SILC Multiplier Event and 4 TM

MULTIPLIER EVENT (BULGARIA)

European Center for Innovation, Education, Science and Culture organized a multiplier event together with the support of the other partners at the Plovdiv International Technical Fair http://www.fair.bg/en/.

 


Usually Autumn Fair is visited by nearly 20,000 visitors from Bulgaria and abroad. The majority of visitors are entrepreneurs, managers and professionals as well as workers and citizens. The accompanying program of the fair includes conferences, seminars, presentations and meetings focused on innovation, investment, international cooperation, energy efficiency and environmental project financing.

For making the multiplier event real, we had an SiLC’ s stand/ tent and implemented 3 workshops. During the 3 workshops participants were informed and had the opportunity to experience the IOs we have produced.

What will happen for next months?
Coming 2 months we will finish all the Intellectual Outputs:
• A handbook for facilitators
• Team leaders’ toolbox
• A handbook for team leaders
• A portable mini-curriculum for facilitators

Stay tuned for knowing more about our project!!

 

SILC TEAM

Story Telling

Possibility to find out new information: background and characteristics about other participants; to create awareness of different cultural features; to consolidate the team members

Keywords: Theme, culture, opinion, background, experience, characteristics , differentiation, the colour of the nation

 

Number of participants

2-3 people in 1 group (the overall number not limited)

Duration

60-80 minutes

Materials needed

international fairy tale/s (could be online as well); big sheets of papers (for creating posters), colourful markers, pencils, glue

Competencies and skills to be developed

  • Listening skills
  • Patience
  • Empathy
  • Tolerance
  • Collaboration
  • Decision- making
  • Expressing opinions
  • Giving arguments
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

  • This method can be supplemented with different themes and questions, for example, what and who have influenced each participant`s life. Each of them can mention at least 3 personalities that have had the greatest influence on their lives. In this way any questions related to the theme can be involved.
  • A useful method for warming-up or introduction

 

Preparation

Prepared international fairy tale/s (either online or in the handout)

Activity

1)         Participants have to tell their story about the factors that influence their identity. Everybody is involved.

2)         The story can be divided in several parts and then participants could create one version of the whole story. In this case each participant chooses one part of the story and according to the chain principle sequentially creates the story ( introduction, main body, conclusion). At this stage participants could be divided into groups of 2-3 people.

3)         It is also possible to take one well-known international fairy tale and ask everybody to retell it by including their colour of the nation.

4)         Participants should visualize the whole story on big sheets of paper. There should be included some text and printed/ drawn pictures. If participants don`t mind the posters can be created as humorous comics or cartoons as well. Afterwards they should present their stories in their groups for the whole audience and stick them on the wall/ board.

5)         Afterwards participants could search and analyse the things in common and differences.

 

Assessment

At the final stage facilitator could create a brief discussion on cultural differences by asking the questions: “How did you like the activity?/ Did you find out/ learn something new? What new information did you find out today that you didn`t know before? Which facts/ things surprised you greatly? etc.” It is also possible that participants pen down the new facts they got to know about different cultures on small papers and stick them on the wall/ board and then have a common talk about the findings.

Final Observations and Methodological recommendations for the implementation

A facilitator is likely to face unwillingness of participants to speak in public or collaborate with some people in the class or group. In that case a facilitator can change the form of the task, for example, they can share the information only with groupmates but not in front of the whole audience.  Participants can also be allowed to cooperate with people they know well or make groups on their own.

Sea Storm

To raise awareness about differences between individuals;  to enhance open-mindedness and foster the development of multiple perspectives

Keywords:Attitude, awareness, diversity, individual interpretation, feeling, reaction

Number of participants

Up to 15 participants

Duration

120  minutes

Materials needed

(given in the preparation section)

Competencies and skills to be developed

  • Social skills:
  • Patience
  • Listening to each other
  • Trust
  • Loyalty
  • Empathy
  • Tolerance
  • Consolidation
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

  • The activity may be divided into two parts, the break taking place after step 7.

