking competence in foreign languages employees on all levels are more and more
required to have language competences due to the stronger international economical connections.
Most important is verbal communication with the business partners.
10. Ability and willingness to learn learning does not end with school, on the contrary thats when
it starts.
Every person in work life nowadays has to participate in further education besides her/his job.
Thats the only way she/he can keep up with or anticipate the developments at the workplace.
Notes
It is very important for the facilitator to help participants connect individual qualifications with
examples they know from their experience and examples where these qualifications can be applied.
For women with children it is important to gather key qualifications out of periods of time when
they were raising their children.
Material
worksheet, pens
Timeframe
90 minutes
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47 Networking
47
Action planning
NETWORKING
Research concrete contacts to companies
Description
The trainer provides a worksheet to insert several contact information.
To begin with, the worksheet personal contacts is filled out by participants individually. Who has
got the most people listed? In a second step all the people listed are reviewed regarding their
connections to local companies (Where do parents work, brothers and sisters, aunts and uncles of
these persons?)
At last, everybody produces a list of companies for interviews. Whatever is not clear can be
clarified immediately by phone or as homework over the weekend.
Reflection:
how many women/men are on the list,
what professions do they have and
in what way do they support individual trainees to find jobs.
Notes
This tool is an excellent basis for very concrete steps toward job applications. It helps participants
to concentrate on their resources and thus motivates to take the next step.
Material
worksheet personal contacts, pens
Timeframe
30 minutes
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48 Typical professions
48
Action planning
TYPICAL PROFESSIONS ?
To raise awareness for gender-typical professions
Description
Brainstorming on the flipchart: which professions are said to be typical male, female?
Information about vocational orientation of participants: women decide for 3 professions, men for 5
professions out of a total of 250 professions.
Gender-atypical professions are which ones?
Do any of the participants know anybody who has that profession?
Exchange of experience of the participants. Discussion: What are advantages and disadvantages of
a gender-typical choice of profession? In groups of men and women, participants work on
advantages and disadvantages of gender-atypical professions for each gender.
Example: men work on servant; women work on car-mechanic.
Present and discuss in the whole group.
Notes
This tool is a good basis for introducing the subject of gender mainstreaming as well as activating
participants to reflect on and discuss conflicting attitudes and opinions. Working in groups supports
teamwork and presentation skills.
Material
flipchart, paper, markers
Timeframe
30minutes
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49 Women go self-employed
49
Action planning
WOMEN GO SELF-EMPLOYED
Develop female approach to self-employment.
Description
Typical approach bigger is better (new jobs). Bigger projects have more chances of being
supported as they create jobs; risks however are also higher.
Supporting self-employment of women: small is smart (higher sustainability & less

risk).
Typical approach: the focus is on formal and legal aspects of self-employment.
Supporting self-employment of women: even if formal aspects are completely

fulfilled there is still development of sellable ideas, customer orientation and
marketing knowledge, these have to be developed and supported first.
Typical approach: funding of investment for fixed assets.
Supporting self-employment of women: funding of cost of living and entrepreneural

qualifications.
Typical approach: conventional business plans developed for companies that sell reproducable
goods and services.
Supporting self-employment of women: new development of business plans for

founding of small companies in the field of personal serives.
Notes
This approach raises awareness for special resources of women who are planning to work on a selfemployed basis and helps to strengthen selfconfidence and assertiveness. Women stands for
authentic, sustainable, integrating; selfemployment stands for strategic, selfassurance and
professionality; = selfemployment for women
Material
n/a
Timeframe
60 minutes
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50 Gender Sensitisation
50
Sensitisation
GENDER SENSITISATION
Awareness raising on typical attributes for women and men
Description
The group brainstorms words for the following topics and the trainer writes everything down on the
flipchart: Jobs/ professions (e.g. teacher, surgeon, farmer); Adjectives (e.g. strong, sensitive,
honest); Nationalities (e.g. Spanish, Italian, Austrian); First names (e.g. Pablo, Julia, Elisabeth).
Then the trainees individually associate different words and build statements. Each trainee writes
down at least 4 statements on cards.
The trainer picks up all the cards, mixes them and reads out one by one. The group then discusses
clichs and perceptions about men and women.
Notes
It is important to point out that there are no right or wrong answers. Collecting all cards at once
and mixing them helps to keep input anonymous so participant dont have to defend their ideas
Material
flipchart, markers, cards
Timeframe
30 minutes
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51 Feel the difference
51
Sensitisation
FEEL THE DIFFERENCE

Understand differences in body language; realize male and female portions and recognize their
origin in our lives histories
Description
Plenary: Imagine a line that separates the room into two areas, the female area and the male
area...
Everybody moves into the male area first and presents with movements, body posture, mimic and
gestures how you feel as a man. I am . Ive got . I do .
Everybody now changes over to the female area and present with movements, body posture,
mimic and gestures how you feel as a woman. I am . Ive got . I do .
Now move back and forth between the male and the female area and try to feel which body
postures, movements, which gestures and mimic suit you.
Plenary reflection on the following questions:
182
How did I do in the two areas?
Which memories have come up?
What did I find easy, what more difficult?
Where do I know the behaviors from?
Do I recognize them out of my own life history?
Of myself? Of other persons in my environment?
How do I behave in which situations?
Which clichs of male and female do I have in myself?
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Which sayings, phrases, directions come to my mind?
What have I noticed about others?
Option
Let participants find a place in the room.
Where is your correct place at this moment?
In the female area? In the male area?
Close to the line? Far away from it?
Define and let settle.
Notes
Good exercise to make differences visible through body language. Participants get a chance to
feel the difference.
Material
enough free space to part the room into two areas
Timeframe
60 90 minutes
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52 Municipal Planning Department
52
Sensitisation
MUNICIPAL PLANNING DEPARTMENT

Learn about effect of planning measurements on women and men, develop strategies for more
equal opportunities
Description
The story takes place in a densely populated urban area. A shopping center is supposed to be
extended but there are few green areas in the immediate surrounding and the nearby shopping
street is endangered, too.
Roles of politicians, planners and citizens can be experienced. It is also possible to take on a role of
the opposite sex.
All participants are simultaneously active and attempt to get their interests through. The objective
is to find concerted possible solutions. The game offers lively experience relating to the subject
equal opportunities.
Notes
This tool offers a great opportunity to experience completely new roles as well as processes of
discussion and decision-making and the dynamic these processes and the people involved create
Material
story, role descriptions; two facilitators
Timeframe
- 1 day
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53 My Life
53
Sensitisation
MY LIFE
Compare experiences of women and men
Description
Small groups separated by women and men:
Discuss the following questions:
How has my belonging to this gender influenced my life and my work?
How have I imagined / planned my life to be?
Which changes would help me to fully use my potentials?
Small groups mixed women and men: reflect on experiences.
Notes
Good exercise to reflect ones own life in general and in the gender-context.
Material
paper and pens to take notes; mixed group (women and men)
Timeframe
90 minutes
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54 Project Sharp Eye
54
Sensitisation
PROJECT SHARP EYE

