intellectual output 4 toolbox toolbox_final_en.pdf · non-formal learning is crucial. this is...

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TOOLBOX

INTELLECTUAL OUTPUT 4

TOOLBOX TRAINING METHODOLOGIES FOR TRAINERS AND PROFESSIONALS IN THE TOURISM SECTOR

OVERCOMING SKILLS GAP AND FOSTERING MOBILITY IN TOURISM SECTOR THROUGH THE RECOGNITION, VALIDATION AND UP-SKILLING OF

INTERCULTURAL COMPETENCES FOR TOURISM JOBS

2015-1-FR01_KA202-015290

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Project CULTOUR, overcoming skills gap and fostering mobility in Tourism sector trough the

recognition, validation and up-skilling of intercultural competences for tourism jobs

Intellectual Output 04

Responsible Author ERIFO

Media Text file

Status: Official

File Name Cultour _IO-04 TOOLBOX

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Table of Contents Introduction 4

1. What is in the Toolbox? 7

2. The purpose and benefits of the Toolbox 9

3. How to use the Toolbox 13

Toolbox main target groups 15

a. Direct Traget Beneficiaries (users) 15

b. Indirect Target Beneficiaries 16

4. Defining the Training Units 18

5. How to embed and evaluate the Intercultural Competences in learning 19

Planning sessions to include Intercultural Competences work ( the train the trainers session) 19

Some Delivery Examples and Methods 49

6. Measuring Progress 54

Short Learner Questionnaires 56

Producing a Short Case Study 67

Trainer Assessment 69

Learner Portfolio of Evidence 69

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Introduction

The project aims to overcome the skills gap and fostering mobility in tourism sector trough the recognition, validation and up-skilling of intercultural

competences for tourism jobs. A key factor that the CULTOUR project takes into account is that formal qualifications are not always required in tourism

and there is a widely available opportunity to obtain qualifications by an alternative to formal education. Taking into account the very high proportion of

personnel without formal qualifications, but nevertheless often with adequate tacit knowledge and experience in the sector, validation of informal and

non-formal learning is crucial. This is particularly important in an industry that sees a lot of turnover and where workers are highly mobile. To facilitate

worker mobility in tourism sector, especially across borders, the recognition of foreign credentials and non-formal and informal learning is imperative. The

EQF is meant to address this problem and the ECVET tools and methodology should greatly assist with workers mobility.

Six partner organizations (VET providers, companies and social partners)

from six countries (France, Spain, Italy, Portugal, Turkey and Bulgaria) will

work together to develop CULTOUR project, extending their scope beyond

the borders of their own countries in order to define common strategies to

reduce the skills gap of intercultural competencies in tourism sector trough

VET.

The main innovative aspects of CULTOUR project are the integration of the

intercultural competencies dimension in new VET training products

specifically addressed for tourism sector jobs and the use of innovative

tools for the recognition and validation of these competences.

VET activities

Tourism Sector

Validation and Up-Skilling

Intercultural Cmpetences

Fostering Mobility

Experiences across EU

Six EU Countries involved

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CULTOUR will also include Innovative didactical methodologies like Self-directed learning, specially indicated for professionals that work most of the time

(in restaurants, hotels, retail sector) and don’t have time to attend traditional classes.

CULTOUR will integrate this innovative aspect in all the VET contents and products designed and elaborated during the project, including:

An identification of specific intercultural knowledge, skills and competences required for tourism sector jobs (IO1 State of the art report);

The development of innovative tools to facilitate the recognition of intercultural competencies in order to increase transparency and mobility of

tourism professional (IO2 ECVET Curriculum);

The design of new pedagogies and innovative methodologies to train intercultural competencies in tourism jobs (IO3 CULTOUR Handbook)

The design of new approaches and practical tools for teachers and instructors of the tourism sector, both working on VET centres and/or in the

industry, to train intercultural competencies in tourism jobs. (IO4 CULTOUR Toolbox)

The development of online resources to increase the labour market relevance and the learning provision and qualifications in the tourism sector,

including Self-directed approaches, reinforcing links between VET and the world of work (IO5 CULTOUR Open Online Centre)

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CULTOUR Project Consortium:

Country Organisation Description Web Site

France SUD CONCEPT It has a department dedicated to «Sustainable tourism».