 

Preparation

To find the footage of a sea storm found at http: www.youtube.com/watch ?v=TzAL2T2KDqc&feature=related ;

pictures for the additional activity (see variation below)

Activity

  • Participants work individually. They watch the footage of the sea storm and do not communicate with anyone in the group (2 minutes).
  • Then they describe their feelings they had watching the footage in writing (3 minutes).
  • Participants work in groups. They read out aloud, one by one, what they have written down and take notes of their peers’ reports so that they can later comment on them and discuss them (10 minutes).
  • Participants continue working in the same groups. They look at their notes and compare their colleagues’ reactions to the footage to their own and comment on the similarities and differences. They have to think of possible reasons for those reactions and comment on their peers’ oral expression (i.e. the language they used) (10 minutes).
  • The small groups prepare to give a report on their discussions to the whole class (10 minutes).
  • Whole class: Each group reports on their discussions. The others take notes (10 minutes).
  • Whole class: Discussion (15 minutes).
  • Participants work individually again. They have to imagine how different people would react to the same footage. The people in question are as follows: a sailor, a poet, an ecologist, a physicist, a child of 8, a teenager, a nomad from a desert, a person living in a big city. They have to write down how they think those people would react (10 minutes).
  • Participants work in pairs. They have to compare their notes and try to justify why a certain person would react in the way they envisaged (5 minutes).
  • Then every pair reports on their discussions to the whole group (10 minutes).
  • Group discussion: Conclusions (10 minutes).

Every group reports on their discussions and conclusions to the whole class (10 minutes).

Assessment

A facilitator may ask: “When you were asked to imagine you were a sailor, a child of 8, or a nomad from the desert, did you manage to discard clichés and stereotypes? Were your guesses about people’s reactions relying on stereotypes based on superficial information or on extensive in-depth knowledge of the world? Do you think that this type of activity would raise your students’ awareness regarding differences in people’s perceptions, opinions, behaviour and emotions? Can you think of any adaptations of this activity for students at different age and proficiency levels?” This could be like a discussion and debriefing (15 minutes).

Final Observations and Methodological recommendations for the implementation

It is important that the participants do not communicate with one another while watching the footage and writing their own comments.  A facilitator should try to pair up students so that they work with partners that they are not necessarily best friends with. A facilitator  may also want to re-group trainees for the second part of the activity.

It is also very important to maintain peace and order and a friendly and tolerant atmosphere during discussions ☺. Consequently, the trainer’s facilitating and time-keeping skills play an important role.

A variation: A simpler and shorter version of this activity could be conducted with the help of photographs. Show a large picture of an overcast sky with dark clouds and see what this might mean to your trainees. Ask them to imagine what the same sight may mean to a farmer, a homeless person, a couple on the beach, a bus driver, etc. Then proceed the same way as above. (Other good conversation starters include photographs of a family at home, people “in action” in the street or at work, or children at a school.)

Exploring a Cartoon

To help participants discover different meanings and perspectives related to culture, tolerance and other basic concepts by exploring the group`s interpretations of a cartoon; to obtain aptitude to cope with complex issues and avoid one-dimensional answers; to be capable to face the challenge of doubt and uncertainty; to promote awareness of understanding the main concepts related to diversity.

Keywords:Diversity (e.g. culture, identity, equality, empathy, prejudice, stereotypes, discrimination, racism, citizenship, global interdependence, sustainability)

Number of participants

Not limited (groups of 2-3 members)

Duration

30-45 minutes

Materials needed

copies of the cartoon and task sheet

Competencies and skills to be developed

  • Awareness of culture identity
  • Awareness of equality
  • Tolerance
  • Empathy
  • Listening skills
  • Consolidation
  • Decision- making
  • Expressing opinions
  • Giving arguments
  • Understanding of the changing nature of identities and cultures

Type of Team

  • New creation
  • Consolidated Team

Points to be taken into consideration by the team leader

A facilitator is responsible for creating a safe and encouraging atmosphere, so that each participant is willing to take part in the activity, for example, show respect to different points of view, considerations and control pace of the discussion.