Introduce subject and raise awareness to aspects in the immediate environment
Description
Participants form small groups and get a digicam for each group. The assignment is to take fotos
with a focus on the relevant subject e.g. gender.
Questions may be for the example-subject gender:
How do you see men? How do you see women?
How do you see men and women working together?
Where are there more men, where more women? etc.
In consequence the participants arrange an exhibition of their pictures and the trainer analyses it
with them. The participants may write a report about the results of their analysis which may be
forwarded to a local newspaper or hung out publically in the institute or placed in the internet
(depending on availability and infrastructure).
Notes
Very creative tool to introduce a subject and activate participants to discuss it. At the same time it
supports cooperation and presentation skills
Material
2-3 digital cameras, computer, printer
Timeframe
1 day
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55 Qualities
55
Sensitisation
QUALITIES
Self-Reflection Conflict Management Gender Sensitisation
Comparing statistics about male and female qualities
Description
The trainer provides a list of 20 qualities and the trainees mark them with 1 for women or 0 for
men, next to each quality.
Qualities:
clever - self control - physical strength - high size beauty - professional success - fighting spirit
aggressive - risky behaviour - being able to love - acting tenderly sweet weak romantic - able
to cry - ability for physical love strong assertive competent - soft.
The trainees read out their total results for men and for women. The trainer notes the results, asks
for explanations about the choices. She/He adds up all the results from the group and shows the
final average.
The group discusses and compares their results.
Notes
This exercise helps to raise awareness about how we associate qualities / characteristics and the
different / conflicting opinions that exist in this respect.
Material
List of qualities for all participants, pens
Timeframe
30 minutes
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56 Ranking
56
Sensitisation
RANKING
Self-Reflection - Conflict Management - Identify existing norms and values, understand ranking and
differences of approaches
Description
Participants have to rank 5 fictional individuals that are described with certain traits on who will
have the highest status to the lowest status in the company or in a group.
Notes
The ranking exercise can be used in many arenas. It can be used individually or in groups or first
individually and then in the group.
If the later option is used it is important to compare the individual ranking with the group ranking
and to have a separate discussion about that.
Material
flipchart, paper, pens
Timeframe
30 minutes
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57 The 6-3-5 method
57
THE 6-3-5 METHOD

The 6-3-5 method is a way of brainstorming:
you have 6 particiapants
that deliver 3 ideas / solutions to a certain topic / questions
within 5 minutes (without being interrupted).
The ideas / solutions are then discussed by the 6 participants.
The 6-3-5 method can be used in a process of getting ideas - to make sure everyone gets the
chance to make a contribution. This sort of brainstroming usually opens the discussion, encourages
to utter thoughts participants might have kept to themselves fearing they don't fit into the current
stream of discussion.
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58 Roles & expectations
58
ROLES AND EXPECTATIONS

Teamwork Gender Sensitisation Conflict Management Co-operation
Objective
Cooperate as a team to produce a collage, expectations among teammembers
Description
Which attributes does a good woman/good man have? Collection of arguments in small groups
and preparation of a collage. Presentation and evaluation in large groups. Group discussion on the
subjects: Who sets the rules? Which rules am I prepared to comply with?
Notes
This exercise provides an opportunity to reflect own conflict management strategies and at the
same time supports teamwork and cooperation. Participants also experience the different roles
within a team. The exercise as described above enhances the topics to roles of women and men.
Material
newspapers, magazines, fotographs, glue, brown paper, markers, scissors
Timeframe
90min.
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59 Activation
59
Self-Reflection
ACTIVATION
Recalling individual childhood and youth experiences, realize emotions and experiences
Description
Plenary assignment for individual work: Think back. Imagine an environment from that time.
How did you feel at the age of 5 (8, 10, 12, 14, 16)? Pick one of these objects that appeals to you
spontaneously. Plenary reflection: Participants present the object they have chosen and answer
the question how they felt at that time. Small groups assignment: Exchange ideas, thoughts
about the object and the emotions and experiences. Prepare a pantomimic scene for the plenary in
which you present your emotions and moods from that time. Plenary presentations of small
groups.
Notes
This exercise can be used as an introduction to reflecting what has influenced participants in their
childhood. Participants should have had the chance before to get to know each other in order to
feel comfortable with such an exercise.
Material
prepare various objects associated with childhood and youth such as Teddybear,
diary, ball, toys, lipstick .
Timeframe
30 50 minutes depending on group size
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60 Self-Reflection
60
Self-Reflection
CLARIFY INDIVIDUAL CAREER ASPIRATIONS
Description
The circle of career possibilities is explained on the flipchart: the inner circle contains the name of
the individual participant; the second circle around the first contains names of all the people that
have played a role in the participants life; with a different color age and profession are added to
each person; in the third circle one characteristic per person is added (in the color of the names
again); with a third color the profession is added that this person has been anticipating for the
participant. Participants work individually on this exercise.
In a second step they write down all professions they like themselves left to the circle and the
professions they do not like so much on the right. The circle of career possibilities are then
discussed in the group and the participants receive feedback from their colleagues and the trainer.
Reflection: which person (woman/man) in individual participants environment anticipates which
kind of job for him/her?
Notes
This exercises is helpful in reflecting career aspirations in paricipants environment and whether
they comply with their own. It helps to determine whether there are role models concerning
careers in their immediate environment and if participants are supported in their vocational
orientation or constrained or if there is indifference.
Material
A3-paper, markers of different colors, sample sheets
Timeframe
30minutes individual work plus additional time for reflection
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61 Handout Eisenhower principle
61
Handout : Introduction
THE EISENHOWER PRINCIPLE