APPLICANT

www.sudconcept.eu

Portugal ISQ

It is the biggest Portuguese technological infrastructure, with a recognized experience in

all areas of the training cycle

[email protected]

Spain INFODEF

Specialized in design and

coordination of social and economic researches on training needs and skill gaps

www.infodef.es

Turkey GOI ( Government of Istanbul),

Centre of interculturality. It is

part of the Governorship of Istanbul which is the highest regional authority in the city with a number of approximately 300

civil servants and giving service in various fields.

www.istanbulab.gov.tr

Bulgaria BFE - Business Foundation for

Education

It is a non-governmental organization, leader in lifelong learning and career guidance in

Bulgaria

www.fbo.bg

Italy ERIFO

It is a VET provider which has 13 years of experience in the Lifelong Learning European and national sector (extensive

project work portfolio in quality assurance, evaluation and EU transnational projects

www.erifo.it

http://www.sudconcept.eu/

mailto:[email protected]

http://www.infodef.es/

http://www.istanbulab.gov.tr/

http://www.fbo.bg/

http://www.erifo.it/

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1. What is in the Toolbox?

•Quick self-assessment checklist for trainers to gauge their own set of Intercultural Competences

•How do you acquire them?

•Could you evidence them if required by prospective employers and clients?

Trainer self checklist

•What are Intercultural Competences, which ones are we using and why do they matter?

•How can we embed them in the VET activities?

•How can learners evidence them?

Defining Intercultural Competences

•We have grouped the Intercultural Competences in 6 Training Units •Communication; Intercultural awareness; Team work; Costumer orientation;

Problem solving; Organizational culture

6 Training Units

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• Identify the Area of Activity

• Identifying those most suitable for different target groups (employers;employee) •Planning your session and courses to include Intercultural Competences

•Provide train the trainers sessions to test

How to embed and evaluate the Intercultural Competences in the Learning

•Measuring and evidencing trainers and learners' progress •Some ways to measure and examples of how to do it

Measuring the Progress

•A few tips and things to watch out for when working with Intercultural Competences Implementation Tips

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2. The purpose and benefits of the Toolbox

This project has, as one of its objectives, the design of a training toolbox for trainers and professionals to allow them to deliver Intercultural Skills through

VET practice. The toolbox consists in a useful resource of practical information for the direct implementation of innovative methods in training of

intercultural competencies for tourism sector jobs. It contains a set of practical tools and methods adapted to the specific needs of the users and

beneficiaries of the project, to be applied in the organizations, services and professional activities related. The CULTOUR TOOLBOX is a practical Open

Educational Resource (OER) aimed at VET trainers and in-company instructors and trainers working in tourism sector, with regard to the training of

intercultural competencies. The practical contents, methodologies, activities, dynamics and resources contained in the Toolbox are a central instrument to

be applied and tested during the pilot trials. It is designed for all levels of trainer - both experienced and those new to intercultural skills environments. It

takes into account the different starting positions and requirements of those new to training and those with a long track record of established practice. It

will help trainers to:

Reflect on, and evaluate, their own acquisition and use of Intercultural Competences and;

Identify and experiment with ways in which they can embed, capture and assess the key Intercultural Skills developed by learners and course

participants as they go about learning various intercultural skills development.

The toolbox is defined to achieve two main goals:

facilitate trainers, professionals and instructors of the tourism sector to train Intercultural Competences in tourism jobs

empower tourism workers in their capacity to understand and cope with cultural differences

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Cultour project Consortium considers for its activities to carry on the Intercultural Competence as a set of cognitive, affective and behavioural skills and

characteristics that support effective and appropriate interaction in a variety of cultural context. Intercultural competence is the ability to interact

effectively and appropriately in intercultural situations, based on specific attitudes, intercultural knowledge, skills and reflection

Intercultural Competence

Cognitive Affective Behavioural

Cultural self-awareness Curiosity Relationship building

Culture-general knowledge Cognitive flexibility Listening, problem solving

Culture-specific knowledge Motivation Empathy

Interaction analysis Open mindedness Information gathering

This toolbox is based on a range of widely recognised Intercultural Competences grouped under 6 Training Units.