Preparation

  • Copies of of the cartoon for each participant/ group. Tables need to be arranged so that both group work and a whole class discussion can be easily managed.
  • Prepared task sheet. A facilitator may wish to project the cartoon or stick a large printout on the board/ wall.

Activity

1) A facilitator displays the cartoon and asks micro-groups or pairs of participants to “read” it and make up discussion questions based upon the cartoon or arising from its main themes.

2) Then a facilitator asks each group to write their best questions on the board.

3) As they do so, a facilitatornotes the similarities and differences in the questions from different groups.

4) Participants answer the questions on the task sheet individually.

5) When they are finished, they can discuss their answers with a partner.

6) A facilitatorasks the participants to form new groups (or helps them form new groups with colour cards) and discussthe questions they find most interesting from among their own questions on the board and the oneson the task sheet. Afterwards a facilitatorasks the micro-groups to report to the whole class and holds a debriefing session based on the groups’ choiceof questions.

Assessment

Participants can write down three insights that they gained during this exchange.

Final Observations and Methodological recommendations for the implementation

  • The use of cartoons and the process of completing the questionnaire can generate a lively discussion. It is amazing how well participants voluntarily express themselves about cartoons; the range of reactions and feelings that they trigger in our participants and facilitators is stimulating. The advantage of graphic materials is that they are so readily available to the trainer, and so immediately motivational to most participants.
  • Be aware that a cartoon is just a “snapshot” and that in discussing it we have to place it in context

 

 

Typically us

Create awareness and understanding after typical behavioral things that identify generations (X, Y, Z, Mill) or cultures.

Keywords: Teamwork , teambuilding, quality, selfknowledge

Number of participants

10-30 (most effective with groups >15)

Duration

1-1,5 hour per session

Materials needed

-           Cards with quotes that represent generational-specifics

-           materials that represent generational identity (behavior)

-           Card with generations explained

Competencies and skills to be developed

  • Create awareness and insights on diversity in generations
  • Reframe assumptions about team member’s qualities and potential

Type of Team

  • New creation
  • Consolidated Team
  • New member (new staff)
  • New member (current staff moving into a different department)

Points to be taken into consideration by the team leader

If there is lack of knowledge about different cultures and generations it can be helpful to introduce the activity with a short video film. (available from Youtube or Dutch researcher in intergenerational learning Aart Bontekoning)

 

Preparation

-           Print the generation cards, quotes

-           Introduce the subject to the team-members

 

Activity

o         Eventually introduce the activity by showing a short video on generations

o         Form groups of 3-6 persons (choose wisely for homogeneous or heterogeneous groups)

o         Each group receives a bunch of quote-cards and generation cards.  The quotes must be connected to one generation by putting the card on the generation card.

o         Evaluating this step can be done by having a small discussion on their perception and experience with various generations, positive and critical/negative (pre-assumptions on generational issues can be addressed)

o         Each group now gets assigned one generation and they try to identify themselves as much as possible with that generation.

o         Somewhere in the room there is a table/corner with lots of objects, pictures, clothes, hobbies, furniture, food, dreams)  that belong to one particular generation. The groups have to choose the objects/pictures for their own generation.

o         Each group is sitting together with all the materials/photos etc. of their assigned generation and discuss what specific benefits or advantages they bring to the team.

Assessment

-           Discussion, sharing insights and opinions

-           Evaluation and sharing learning points for the team.

Final Observations and Methodological recommendations for the implementation

-           Improved knowledge of specific characteristics of generations (or cultures)

-           Improved motivation to use generational diversity in the team, focus on benefits instead of issues/problems.

-           Create an open mind to accept newcomers and/or willingness to work in a multi-generational team.

 

Newcomers In WoLiCom

Both individually and as a team gain awareness on perceptions, assumptions and current behavior towards diversity at the workplace.