The Eisenhower Principle was the method President Dwight D. Eisenhower used to determine how
to meet his goals. He divided his tasks into four categories:
IMMEDIATE
LESS IMMEDIATE
IMPORTANT
LESS IMPORTANT
to be tended to right away
can wait a moment
can wait, but not put off too

long
relegated to the wastepaper

basket
Immediate /Important: The tasks that need to be tended to right away.
Immediate/Less Important: The jobs that are demanding, but can wait a moment.
Less Immediate/Important: Those tasks that can wait, but which will become
problematic if put off too long.
Less Immediate/Less Important: The chores that can be relegated to the

wastepaper basket or given to someone else without worry.
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62 Learning Diary
62
Reflection
LEARNING DIARY
Accompanying the learning process: at the end of a learning unit/learning day for reflection; to
prepare learning conferences or counselling sessions. In order to evaluate and reflect different
learning units in order to plan and influence the learning process
Description
The Learning Diary can be used as an instrument for individual reflection as well as for the
documentation of the learning process or for collecting material.
Normally it contains working sheets for reflectinos/evaluations of the learning units, experiences
with the topics of the units, special reflections as preparation for learning conferences or
counselling sessions, etc.
The Learning Diary is in the possession of the learners and stays there. Its a personal, individual
instrument for reflection. The working sheets are only a proposal for the learners. If they use the or
do their reflection in a different way ist the decision of the learners. The chance of using the sheets
in the Learning diary is to document the learners thoughts so that they can look them up later or
remember things they want to discuss/clarify.
Variables
The Learning Diary is an offer for voluntarily using. Trainers should make clear the chances of using
it, but should not force learners to use it. If learners refuse to use it, trainers should offer them
different forms of individual reflection/evaluation.
Material required
Folders, working sheets (Learning Diary)
Duration
5-15 minutes
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63 Handout Learning Diary
63
Handout Reflection
LEARNING DIARY
Accompanying the learning process: at the end of a learning unit/learning day for reflection; to
prepare learning conferences or counselling sessions. In order to evaluate and reflect different
learning units in order to plan and influence the learning process
for the course
_______________
My name:
_____________________
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Contents of the Learning Diary
My interests and expectations for this course
Reflections of the different learning

phases
Individual reflection within the

Reflections of special
Learning conference
excercises/tools
TRANSFER CONTRACT WITH

MYSELF
Transfer Contract with

myself
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My interests and expectations

for this course
What do I already know about the contents of this workshop?
Which aspects of the contents are especially interesting for me?
What are my expectations for this course?
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Reflection of the
first learning phase
My notes: What I want to remember what I noticed
What I want to talk about later on in the learning (questions, topics,...)
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Reflection of the first day in

the course
What I liked/disliked today (contents, methods/excercises, atmosphere in the

group,...)
What I take with me from this day
What was missing or not quite clear for me
Where I would like to continue and deepen my learning in the next few
days/weeks
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Reflection of the
excercise _________
What did I like/dislike concerning this excercise?
In which way did it suit to me/ my learning styles?
What did I learn from the way we worked in this excercise? Can I use this in
different surroundings?
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Reflection of the second day
My notes: What I want to remember...
What I would like to clearify
Ideas I had concerning the learning contents
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Individual reflection for the

Learning Conference
What do I want to contribute/discuss in this Learning Conference? (concerning

contents, methods, atmosphere, group, tutor/facilitator,)
What do I want to talk about concerning the planning of the learning process?
My feedback to this Learning Conference
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Transfer Contract with myself
What do I gain/take with me from this course?
What do I want to use in my work/in my way back to employment?
When will I do this?
Who can help me with this? Who do I ask for support?
Date:_________________
________________________________
(signature)
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64 The only one
64
THE ONLY ONE
Objective
Understand and deal with clichs
Description
The trainer gives an example of stereotyped phrases and clichs in our everyday life.
Then the group is separated into a group of men and a group of women.
Each group has to write down a list of typical behaviors the other sex is usually attributed. How
they drink, how they smoke, how they sit, how they walk, how they move, .. Each group has to
choose the way they will show these behaviors: role play, drawings, little songs or poems, jokes
Afterwards, the trainer asks 2 representatives who accept to be the only one man among women
and the only one woman among men. Each representative has to watch the presentation, listen to
compliments and also critical statements and if he or she wants to may also comment.
To end the exercise, the 2 representatives express their feelings about being alone like this, talk
about their reactions, how they see the rest of the group, what do they think about their feelings,
what have they perceived themselves.
Note
This exercise supports creativity and humor on the one hand and provokes strong experience
especially for the one woman/one man. Conflicting attitudes and opinions become visible and can
be dealt with. Participants practise different ways of communication.
Material
paper, markers, glue etc.; mixed group of women and men
Timeframe
90 minutes
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M a n u a l
65 The life tree
65
Reflection
LIFE TREE
Biography work to find out ones: potentials and fears
Description
Each person paints a tree. The tree should describe this person as she or he is.
The group gives feedback to each painted tree.
Variables
root: beginning of ones life, ones talents, the family one was born in
tree trunk: the life one has lived so far, important moments of ones life
tree top: ones situation here and now, important relationships,
Duration
2 hours
Material required
wall paper, colours. sweet music
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M a n u a l
66 Working life curve
66
Reflection
MY PERSONAL (WORKING-)LIVE CURVE

In the first phase of the training to become aware of important stations in ones (working) life and
to teflect changes, influences, crises for identifying strategies and competences of coping with
these situations. The exercise enables learners to get a more positive picture of learning, of
themselves and of their potentials.
Description
In the first phase learners work with a worksheet on their own, which is a time bar on which they
can mark special times/incidents in their life. This can be incidents in their personal or in their
working life which had influences on their work, life or learning. In a second step they decide to
which extend these incidents had been positive or negative for them.
After working on their own, the learners come together in small groups and exchange, what they
found out. They might talk about similarities, find out knew aspects and points of view, etc.
Variables
The incidents might be quite personal. It is important, that learners have the chance to talk about
such experiences in the secure setting of a small working group or with the tutor. They should not
be discussed within the whole group. If deep problems are identified, learner and/or tutor should
contact a psychologist or other help.
Duration
60-90 minutes according to the intensity of reflection and exchange.
Material
Copies of the working sheets, pencils, quiet rooms for the small working groups
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M a n u a l
67 Handout Working life
67
Handout: Reflection
MY PERSONAL (WORKING-)LIVE CURVE

In the first phase of the training to become aware of important stations in ones (working) life and
to teflect changes, influences, crises for identifying strategies and competences of coping with
these situations. The exercise enables learners to get a more positive picture of learning, of
themselves and of their potentials.
Description
Looking down memory lane Remember the times, moments or situations of

fundamental change in your life, that meant a break-in or a break-up for your
personal life and your identity.
Mark those dates of change on the horizontal axis (middle line) and write down
the according causes on the edge of the sheet (e.g. occupational change, loss of
job, marriage, birth of child, divorce, )
Reflect and assess the meaning of those times of change from todays
perspective. Enlist your rating (between 1 and 5) as points in the coordinate
system postive ratings on the upper half and negative ratings on the lower
half.
Your personal life curve emerges, when you draw a line from point to point
over the time.
Now start working in small working groups. You alone decide, which aspects of
your life curve you want to share with the group.
Discussion can be led by questions like
How did I feel in those times of change?
Which experiences did I make then?
How did I cope with these situations, how have I overcome or blocked out
the difficulties?
Present your life curves to the working group. You decide which aspects to
discuss openly.
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M a n u a l
68 Web of competences
68
Awareness raising to
knowledge & skills
WEB OF COMPETENCIES
Goals
This tool is designed to help clients to be aware of individual competencies developed during their
life and allows to graphically represent competencies for further professional and personal
development.
Description
The Web of competencies allows client to assess his/her skills and knowledge in a specific area of
work and to ask for specific feed-back on his/her self-perception. An exercise allowing both
highlighting strengths and identifying learning goals.
Variables
Attention to the personal development
Material
Template, Example of "Web of competencies and pen
Duration
45 minutes for the individual work
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M a n u a l
69 Handout awairness raising
69
Handout: Awareness raising to

knowledge & skills
TEMPLATE FOR THE WEB OF COMPETENCIES
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M a n u a l
Example of a Web of Training Competencies
210
M a n u a l
70 Profiling my individual competencies
70
knowledge & skills
PROFILING MY INDIVIDUAL COMPETENCIES