1. Communication

2. Intercultural awareness

3. Team work

4. Costumer orientation

5. Problem solving

6. Organizational culture

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For Learners Young People undertaking cultural and tourist activities and receiving support to develop Intercultural Competences can benefit from increased employability and an improved skills set to offer employers. They will also benefit from increased confidence and self-esteem, improved communication skills and an ability to work effectively in a team and multi-cultural environment. In addition, the experience of their trainers will provide them with positive aspirations for the future

For Trainers

Trainers/Teachers will be in a better postion to inspire and train new potential trainers and will be more effective in their ability to incorporate key Intercultural Competences into their vocational courses with a range of target learners

For Employers Employers of managers or employees will benefit from them having increased awareness of their Intercultural Competences (gained through practical activities) and their ability to evidence them in working environment and circumstances

For Tourism Sector The partners of CULTOUR project have identified that one main area of skills gap in tourism sector is related with the growing requirement of intercultural competencies to deal with customers, co-workers and employees. “Soft” skills, like the intercultural skills, are of increasing importance in tourism. People working in the tourism sector such as: managers, workers, technicians, employees can have the opportunity to increase essential intercultural skills that can enable them to take mobility experience across EU

The benefits of Intercultural Competences

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• The Toolbox process for trainers and professionals working with Intercultural Competencies

Design training courses

Define Intercultural

Competencies

Design training methods

Identify how to embed and

assess Intercultural

Competencies

Deliver training courses

Develop Intercultural

Competencies

Deliver training

methods

Assess Intercultural

Competencies

Empowerment

TW

O M

AIN

GO

ALS

Facilitate trainers, professionals and instructors of the tourism sector to train Intercultural Competences in

tourism jobs

Empower tourism workers in their capacity to understand and cope with

cultural differences

TOOLBOX TOOLBOX

A practical tool for trainers, professionals, teachers and instructors of the tourism

sector, both working on VET centres and/or in the industry,

to train intercultural competencies in tourism jobs

A practical tool for trainers, professionals, teachers and instructors of the tourism

sector, both working on VET centres and/or in the industry,

to train intercultural competencies in tourism jobs

Practical Guidelines for the direct implementation of

innovative methods in training of intercultural competencies

for tourism sector jobs

Practical Guidelines for the direct implementation of

innovative methods in training of intercultural competencies

for tourism sector jobs

It helps trainers to

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3. How to use the Toolbox

Whilst the toolbox has been laid out in a logical order that flows from one section to another it is possible to move around to areas that are of interest.

However, it would probably be helpful if you stick to the main order of play, which is:

1. Do the trainer self-evaluation checklist and make a few notes as to what you need to follow up on

2. Look at the definition of Intercultural Competences that we are using in this programme

3. Look at the 6 Training Units

4. Think about which skills, knowledge and competences you could weave into your own VET practice or form teaching for tourism sector.

5. Think about your client/learner group. Which skills, knowledge and competences do you think they need most, and how likely is it you can include

it on your sessions?

6. Draw up a plan for a session or set of sessions in which you intend to work on up to 2 skills, knowledge and competences per each unit

7. Design a short questionnaire for the learners at the start of their work with you. Get them to repeat it towards the end and compare the results

8. At the end of the planned session/sessions how do you think you did, how far did they travel? What evidence can you and they provide to back this

up?

9. Implementation (train the trainers experimentation)

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Do trainer self evaluation check list

Review the definition of Intercultural Competence

Look at and absorb the 6 training units of skills, knowledge and competences

Decide which competences are most suited to your learners and your VET practice

Draw a plan of how you intend to weave Intercultural Competences in your sessions - choose a maximum of two skills, knowledge

and competemces per unit

Ask learners to fill out a quick questionnaire on those two skills,knowledge and

competences at the start and end of sessions or course

Look at what evidence can be gathered to show how they have progressed

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Toolbox main target groups a. Direct Target Beneficiaries (users)

Dir

ect

Tar

ge

t B

en

efi

cia

rie

s (

use

rs)

(wo

rkin

g in

th

e t

ou

rism

se

cto

r)

VET Teachers and Providers

In-Company Instructors

Trainers and Professionals

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b. Indirect Target Beneficiaries

Ind

irec

t Ta

rget

Ben

efic

iari

es

(wor

king

in t

he

tour

ism

sec

tor

atte

ndin

g th

e V

ET c

ours

es d

evel

oped

by

Cult

our

pro

ject

)

Employers

Employees

Workers

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Before getting into the toolkit in detail, we suggest that in the first place, trainers answer a few short questions about their own experiences of

Intercultural Competences. Below is a list of questions asking about what Intercultural Competences you think you have acquired through your own

training work in the Intercultural sector, how and where you acquired them, and how you could evidence them if asked? This toolbox is designed for both

experienced/established trainers and those who are new to teaching in Intercultural area for tourism sector. Filling in this checklist and working with the

toolbox will count as valuable Continuing Professional Development no matter what your level of experience.