Keywords: Teamwork , teambuilding, quality, selfknowledge

Number of participants

10-30 (most effective with groups >15)

Duration

1-1,5 hour per session

Materials needed

-           Story of WoLiCom printed as hand-out

-           List of applicants (optionally adapted to local situation) printed as
hand-out

-           Flip-Over chart with 4 quarters for SWOT (Strenghts, Weaknesses, Opportunities, Threats)

-           Pens, paper, (coloured) markers

Competencies and skills to be developed

  • Create awareness on existing assumptions on cultural and/or generational diversity
  • Reframing assumptions associated with culture/generations
  • Improving team attitude and collaboration welcoming diversity as an asset

Type of Team

  • New creation
  • Consolidated Team
  • New team members (changing team)

Points to be taken into consideration by the team leader

If there is lack of knowledge about different cultures and generations it can be helpful to introduce the activity with a short video film on generational diversity in general).

Preparation

-           Create working teams of 2 to 3 persons.

-           adapt the newcomers list to suit your situation (you can include or change types of diversity).

-           Print the “story description” and the list of newcomers, one for each team.

 

Activity

Activity explanation: form working-teams of 2 to 3 persons.

Each team will represent the Sarah; she has to decide who will be welcomed as new tenant in the Work and Life Community WoLiCom.

 

Round 1

1)         Each team receives the “Story: Newcomers In WoLiCom” description. They have 15 minutes time to read the story and share their ideas on the way the block will be used, what criteria should be met etc. (=define current cultural assumptions).

2)         the teams receive the “list of newcomers”, representing potential tenants who apply for one of the 5 apartments.

3)         The team has 20 minutes to decide who will be invited as new member of WoLiCom, and who will be rejected. The teams must motivate their final choices at the end of round 1.

4)         End of round 1 – each team presents and motivates their choices.

Round 2

5)         All participants are asked to imagine being one of the chosen applicants. What are their thougths, ideas, emotions and motivations from that perspective? They write down personal reflection on paper (or share it on a flip-chart in silence, without discussing it)

6)         All participants are asked to imagine being one of the rejected applicants. What are their thougths, ideas, emotions and motivations from that perspective? They write down personal reflection on paper (or share it on a flip-chart in silence, without discussing it)

         You can choose to combine step 5 and 6, by giving half of the group assignment 5 and the other half assignment 6.

7)         Plenary reflection and discussion with the group, transferring the insights to their own situation.

Round 3

8)         As a team, they fill in a SWOT-flipover chart with conclusions on  Strenghts, Weaknesses, Opportunities and Threats of working in an intercultural and/or intergenerational diverse team.

9)         Conclusions are translated into to-do’s for their own practice.

Assessment

-           Discussion on insights (assumptions, mindsets towards diversity)

-           Evaluate conclusions and

-           Transfer to practical to-dos

Final Observations and Methodological recommendations for the implementation

-         Going into depth of the diversity-discussion and transferring it into own practice/policy depends on the level of awareness at the beginning of the activity.  If it is the first time the team is working with the Diversity and inclusion subject, you could choose to do round 1 and 2 and do round 3 with a deeper reflection at a later moment.

 

 

Me too

The differences between people and what is common between them. They are all unique and irreplaceable personalities. Sometimes the difference makes us feel proud, sometimes ashamed or depressed. However, we all share the fact that we are human beings, and that makes us feel closer.

Keywords: differences between people, uniqueness, diverse teams.

Number of participants

10 - 12 persons

Duration

30 minutes

Materials needed

The same number of chairs as the participants.

Competencies and skills to be developed

  • The members of the group get to know each other
  • To show that we are all individualities
  • To show that we are somehow the same with others

Type of Team

  • New creation or new member
  • Consolidated Team
  • New member (new staff)

Points to be taken into consideration by the team leader

It is good to join as a participant.

Preparation

Make a circle so that everyone can sit in their chair.

Activity

Ask each participant to consider any fact or feature related to the workplace related to the subject under consideration, which he considers unique and does not share with anybody else in the group.

Choose a person to start. He says his unique feature, for example: "I'm starting work 1 hour earlier".

If no one else shares his statement, the next person has to tell his trait.