The awareness of their own competencies and potentials enables the learners to use their
resources for planning, managing and directing the learning more effectively. It is the basis for
developing concrete learning interests and goals.
Description
The exercise is divided into three phases:
1.
Learners fill in the first working sheet with the activities, jobs etc. they have performed and
with the skills and competencies they have developed or used for these activities.
2.
Then the learners transfer their competencies to the second working sheet, a list of
competencies, where they can range in their own and get an overview over their strengths and the
fields/competencies they might develop further more.
3.
In the last phase the learners think about fields/competencies they want to develop and
develop learning goals and perspectives.
Variables
Learners with low self-esteem and difficult learning biography with mostly negative experiences
might need counselling and attendance in identifying activities and competencies with a positive
connotation. The tutor might have to point out the positive aspect even within activities the
learners experienced as negative.
Duration
30 60 minutes according to the intensity of reflection, additional time for
developing learning interests/goals
Material
Copies of the working sheets, pencils, quiet rooms for the small working groups
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M a n u a l
71 Handout: Profiling
71

knowledge & skills
Worksheet 1
List up the jobs and occupations you had so far in your life in the left column (also temporary jobs
or jobs in a private context). In the right column then please register the
qualifications/competencies necessary for the respective work.
WORK/OCCUPATION:
QUALIFICATIONS/COMPETENCIES:
What have I done?

e.g.: carrying out newspapers
What did I have to be capable of? What did I learn?

e.g.: punctuality, effective planning, logistics,
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M a n u a l
Worksheet 2
On the following worksheet you find a set of qualifications and competencies, that are increasingly
required in different fields of work. They are classified into 3 categories; methodical abilities, social
competencies and occupational qualifications.
Please read through the worksheet first and clarifiy misunderstandable aspects
within your group.
Then check your personal worksheet 1: which of the competencies and

qualifications given in worksheet 2 do also appear on the list of your personal
competencies? Mark those on worksheet 2.
As the next step, valuate the qualifications and competencies given in worksheet 2
for yourself: do you consider them well developped, moderately or rarely
developped?
Also decide, which of those you would like to train further.
Good luck!
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M a n u a l
Worksheet 3
MY QUALIFICATIONS AND COMPETENCIES
ARE
strongly
moderately
rarely
developped
developped
developpe
d
I. Occupational qualifications
Specific knowledge and skills of my occupation
Technical skills/dexterity in
Computer/software applications
Knowledge of foreign languages
II. Methodical abilities
Learning competencies
Learning styles and strategies, reception and
processing of infomation
Retentivity
Memory capacity, short/long-term memory
Concentrativeness
Ability to concentrate, wide-awakeness
Cogitation
logic, abstractly, conceptional, coherent, exactly
Imaginative Power I
Transformation of verbal instructions into
practice, to proceed from thinking to doing
Imaginative Power II
Technical understanding, handling of symbols,
spacial imagination
Transfer
Bring new knowledge into everyday situations,
turn general statements into specific action
Flexibility
To turn on to different /new topics
Overview
Ability to assess and to valuate, to detect
connectedness, to distinguish essential from nonessential aspects
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MY QUALIFICATIONS AND COMPETENCIES
ARE
strongly
developped
moderately
developped
rarely
developped
Phantasy
creative thinking, improvisation, strike new paths
Correctness
Orderliness
Discipline
Punctuality
Structuring, planning, deciding;
classify tasks, define steps of procedure,
supervise perfomance, valuate results
Ability to analyse
Find out possible causes/reasons of problems
III. Social und personal competencies
Patience, endurance
Accurateness, diligence
Reliableness
Keep emotions under control
Sensitive perception
Understanding for behavior and acting of others
Cooperation and teamwork
Social correctness, stand to the rules
Take over responsibility
Ability to cope with pressure
Commitment
Autonomy, self-reliance
Willingness/readiness to social adjustment
Ability to cope with criticism, Express and accept
criticism
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216
M a n u a l
72 Skills Analysis
72
knowledge & skills
SKILLS ANALYSIS - THE FAMILY AS A LEARNING SPACE

Illustrating the fact that skills acquired in the family can be transferred to the work situation, even
if certain modifications may sometimes be required.
Description
After a short introduction the participants are asked to draw a personal mind map and describe
effects of family experience and learning on their own person.
The whole range of coping skills that are needed or must be mobilised to solve everyday problems
is presented using an everyday example, i.e. a child that suddenly falls ill.
This and similar examples are intended to show how to transfer the skills one uses in daily family
life into ones work situation and how they can become part of a career-oriented skills profile.
Variables
It is up to the participants if they want to draw a mind map or if they prefer another form of
representation.
Duration
About 90 minutes
Material
Paper and pencils for all participants, worksheets
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M a n u a l
73 Handout Skills Analysis
73

knowledge & skills

Example: Personal mind map and describing effects of family experience and learning on their own
218
M a n u a l
74 Handout Skills analysis
74

knowledge & skills

Example: IMPORTANT EXPERIENCES WITHIN MY FAMILY

IMPORTANT EXPERIENCES WITHIN MY FAMILY
SPACES OF LEARNING AND
EXPERIENCES
WHAT HAVE I LEARNED? WHAT

SKILLS HAVE I AQUIRED?
IN WHICH RESPECT ARE THEY

IMPORTANT FOR MY LIFE
OUTSIDE MY FAMILY?
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M a n u a l
75 My latest success
75
knowledge & skills
MY LATEST SUCCESS THAT I AM MOST PROUD OF

Providing the participants with the positive experience what will strengthen their self-esteem.
Description
The participants write down the latest success they have experienced.
The latest success is presented to trainer and other group members
Variables
What kind of success is important for the participants (occupation, family, friends,
etc.)?
What does success mean to the participants?
What do they gain with success?
Duration 1 hour - 45 minutes for the individual work +15 for presentation
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M a n u a l
76 Feedback vehicle
76
Feedback provision
FEEDBACK VEHICLE
Allows teams to practice feedback during and after the training event.
Description
In pairs or individually, imagine this team as a vehicle. It can be anything you wish, a car, tractor,
steamboat or plane. The vehicle should express what you feel is the essence of the team.
Make a drawing of this vehicle.