Checklist Questions Yes No

Key Intercultural Competences

Do you fully understand what is meant by Intercultural Competences in the context of this Project and Toolbox?

Are you aware of the key Intercultural Competences that many employers, managers, employees, workers of the Tourism Sector are looking

for?

Can you identify at least three Intercultural Competences you have acquired through learning in the cultural sector?

Incorporating Key Intercultural Competences into your teaching and training

Have you ever incorporated key Intercultural Competences into any of your courses or teaching sessions?

Would you know how you could start to embed Intercultural Competences work into your teaching?

Have you ever produced course plans or lessons plans for the teaching you do?

Providing Evidence

Are you aware of the types of evidence that learners can produce to show they have developed their Intercultural Competences

Have you ever had to produce an evidence portfolio yourself or for your learners?

Measuring Progress

Do you know what methods you and your learners could use to track their progress with acquiring Intercultural Competences?

Your Intercultural Practice

Can you list 4 Intercultural Competences that can come out of the teaching you do in your specialist area?

A tick in any “No” box means that there should be something in the toolbox for you to look at and work with.

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4. Defining the Training Units

Communication

Intercultural Awareness

Team Work

Customer Orientation

Problem Solving

Organistional Culture

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5. How to embed and evaluate the Intercultural Competences in learning

Planning sessions to include Intercultural Competences work ( the train the trainers session)

We have decided to focus this Toolbox on six training units of Intercultural Competences as defined in the Curriculum (IO-02). These units are typical of subjects

that are often taught to people working in tourism sector.

However, it is important to state that elements of this Toolbox will also be relevant to other intercultural disciplines in the wider labour market.

In the following sub-sections we have identified one Area of Activity per each Unit and we look at them individually and in a bit more detail. Each of them will

contain:

Introductory text explaining what the main issues are: situations; skills, knowledge and competences to develop; suggestions; etc.

Some ideas on how the 6 Training Unit themes are achievable with that particular Area (e.g. working with clients from different Countries)

The Area of Activity listed and designed in the tables below have been developed, tested and evaluated during the “Train the Trainers” session in Bastia over

the training week planned by the Cultour project (October 2016). In the tables, we are presenting the key and main findings of the train the trainer sessions

describing and explaining how each training unit can be developed, tested and assessed. It represents a practical example on how to use and develop the

Toolbox.

For further training activities, you could use this as a template to generate your own ideas and session plans.

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COMMUNICATION

Interculturalism, verbal and non-verbal communication, effective and appropriated

communication

INTERCULTURAL AWARENESS

Different cultures, contexts and clients' backgrounds

management

TEAM WORK Team work and productive

and effective relations development

CUSTOMER ORIENTATION

Clients' expectations, needs and problems

management and development of sustaining

relationships through different cultutral

contexts/backgrounds

PROBLEM SOLVING Problem analysis management

ORGANISATIONAL CULTURE

Cultural factors (values, habits, norms, beliefs, attitudes) influencing the organisation, its activities and its members management

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Area of Activity 1

Description of the performance

Communicate effectively and efficiently within an intercultural environment, adjusting the behaviour towards interlocutors and using different communication styles and

strategies.

Table 1 - Sample matrix for embedding Intercultural Competences in the Area of Activity

Situation What key skills are

being developed

What key knowledges

are being developed

What key competences

are being developed How to incorporate Some suggestions

Types of evidence

that can be generated

Communicate with clients and co-workers

with a different cultural

background

• Categorise the determining factors

for the effectiveness in the intercultural communication process

• Apply intercultural

communication strategies adapted to different interlocutors

• Communicate appropriately in concrete intercultural situations

• Recognise

intercultural communication styles

• Identify different

• Fundamental on different forms and means of intercultural communication

• Fundamental on

principles and conditions of effective intercultural

communication • Fundamental on basic

cultural differences influence intercultural communication

• Choose effective ways to communicate with others and/or to audiences in diverse situations and interpret them properly

• Evaluate how others

influence own’ s behaviour and vice-verse

• Reflect on intercultural

differences adopting different communication styles

1. Storytelling

2. Brainstorming –

intercultural communication

3. Case studies:

discussion, argumentation and confrontation

4. Performance

techniques

5. Searching and

presentation

1. What’s the story of my name? Presentation

2. Define intercultural communication in one word

3. What’s your

position? – discussion between co-workers about intercultural themes / situations