If someone else shares his feature he should jump and say "Me too" and sit on the knees of the speaker. If several people think the same for themselves, they sit in each other on the speaker as a ladder. Then everyone goes to the place and the speaker has to invent a new feature unique to him.

The first round ends when everyone shares something that distinguishes them from each other

Now begins the second round. Explain that this circle looks for features that are shared by everyone in the group.

Remove a chair and the speaker stands in the middle of the circle. He has to think about something he tells the others in the group. This may be, for example, "I have been involved in training for teamwork".

All who share this feature should stand and move to another chair while they call "Me too". The speaker also tries to find a chair so someone else stays in the middle and be next.

Assessment

Talk about the game and how the participants felt. You may ask them:

Which was easier to find what distinguishes you from others or what do you share?

In real life, when do we love and appreciate the sense of uniqueness and difference and when do we like to feel like others?

Would things common to the group be common to many other people?

Final Observations and Methodological recommendations for the implementation

Tips to the facilitator:

This game needs to be played quickly. Perhaps you should create a rule that each participant has only 10 seconds to think.

Together is better

The capabilities of the team are not equal to a simple sum of the capacities of their members. As a rule, team work compensates for weaknesses and enhances the dignity of each member.

Keywords: teamwork, leadership, empathy, diverse teams.

Number of participants

Not limited

Duration

~ 15-20 minutes

Materials needed

Pens, A4 sheets.

Competencies and skills to be developed

  • Empathy
  • Working in a group

Type of Team

  • New creation or new member
  • Consolidated Team
  • New member (new staff)
  • New member (current staff moving into a different department)

Points to be taken into consideration by the team leader

The tool could be used on any topic related to diverse teams to show that the results of the work together are always better because of the added value and strengths of each team member.

Preparation

No preparation needed.

Activity

Each participant within 5 minutes should describe on one sheet his / her own strengths and weaknesses that are relevant to his / her work.

Then the participants break into small groups (preferably different ages and generations) or work all together (if the group is not large). They have to make a common list of strengths and weaknesses of the team. If the group generates new common weaknesses or strengths, they must be added to the list.

Then, one representative from each team talks about what has changed in the list of weaknesses and strengths once they are combined.

Assessment

Following is a discussion that can begin with sharing the emotions and experiences that come from the tool. Here are some sample questions that you can use:

What did you learn about others in your team?

How did you feel when you worked in this team?

Did you learn something new about yourself?

Do you think the adult experience covered some of your weaknesses?

Do you think that the experience of young people has covered some of your weaknesses?

Have you increased your strengths as a team?

Final Observations and Methodological recommendations for the implementation

Conclusion: The capabilities of the team are not equal to a simple sum of the capacities of their members. As a rule, team work compensates for weaknesses and enhances the dignity of each member.

Tell yourself. Tell others.

To help to communicate and to show empathy to other people, be able to listen to and accept different points of view, to learn to express and receive positive emotions in order to exhilarate and support fellows.

Keywords: compliments, positive emotions, success, skills , talents, qualities, appearance, self-esteem, manners, consolidation.

Number of participants

Not limited

Duration

5-10 minutes

Materials needed

Blank paper strips, pens/pencils, a box.

Competencies and skills to be developed

Social skills:

  • Trust/ loyalty
  • Empathy
  • Tolerance
  • Consolidation
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

Occasionally, a facilitator has to move around the classroom and help with writing or expressing compliments, especially people with low self-esteem may need support and encouragement.

 

Preparation

To find some information about positive impact of compliments on humans` self-esteem. The information can be taken from some psychological sources or also some quotations can be chosen to read aloud or they can be demonstrated on the screen at the beginning of the activity, also cards or pictures prepared with compliments or positive and inspiring activities, examples of coats of arms and slogans of organisations/ institutions

Activity

1)         Everybody thinks of his/ her own success, skills, talents, appearance, qualities, etc.  and then writes a compliment to him/ herself on a paper strip, folds it and puts in a box (provided by a facilitator). For example, I can dance very beautifully. (If somebody has any difficulties at this stage, the facilitator can help with providing cards with positive features/ activities written on them.)