Try to place the different team members in the vehicle. Which parts of the vehicle do you see them
corresponding to? Who is the sail, motor, compass, seat, brake, global positioning system, and so
forth. Why?- Explain your drawings to each other.
Debrief What did we get out of this?
Duration
About 1 hour for a team of 4 people
Material required
Paper, pens, cairs
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M a n u a l
77 Feedback rules
77
Feedback provision
FEEDBACK RULES
The rules are needed for a concrete, constructive feedback that helps the learner and does not hurt
him/her, whenever a group or a team reflects a process or exchanges experiences or in counselling
situations.
Description
The feedback rules describe,
How feedback should be carefully worded
How the group members should act within a feedback phase
How the one, who is getting feedback should behave/react.
Variables
In groups that do not know feedback rules, they should be presented and explained. They might be
visualised in the room for the whole learning process.
Material required
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Copies of the feedback rules and/or posters..
M a n u a l
78 Feedback chair
78
Feedback provision
FEEDBACK CHAIR
During and after the training event to allow teams to practice feedback during and after the
training event.
Description
Find a comfortable space for your team. Sit in a circle, place one chair in the middle.
One by one, team members sit on this hot chair.
From there, tell your team colleagues what you would like to get feedback about: your
performance as a trainer, your role in the team, and so on. The other team members will then
answer you, bearing in mind the guidelines you have agreed on.
Set a time limit for each persons visit to the hot chair.
While sitting on the hot chair, you cannot react to individual comments, but you have some time for
reactions and questions once the feedback round is over and before the next team member takes
the chair.
Variables
Attention, this can be a very sensitive exercise. Remember to agree some basic rules for giving
feedback beforehand! Attention to: Group Dynamics, Project Management, Personal Development
Duration
20 Minutes per team member
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M a n u a l
79 Handout: Feedback rules
79
Feedback provision
RULES FOR FEEDBACK AND COLLEGIAL CONSULTATION
FOR (MUTUAL) FEEDBACK WE RECOMMEND TO STICK TO THE FOLLOWING

FEEDBACK RULES IN ORDER TO ALLOW FOR A CONSTRUCTIVE AND
PRODUCTIVE PROCESS.
224
Only give feedback, when the person is ready to receive it.
Feedback should be as detailed and as concrete as possible.
Communicate your perceptions as your perceptions, your assumptions as your

assumptions and your feelings as your feelings.
Feedback is not to analyse the person, but to express your personal impression.
Therefore form sentences using the first person singular.
Feedback expresses subjective impressions, perceptions and constructive

suggestions. These are neither correct nor wrong and should therefore not not be
commented.
Feedback shall also comprise positve perceptions.
Feedback can only refer to specific, concrete behaviour people and perceptions
keep changing permanently. Generalisations are out of place!
You should only ask for feedback when you are ready to receive some.
When receiving Feedback, just listen. Do not interrupt the other person.
Consider the Feedback you received and see which aspects you can accept and
apply, which help you to develop. You do not need to justify yourself, since
Feedback is the other persons subjective perception.Reminder of past success or
decisions taken autonomously can give the student some confidence.
M a n u a l
80 Knowledge, skills & experience
80
knowledge & skills
WHAT KNOWLEDGE, SKILLS AND EXPERIENCE DO I HAVE?

Identification of knowledge and experience the participants have and can offer on the labour
market
Description
For successful job searching, education and career planning the participants should be aware of
their knowledge, skills, personal characteristics, work experience and interests. Most people dont
have a clear idea about their capabilities (knowledge, skills, personal characteristics, experience).
They are not able to adjust their capabilities to the employers needs. Sometimes even the key
strengths of the person are overlooked.
It is important to distinguish between formal and informal knowledge. People gain formal
knowledge in the formal education systems. On the other hand informal knowledge and experience
are obtained by self-learning process, part-time work, voluntary work etc. The informal knowledge
and experience are often unjustifiably overlooked.
1. The participants are asked about:
education history (finished and unfinished schools),

any other training and education,
working experience.
2. The participants write down all the information.

3. The information is presented to trainer and other group members
Material
pen, paper
Timeframe
60min: 45 minutes for the individual work +15 for presentation
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M a n u a l
81 Positive thinking
81
knowledge & skills
THOUGHT AWARENESS, RATIONAL THINKING & POSITIVE THINKING

To overcome negative thinking.
Description
Negative thinking damages peoples confidence. People are thinking negatively when they put
themselves down, criticize themselves for errors, doubt their abilities, expect failure, etc.
It is the negative side of suggestion - it damages confidence, harms performance and paralyses
mental skills. From the self-fulfilling prophecy perspective positive thinking causes positive
outcomes. Everybody should try not to make black scenarios in advance.
Thought awareness: the participants think about their negative thoughts (worries
about how other people perceive them, self-criticism, feelings of inadequacy etc.).
Thought awareness is the first step in the process of eliminating negative thoughts.
Rational thinking: The participants write the negative thoughts down and review
them rationally. They should consider whether the thoughts have any basis in
reality.
Positive thinking and affirmation: The participants replace negative thoughts with
positive affirmation.
The participants can use affirmations to build confidence and change negative behaviour patterns
into positive ones. They can base affirmations on clear, rational assessments of fact, and use them
to undo the damage that negative thinking may have had done to their self-confidence.
Examples of affirmations are:
226
I can do this.
I can achieve my goals.
People like me for who I am.
I am completely in control of my life.
I learn from my mistakes.
M a n u a l
Variables
What did the participants learn about themselves?
Do they have a lot of negative thoughts?
What attitude is holding them back?
Do they think positive thinking would influence their self-esteem?
How important is self-esteem, in their opinion?
Material required
Paper and pen
Duration
1 hour
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M a n u a l
82 Survival strategies
82
knowledge & skills
MY SURVIVAL STRATEGIES
This tool is suitable as a first autobiographical approach to individual learning. It can be applied
early in the learning process, due to its playful character and the support it gives to group
formation.
To raise awareness of ones attitudes and behavioural patterns in situations of organised learning as
products of individual learning history
Identify situations / strategies in school that became determing for learning