4. Rolle-playing /

freezing – play imagined cultures placed in confrontation or simulate typical work situations

5. Travel Agency –

selling destinations to clients, through

• Trainer Report / observation

• Learners’

conclusions • Presentations

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dimensions of intercultural communication

a previous cultural investigation

Once you’ve established which “Area of Activity” and “Situations” you are going to focus on, then how do you go about planning sessions or courses so that the

Intercultural Competences are featured? Generally, it is not going to happen by magic or accident so some planning will be required. For example, how much

time in any one session or set of sessions are you going to dedicate to working on the Intercultural Competences? Which training methods do you have to

deliver to train effectively the Intercultural Competences? Etc... A simple approach to test to what extent is to draw up a session or course plan (for each

Training Unit) that you can follow and monitor such as this one experimented in Bastia:

(ISQ) Training Unit 1 - Sample Course Plan

Area of Activity Communicate effectively and efficiently within an intercultural environment, adjusting the behaviour towards interlocutors

and using different communication styles and strategies.

Intercultural Skills Knowledge and Competence aim

Knowledges Skills Competences

• Fundamental on different forms and

means of

intercultural communication

• Fundamental on

principles and conditions of effective intercultural

communication • Fundamental on

basic cultural differences influence

intercultural

communication

• Categorise the determining factors

for the effectiveness

in the intercultural communication

process

• Apply intercultural

communication strategies adapted

to different interlocutors

• Communicate appropriately in

concrete

intercultural situations

• Choose effective ways to

communicate with

others and/or to audiences in diverse

situations and interpret them

properly • Evaluate how others

influence own’ s behaviour and vice-verse

• Reflect on

intercultural

differences adopting different

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• Recognise

intercultural communication styles

• Identify different

dimensions of intercultural

communication

communication styles

Objectives • Adjusting the behaviour to the specific intercultural environment

• Using different communication styles and strategies

Method

• Storytelling

• Brainstorming

• Case studies: discussion, argumentation and confrontation

• Performance techniques

• Searching and presentation

Time Required

Five hours over 2 sessions:

• Session 1 – 2,5 hours

- 60 mins Storytelling – (icebreaking)

- 30 min Brainstorming - Define intercultural communication in one word

- 60 min Case study - What’s your position?

• Session 2 – 2,5 hours

- 60 mins Rolle-playing

- 60 min +15 mins Searching and presentation – The travel agency

- 15 mins Debriefing

Resource Required

Materials, tools to use for learning-working about the Unit:

Class-Room (for small groups’ discussion and group dynamics)

Blackboard/whiteboard

Pens & papers

Flip-chart

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Computers, internet, data show (for searching and presentations)

Information’s / instructions (for group dynamic, team games, case studies)

Target Learners Employers and employees working in the Tourism sector

Completion Skills Knowledge and Competences

At the end of the course each learner will know how to manage with the Unit:

• Identify ways of communication among customers and co-workers concerning their cultural differences

• Identify strategies to communicate effective and efficiently among customers and co-workers concerning their cultural

differences

• Manage communication strategies to avoid stereotypes, prejudices and discrimination at work

How do you introduce the Intercultural Skills Knowledge

and Competence defined?

• Start by talking about the Unit, asking about their own intercultural experiences / cultural dilemmas – make a pre-

assessment to identify the critical points

• Create a safe and trustable environment

• Work on realistic problems / dilemmas

Group or Individual Task? In group

Summary

Within the course of the sessions of this unit participants have been taught the following:

• How to communicate effectively and efficiently with customers and co-workers with different cultural backgrounds;

• How to adjust their communication to a specific intercultural environment;

• How to use different communication styles and strategies towards customers and co-workers with different cultural

backgrounds;

• How to apply verbal and non-verbal communication to empower the work relations with customers and co-workers with

different cultural backgrounds

Checking and Assessing Competence • Trainer report / observation

• Learners’ conclusions

• Learners’ Presentations

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Area of Activity 2


• Comprehend the meaning and influence of culture and cultural identity on an intrapersonal level

• Develop awareness about cultural differences and links

• Build a critical attitude towards intolerance


Situation What key skills are

being developed

What key knowledge

are being developed

What key competences

are being developed How to incorporate Some suggestions

Types of evidence


Identify cultural identities among

customers and co-workers

• Identify, observe, describe and analyse

one´s cultural identity

• Understand the meaning and influence of other cultures and the concept of cultural identity