2)         Then each participant chooses one paper with a written compliment on it, reads it aloud and has a guess who it is.

3)         When he/ she has guessed the person who wrote that compliment, it is his/ her turn to say at least one more positive thing about that person. For example, you also sing very beautifully.

4)         The person who wrote the compliment thanks politely and continues the activity by choosing the next paper strip from the box.

5)         The facilitator may ask to write a short summary or draw a small coat of arms or flag with the most suitable key words and/or symbols of the group`s characteristics (example might be shown on the board or the screen). They could also think of the best slogan that characterizes the whole group.( It also might be possible that one group writes a summary of group`s characteristics, the next group draws a coat of arms, and one more group – creates several versions for a group`s slogan.)

6)         Participants could work in pairs or small groups. Afterwards they could present their group`s opinion on the description of the whole group.

7)         In a group of reserved people, the facilitator could read the descriptions aloud or show the drawings or stick them on the wall, and afterwards ask some follow-up questions.

Assessment

The facilitator may ask some follow-up questions to evaluate the outcomes of the activity:

- “How did you feel during the activity? Did you find out something new about yourselves? Were there any things you hadn`t noticed about yourselves but your groupmates had? What was it?”

- “Which description was the most appropriate/ the best/ you liked very much? Why?

- “Let`s choose/ vote for the coat of arms/ flag and the slogan that characterize your group in the best way! Why do you think this one is the most suitable?”

Final Observations and Methodological recommendations for the implementation

 

During the activity a facilitator can take notes about the participants` qualities, skills, talents, etc. At the end of the activity a facilitator can organize a brief discussion or ask to give a short summary of compliments by asking questions like “Who dances beautifully in our group? – Anna! – Yes, you are right! Bingo!”

Part of me

To make the initial situation livelier and to give a possibility to find out new information about other participants.

Keywords: argumentation,views, questions, associations, differentiation.

Number of participants

Up to 20 participants

Duration

10-15 minutes

Materials needed

Personal belongings

Competencies and skills to be developed

  • Listening skills
  • Patience
  • Empathy
  • Tolerance
  • Collaboration
  • Decision- making
  • Expressing opinions
  • Giving arguments
  • Intercultural competence and awareness

Type of Team

  • New creation or new member
  • Consolidated Team

Points to be taken into consideration by the team leader

The method can also be used in groups where participants are familiar with each other

Preparation

Worksheets for voting and/or might bring some interesting and funny things

Activity

1)         All participants and a facilitator choose one thing that is usually with them on a daily basis and that is very important to them, for example, some jewellery, car keys, a bottle of water, a purse, etc. and put the chosen item in the middle of the table.

2)         A facilitator points at one of the items put on the table. The owner of the thing has to tell the whole group why he or she chose exactly this item – some information about its origin or history, importance, main functions, etc. Afterwards he points at the next thing and its owner has to justify his or her choice.

Assessment

All participants could vote for (in previously prepared sheets) for the most romantic person, the busiest person, the most active person, the person with the most unusual hobby/ hobbies, the person with the greatest experience, etc.

Criteria in the previously created worksheets should contain only positive aspects; participants write the person`s name and also give the reasons for their choice (the facilitator can write the summary on the board or show it on the screen)

The chosen people could say if they agree or disagree with other people`s choice or comment on the outcomes

Final Observations and Methodological recommendations for the implementation

-           A facilitator can put all the chosen things in a box, and then each participant has to take one out with eyes closed. In that case, the task is to try to explain why he “has chosen” exactly this item. To make the course of the task more interesting and funny, there can be put different things in the box like a pencil, orange, cup, bottle, nut, etc.

-           At the end of the activity a facilitator can ask the whole group to draw final conclusions about the whole group like what kind of people they are, what interests or hobbies they have in common, future plans, perspectives or some personal background by asking them questions. Therefore it is advisable to a facilitator to take notes about the participants during the activity.