attitudes and learning patterns
Detect individual strategies of avoidance and defense against learning
Spot the range of funcionality and non-functionality of those strategies
Facilitation of lively and person orientated communication
Description
The participants are asked to remember their time in school and to focus on the subjects they
disliked, they were not interested in or they were not successful in. They shall identify their
individual strategies of hiding or masking their lack of knowledge or their disinterest in the subject.
The tool is based on a sequence of the phases individual reflection, group reflection and
drawing consequences for the ongoing learning situation.
Variables
Dependend on the target group, the participants shall be encouraged to take notes on their
individual reflection.
In the group reflection phase the protection of individual rights has to be ensured: every
participant decides himself/herself, what to share with the group and open to discussion and what
to keep for himself/herself. This phase can be held with or without the tutor.
When several small groups work parallel, experience shows that its important to bring toghether
the reflection in the plenary round; learners often wish a collective analysis, also when working
autobiographically.
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M a n u a l
Structuring aspects for the plenary discussion could be
Distinguish active from passive patterns
Experiences of success and failure of specific strategies experience of rewards and

sanctions?
Differences in the choice of strategies or different experiences of success / failure

due to gender, ethnic background,
Feedback to group members (by tutor and/or other learners), whether those
strategies of his/hers are still noticeable in his/her behaviour.
Feedback by the tutor: What are/were my reactions when my students use/used

the strategies that I once applied?
Draw consequences:
How do we as a group react, when a member activates his/her strategies of

avoidance and defense against learning?
How can we avoid such strategies together?
Duration
Ca. 90 minutes: 10-20 minutes of individual reflection; 30 minutes of reflection in
a small work group (4 participants per group); 30 minutes plenary round
Material
Provide enough space for the individual reflection (do not sit too closely), for group
reflection (if several small groups work parallel) and the plenary round, Instructions as worksheets
or on flipchart paper, Pens for all participants if taking notes on individual reflection
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M a n u a l
83 Learning situations
83
knowledge & skills
WHAT IS EASY OR DIFFICULT ABOUT LEARNING SITUATIONS

Memory of past experiences and onditions that favour learning can assist a positive attitude to
learning. It also helps to decide for or create/plan a positive learning atmosphere. It enables
learners to formulate their needs and to participate in the direction of the learning process.
Description
This exercise helps to analyze an important ability that everyone possesses: the ability to learn. It
focuses on the conditions that favour learning. To focus on these factors is important and useful in
the planning of the learning process and for considering learning and working options.
The learners need ca. 30 minutes to work with the worksheet on their own. After filling their
thoughts in, the results can be discussed with the trainer/facilitator or within the learning group.
Variables
There might be discrepancies between the conditions favouring the individual learning process and
the possibilities/conditions in the institution/course. These conditions should be transparent for the
learners, so that they will not be frustrated. Often it is possible to create conditions in the
institution/course that fit to the individually favouring conditions. In a group of learners it is
necessary to discuss the individual needs/favouring conditions and to balance them with the needs
of the others.
Duration
30 minutes + discussion
Material
Copies of the worksheets, pencils
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M a n u a l
84 Handout: Learning situations
84
knowledge & skills
HANDOUT LEARNING SITUATIONS
WHAT IS EASY
WHAT IS DIFFICULT TO ME?
RATHER
EASY
RATHER
DIFFICULT
To schedule my learning times and use them effectively

To relax after my learning time
To concentrate on my learning tasks at home
To remember what I learnt for longer periods
To learn vocabulary, terms, data,
To work with texts, read focused, filter out the substantial aspects
To write texts/reports, write down my own thoughts
To practice and repeat specifically
To learn on my own
To understand and learn arithmetic procedures, tables,
To structure, arrange, sort information
To find a learning style of my own
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M a n u a l
To prepare for exams/tests

To write exams/tests
To define my own learning goal
To set learning goals
To follow the instruction intently
To engage, involve myself in the class
To process the new informations
To detect the sense of learning
To pose questions during the class
To remember and utilize my previous knowledge
To trust my learning efforts
To assess my learning results
To stick mentally to the actual topic
To work in small groups with the collegues
To switch from one subject to another
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M a n u a l
85 Listing and evaluating significant events
85
knowledge & skills
LISTING AND EVALUATING SIGNIFICANT EVENTS

Reminder of past success or decisions taken autonomously can give the student some confidence.
Description
The student is asked to make a list in two columns. In the first column s/he lists the most
significant events in his/her life so far. In the second column s/he evaluates each one: e.g. whether
this represented success or failure, whether it was a stressful or a happy event, whether it started
off badly but then improved and vice versa, whether it was easy or challenging. An example (1) is
attached.
Variables
a) The degree of literacy of the student - if low, this exercise might be better done orally.
b) This exercise can be done individually or in a group. If in a group, it is important that the
members already trust each other and that they know they must not tell anyone outside the group
what was said.
c) If a student is very low in confidence and feels that nothing has gone right in life, the counsellor
will need to probe gently to find some positive aspects. This would need very careful handling.
Duration
At least one hour. A few minutes to explain what is to be done and show the
student an example. 15 minutes to list the significant events. 15 minutes to evaluate them. 15-30
minutes to discuss them with the counsellor.
Material
Paper and pen
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M a n u a l
86 Handout Significant events
86
Handout:
Awareness raising
LISTING AND EVALUATING SIGNIFICANT EVENTS

Example: List of significant events in my life so far
Events
234
1 Passing the 11 plus
2 Starting grammar school
3 Doing badly at school
4 Getting married
5 Abandoning my studies
6 Going to work abroad
7 Started making lifelong friends
8 Having a baby
9 Decided to part from my husband
10 Returning to England and starting a new job
11 Learnt to drive and passed driving test
12 Learned to touch-type
13 Made redundant from my job
14 Started multiple part-time typing jobs
15 Decided to return to education, get some qualifications and develop a proper

career
M a n u a l
Evaluation
1 Success
2 Stress
3 Failure - stress
4 Risk - stress - challenging
5 Failure
6 One of the best times - challenging - risk
7 Excellent
8 Good though stressful at first
9 One of the worst times - stress - but the right decision
10 Challenging - started off badly but improved a bit - challenging, stress,