• Distance from oneself and one´s cultural

identity, being open-minded

• Team game Cultural quiz game: Cultural and Religious diversity - Use 20 questions (10

Culture / 10 Religion) with closed options (a, b, c, d)

- Divide participants in 2 groups

- Use PowerPoint /

printed sheets and whiteboard

- Each group need to agree the answers

- Make questions and review answers, one by one

- Comment explanation of each answer

- Promote competition - Time: 25 minutes

• Lecture Presentation of Intercultural competencies in tourism sector

• Trainer report

Recognise the value of

cultural diversity at work

• Identify and analyse the impact of cultural identity on

• Understand the meaning and influence of other cultures and

• Recognise, accept cultural diversity and get close to other

• Team game Situational game: critical

• Team game Cultural quiz game: customs of different

• Learners' conclusions on the team game

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other cultures the concept of cultural identity

cultures from a wider vision less conditioned by one´s cultural identity

incident with restaurant colleagues

countries around the world

Identify stereotypes,

prejudices and discrimination toward

customers and co-workers

• Analyse and value the impact of stereotypes, prejudices and discriminatory

behaviours in oneself

• Understand the meaning and difference of the concepts stereotype, prejudice and

discrimination, and to know strategies for their management

• Make a critical revision to refute and overcome stereotypes, prejudices and

discriminatory behaviours

• Group dynamic Small groups’ discussion: stereotypes and prejudices - Divide participants in

small groups (5 persons) - Use videos / news / texts

to introduce the item - Provided some

questions for the small group to discuss

- After discussion, each group share their ideas to the big group

- Trainer comments during expositions and, at the end, provide some conclusions

- Time: 40 minutes

• Observation of practical activities

Identifying stereotypes

and prejudices

• Trainer report

Manage strategies to avoid stereotypes, prejudices and

discrimination at work

• Identify strategies for the management of stereotypes, prejudices and discriminatory behaviours

• Understand the meaning and difference of the concepts stereotype, prejudice and discrimination, and to know strategies for their management

• Put into practice strategies to facilitate the approximation process with other cultures

• Team game

Situational game: critical incident with customers from a different cultural

background

• Simulation

Role playing: how to avoid stereotypes and

prejudices at work

• Learners' conclusions on the situational game

Carry out methods to

facilitate cultural adaptation and

integration of customers

and co-workers

• Identify and accept the feelings and emotions associated to the stages of cultural adaptation and integration

• Know the stages of cultural adaptation and integration, and to know and identify the characteristics of other´s culture

• Practise effective methods to manage the feelings and emotions associated to cultural transitions

• Simulation

Role playing: welcoming foreign customers

• Panel

Personal stories from my foreign colleagues

• Learners' evaluation on the simulation

Promote cultural

diversity by means of integrating other’s culture contributions

• Identify the characteristics of

other´s culture in order to identify those which will be integrated as part of one´s cultural identity

• Know the stages of

cultural adaptation and integration, and to know and identify the characteristics of other´s culture

• Integrate the contributions received by other´s culture as part of one´s cultural identity

• Case study

Small groups’ discussion: situation with colleagues from a different cultural

background

• Common

debriefing and reflection

Integration of other

culture’s contributions

• Trainer report

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Intercultural Competences are featured? Generally, it is not going to happen by magic or accident so some planning will be re quired. For example, how much


deliver to train effectively the Intercultural Competences? Etc... A simple approach to test to what extent is to draw up a s ession or course plan (for each


(Infodef) Training Unit 2 - Sample Course Plan

Area of Activity

• Comprehend the meaning and influence of culture and cultural identity on an intrapersonal level