satisfaction
11 Success and I love driving
12 Success - it proved useful in the future
13 Distressing but not my fault
14 Challenging but okay - I could cope
15 Too soon to say but I hope this was a significant move!
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M a n u a l
87 American debate
87
Communication
of Pros & Cons
AMERICAN DEBATE
With this tool, pro and contra arguments for any topic are developed. It is very useful as an
opening exercise to a certain topic. But as it requires hardly any preparation, it can be used
spontanously and flexible whenever discussion is needed as an intermediate result, consolidation or
conclusion of a learning phase.
-
The learners think of arguments pro or contra a given topic
Formulate arguments
Argue the groups opinion (pro/contra) during the discussion
Listen to the arguments of the other group
Skills of communication and argumentation as well as co-operation are trained.
Everybody gets involved into the discussion, no one is left out.-
Description
The participants work in two groups and collect arguments pro and contra a topic. The arguments
are presented in a debate, which is structured by certain communication-rules: Group As argument
has to be repeated by Group B before reacting with an appropriate counterargument. This
procedure ensures that the participants listen closely and actively re-think the other groups
argument.
Variables
Depending on the learners communicative skills it might be necessary to suggest formulations for
the argument repetition.
Duration
15-20 minutes of group work 10-15 minutes of debate 5-10 minutes of postprocessing. total of 30-45 minutes
Material
The room has to be suitable for group work in two groups, if possible provide two
rooms. Flipcharts and flipchart-markers
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M a n u a l
88 Handout: American debate
88
Handout: Communication
of Pros & Cons
HANDOUT: AMERICAN DEBATE
The American Debate is a form of pro/contra discussion. Extreme positions are developed and
represented in the group.
In order to work on a controversal question, the group is divided in two equally large groups.
Depending upon the topic, the group situation or personal interests it can be better to organize the
grouping as free choice. Group A is then supposed to collect pro arguments, whereas Group B
gathers contra arguments in group work. The arguments shall be listed on a Flipchart.
Meanwhile the moderator sets up two chair rows facing each other. When the group work is
finished, the groups sit down facing each other, the flipcharts are posted well viewable on the
opposite wall for visualisation and support. Then the debate starts. The first participant of Group A
presents an argument. The first participant of Group B takes up this argument by repeating the
core statement and attaches a counter-argument. Inquiry is possible.
FLOW CHART
Short introduction of the method (if necessary: why is it applied now?)
Presentation of the topic and the pro/contra positions (e.g. in the form of
statements).
Allocation of the group in two approx. equally large groups (encourage the
participants also to work in the group that does not correspond to the personal
opinion/attitude).
Depending on the level of selfdirection: Hand out a work sheet with the topic and
the two viewpoints, concrete tasks to accomplish, the time schedule and materials.
The groups gather in separate rooms for the collection of arguments and they note
them on Flipcharts or presentation cards.
Meanwhile the seat order is changed: two rows of chairs facing each other.
The groups post their arguments (flipcharts) on the opposite wall, pin board, etc.,
so they can read it and the other group can not.
The learning advisor/moderator of the debate presents the communication rule: the
other groups argument has to be repeated in own words before answering with an
own argument.
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M a n u a l
Group A starts the debate with an argument. A participant of Group B reacts with a
short repetition of the statement and a counterargument, etc.
If necessary the moderator occasionally has to remind the participants of the

repetition rule and to let the other person finish.
After approx.. 20 30 minutes the moderator terminates the debate. The goal is
not to convince the other group or to find a common solution or consent.
The moderator and the learners recapitulate the central arguments. Further
questions for reflection concern the experiences with the debate, difficulties and
easiness, what they dis/liked, what was unusual/new,
Agreements can be made on how to transfer the communicative rules of active

listening and letting the other person finish, and the formulating and presenting of
arguments to other situations in the learning process.
EXAMPLE
The American debate can be used in different situations: To work on technical contents, the tool
can serve as an opening exercise to a new technical field.
The learning advisor gives two opposite statements (pro and contra) as slogans for the respective
groups: E.g. the topic "Rhethoric and the treating of restaurant guests"
PRO
CONTRA
A friendly and complaisant behaviour

of the waiters promotes the guests
satisfaction.
The friendliness of the waiters is

irrelevant to the guestss satisfaction.
They favour a brisk, smooth
operational sequence only.
One can also apply the tool to bring on the discussion of the organisation of the learning process:
238
M a n u a l
In order to sensitise the learners for new or unusual forms of learning and of shared responsibility
and to activate a reflection on good learning conditions, the learning advisor can open for
discussion e.g. the following statements:
PRO
CONTRA
The co-organisation of learning

processes by the learners
(concerning contents, ways, goals
etc.) is favorable to successful
learning.
For successful learning the instructior

alone should decide how to arrange
and deliver the learning contents.
Modification: larger groups

If the two groups would have to consist of more than 6-8 persons, a third group can be formed as
a group of observers. The observers study the debate on the basis of an observation manual
referring to aspects of content and communication/interaction. Dependent on the learners
experiences, the preparation time of the two discussion groups can be used for the development of
their own observation manual. After the debate the observers are included in the evaluation with
their specific perspective.
Preparation:
This tool hardly needs any preparation, which allows for its spontanious application.
For the person:

* Communication skills are trained by collection and presentation of arguments.
* Listen the other groups arguments
* Repeat (was the argument understood correctly?)
* Everyone takes part, no one can withdraw.
* Everyone has to listen and concentrate to follow the debate and to know which arguments have
already been discussed and which ones are still to be brought up.
239
M a n u a l
For the group:

In the group skills of communication and co-operation are promoted, as well as self organisation
when collecting and presenting the arguments.
My experiences with this tool:

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240
M a n u a l
89 Ten questions never to be asked
89
Awareness raising
TEN QUESTIONS YOU SHOULD NEVER BE ASKED IN AN INTERVIEW

Published: 8/17/2006 Source //md.jalmc.org/News/News_Detail.asp?id=60
There are numerous state and federal antidiscrimination laws designed to assure that employers
hire based upon skill, rather than stereotypes. Therefore, there are some things an interviewer isn
t allowed to ask. How do you know whats fair game? Here are some questions that should raise
red flags.
1. Whats your race?
It is illegal for an employer to ask you questions about race or skin color. Unless appearance is a
bona fide occupational qualification (BFOQ)for example, if youre applying for a modeling job
you cannot be required to submit a photo with an application.
Fair questions: None. An employment application may include a space where you voluntarily
indicate your race.
2. What is your national origin?
An interviewer cannot ask if you are a U.S. citizen, where you were born, or remark upon your
accent. Unless a business case can be provided, a company cant specify that English be the only
language spoken on the job.
Fair questions: Are you eligible to work in the U.S.? Could you, once employed, submit
documentation to that effect? Companies now require all employees to fill out an I-9 form, in
order to confirm that youre a citizen or resident who is eligible to work. If fluency in a language
other than English is a job requirement, an employer may ask how you learned that language.
3. What is your maiden name?
An interviewer cant discriminate on the basis of gender or marital status. Recruiters may not ask
different questions of female and male applicants or of married and unmarried women. Its also
inappropriate for an employer to ask if youre planning to have a family or have young children.
Fair questions: An employer can ask for your full name or whether youve worked under another
namein order to check your employment history. Interviewers may inquire about childcare and
other family issues by asking: Where do you see yourself in five years? What hours are you
available to work? Do you have other responsibilities that may interfere with your ability to meet
the requirements of the jobsuch as overtime or travel?
241
M a n u a l
4. How old are you?

The Age Discrimination in Employment Act (ADEA) protects people over the age of 40, who work in
companies with more than 20 employees, from employment discrimination. Employers may specify
an age limit for a position only in rare cases where it can be proven that age is a BFOQ. (For
example, the choice of one actor over another, using age as a basis for authenticity.)
In all other cases, an interviewer may not ask when you were born, when you graduated from high
school (since most students graduate at age 17 or 18), or any other questions from which your age
may easily be determined. Individuals under age 40 arent covered by the ADEA, but many states
offer them some protection.
Fair questions: Are you the minimum age required to perform this job? (Federal allows those aged
14 and 15 to work in a limited capacity; 16 and 17-years-old can perform non-hazardous jobs.)
Some job applications include a space for your date of birth, along with a disclaimer.
5. Do you have any disabilities?
Under Title I of the Americans with Disabilities Act (ADA), an employer may not discriminate
against a qualified candidate who is disabled, and must make reasonable accommodations for
physically or mentally impaired employees.
The ADA also states that you cant be asked about the existence, nature, or severity of a disability.
The following questions are also unacceptable: How many days were you sick last year? Have you
ever filed for workers compensation? What prescription medications do you currently take? Are you
an alcoholic? Have you ever been treated for drug abuse?
Fair questions: Can you perform the basic functions of this position with or without
accommodation? The ADA doesnt cover illegal drug use, so its perfectly legal for an employer to
ask whether you use these substances. Some companies also request all new employees to have a
medical examination.
6. What is your religion?
There is no reason for an employer to ask you about your religion or about any holidays you
observe.
Fair questions: Weekend and holiday work is required. Will this pose any difficulties for you? Also,
Title VII of the Civil Rights Act of 1964 allows religious organizations and sectarian educational
institutions to express religious preference when hiring.
7. Have you ever been arrested?
You are innocent until proven guilty; therefore, it is illegal for an interviewer to ask if youve ever
been arrested.
242
M a n u a l
Fair questions: Employment applications often include questions about felony convictions, along
with a disclaimer saying that a conviction wont necessarily remove you from consideration.
In accordance with U.S. Equal Employment Opportunity Commission (EEOC) policy, employers
must weigh a variety of elements when factoring convictions into hiring decisions. These include
the nature and severity of the offense, the time that has elapsed, and whether the offense has any
relation to the position advertised.
8. What type of military discharge did you receive?
An employer may not ask whether you received an honorable or dishonorable discharge.
Fair questions: The interviewer is allowed to inquire about your rank when discharged and discuss
the skills you gained while in the military.
9. Have you ever filed for bankruptcy?
Questions about your financial status, whether you own a home, or have previously had wages
garnished are off-limits.
Fair questions: If good credit is a requirement of the job, a company is within its rights to perform
a credit check.
10. Do you belong to any organizations?
Its inappropriate for an interviewer to ask whether you are affiliated with or are a member of any
political, social, or religious groupsincluding unions.
Fair questions: An interviewer may ask you if youre a member of a professional organization, like
the American Bar Association.
How to React to Unfair Questions
Try and determine what type of information an employer is looking to receive with her questions.
For example, if an interviewer asks if you have children, you may deduce that she wants to know if
youd be missing work often to care for them. You might simply answer that you have no problem
meeting the positions attendance requirements.
If you suspect you were denied a job because of discrimination, check with the EEOC as to the best
course of action.
243
PARTNERSHIP
The project consortium comprises 16 partners from 10 countries. The multi-actor partnership
comprises development partners, expert partners and labour market administration organisations.
Labour Office Dunajska Streda (SK), project promotor
BEST Training (AT), project coordinator
Telehaus Wetter (DE)
IRFA Sud (FR)
IFOA (IT)
DACE Department of Adult Continuous Education, University of Glasgow (UK)
LPIA Latvian Adult Education Association (LV)
Czech Association for Personnel Management (CZ)
AMS Arbeitsmarktservice Niedersterreich (AT)
Labour Office Znojmo (CZ)
Urad Prace Olomouc (CZ)
Arbeitsamt Zwiesel (DE)
Labour Office Ste (FR)
GMSMK Labour office Hungary (HU)
SPL Servicio Politiche del Lavoro (IT)
SESLV State Employment Service of Latvia (LV)

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Labour Office & Clients

Counselling and Communication Skills

The project "Labour Office & Clients" (LOC)

This LOC - Curriculum and Manual

Sustained success of training means transfer into practice

Key skills are indispensable

Subject Areas: Target group-oriented services

to strengthen and communicate a service-oriented culture within Labour

to promote the dialogue between labour offices and employers

GUIDANCE FOR UNEMPLOYED.....................................................................................10

2. REQUIREMENTS OF THE LABOUR MARKET..................................47

3. CULTURAL AND GENDER DISTINCTION:......................................85

MANUAL EXERCISES & HANDOUTS................................................121

52 Municipal Planning Department.....................................................................182

GUIDANCE FOR UNEMPLOYED

WHY THIS COURSE:

Unemployment of long duration

Reduction in the offers,

Inadequacy between supply and demand in term of professional sector, trades,

Individual listening and analysis of problems applicants are facing

AIMS OF THE COURSE

To analyse the request of applicants for work and to build an individualized

To accompany the person throughout the course proposed.

WHO WOULD BENEFIT FROM TAKING THE COURSE?

Making individual interviews for diagnosis,

Designing accompaniment path towards employment

Following these paths and results obtained

THE APPROACH OF THE COURSE

Construction of an accompaniment path towards employment

Follow-up and accompaniment of the client

We recommend addiotional modules according to needs and interests

To be able to use individual interview techniques considers the various spheres

To develop a cooperation approach with the applicant, shared diagnosis in

Identify the future situation expected

Define targets (professional sectors, trades, companies, geographical

Evaluate: strengths and weaknesses resources available in the

Work out an action plan and the means needed.

To acquire by simulation a methodology for workshops animation (short

To develop expertise about different subjects to b e considered to build a

ROLE OF THE ADVISER

To provide information according to this analysis

To provide a psychological support to assist the implementation, to objectify

We recommend additional trainings concerning specific target groups

WARMING UP Roles and expectations

Dealing with expectations among team members

PRESENTATION: Problems job applicants are facing

Participants will receive information about changes in the labour market

EXERCISE: Case Studies

Presentation and discussion of several case studies in order to clarify and

Methods and Contents of Skills Assessment

INDIVIDUAL WORK What knowledge, skills and experiences do I have?

It is important to distinguish between formal and informal knowledge.

ACTIVITY TO RELAX Ball Game in a Circle

GROUP WORK & FEEDBACK Feedback

Summary of the seminars contents

Day 2: Guiding and advising clients Skills asessment

LECTURE AND PRESENTATION: Institutional, Pedagogical Support and Information

Organisations of training providers, psychological support and further

Methods and Contents of Skills Assessment

INDIVIDUAL WORK Web of Competences

This tool is designed to help clients to be aware of individual competencies

GROUP WORK: Communication in the daily work environment"

Barriers and misunderstandings: How do I cope with these aspects?

LECTURE: What is communication?