• Develop awareness about cultural differences and links

• Build a critical attitude towards intolerance


KNOWLEDGE SKILLS COMPETENCES

Understand the meaning

and influence of other cultures and the concept of

cultural identity

Identify, observe, describe and

analyse one´s cultural identity

Distance from oneself and one´s

cultural identity, being open-minded

Identify and analyse the impact of

cultural identity on other cultures

Recognise, accept cultural diversity and get close to other cultures from a

wider vision less conditioned by one´s cultural identity

Understand the meaning and difference of the concepts stereotype,

prejudice and

discrimination, and to know strategies for their

management

Analyse and value the impact of

stereotypes, prejudices and discriminatory behaviours in oneself

Make a critical revision to refute and overcome stereotypes, prejudices and

discriminatory behaviours

Identify strategies for the management of stereotypes,

prejudices and discriminatory behaviours

Put into practice strategies to facilitate the approximation process with other

cultures

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TOOLBOX

Know the stages of cultural

adaptation and integration, and to know

and identify the characteristics of other´s

culture

Identify and accept the feelings and

emotions associated to the stages of cultural adaptation and integration

Practise effective methods to manage

the feelings and emotions associated to cultural transitions

Identify the characteristics of other´s culture in order to identify those

which will be integrated as part of

one´s cultural identity

Integrate the contributions received by

other´s culture as part of one´s cultural identity

Objectives

Increase awareness of tourism managers and workers about intercultural competences

Empower tourism managers and workers in their capacity to manage cultural diversity

Train tourism managers and workers to avoid stereotypes, prejudices and discrimination, facilitate cultural adaptation

and promote cultural diversity

Method

Team game (Cultural quiz game: Cultural and Religious diversity)

Situational game: critical incident with restaurant colleagues

Group dynamic (Small groups’ discussion: stereotypes and prejudices)

Team game (Situational game: critical incident with customers from a different cultural background)

Simulation (Role playing: welcoming foreign customers)

Case study (Small groups’ discussion: situation with colleagues from a different cultural background)

Time Required

3 hours over two sessions

• First session

- 25 min. Team game (Cultural and Religious diversity)

- 25 min. Situational game

- 40 min. Group dynamic about stereotypes and prejudices

• Second session

- 30 min. Situational game

- 40 min. Role playing

- 20 min. Case study

Resource Required Materials, tools to use for learning-working about the Unit

Room with some space and movable chairs (for small groups’ discussion and group dynamics)

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Pen & paper

Hand out with information/instructions (for group dynamic, team game, case study)



At the end of the course each learner will know how to:

• Identify cultural identities among customers and co-workers

• Recognise the value of cultural diversity at work

• Identify stereotypes, prejudices and discrimination toward customers and co-workers

• Manage strategies to avoid stereotypes, prejudices and discrimination at work

• Carry out methods to facilitate cultural adaptation and integration of customers and co-workers

• Promote cultural diversity by means of integrating other’s culture contributions

How will you introduce the Intercultural Skills Knowledge


Intercultural Awareness is probably the most relevant intercultural competence. It’s the basic one that is required for the

proper development of the other intercultural competences. Intercultural Awareness allow us to truly understand the

meaning of culture and cultural identity and its influence on our daily live. Within this unit, participants will learn the

influence of cultural identity on an intrapersonal level. They will be able to have a sensitive awareness about cultural

differences and will develop a critical attitude towards intolerance. Trainers will count with s everal methods to work on the

intercultural Skills, Knowledge and Competences defined: Lecture, Team games, Group dynamic, Simulation and Case study

Group or Individual Task? Students will work In group and in small groups for certain activities

Summary


• How to recognize their own cultural identity

• How to recognize cultural patterns and habits from customers and co-workers with different cultural background

• How to identify stereotypes, prejudices and discriminatory behaviours in their workplace

• How to facilitate approximation to customers and co-workers with different cultural background

• How to manage the emotions associated to cultural diversity

• How to facilitate cultural adaptation and integration of customers and co-workers with different cultural background

Checking and Assessing Competence

Besides trainer observation, the Intercultural Competence Profiler (ICP) Test is the main assessing tool for this Training Unit.

This test will be useful to check - before and after attending the course - the proper development of Intercultural Awareness

among trainees.

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Area of Activity 3


Be able to build a sense of team work to develop productive and effective relation between intercultural team workers.


Situation What key skills are being developed

What key knowledges are being developed

What key competences are being developed

How to incorporate Some suggestions Types of evidence


Build rapport and

productive relationship

to work collegially

Identify the main

process to reach an

intercultural

communication in the

team work

Understand and

respect people’s points

of view and ideas

Demonstrate care and

attention ensuring the

link between team

workers

Being open minded,

active listening and

patient

Case study

Small group

discussion: situation

of work with

colleagues from a

different cultural

background

Team game:

Building game,

build together the

highest possible

structure for

supporting the

piece of furniture

for more than a

minute

• Trainer Report

Solutions to manage the

team

Identify, develop and

manage strategies

for the management

of the team

Understand the

influences of others

culture inside a same

team workers

Identification and

Recognize the

contribution and needs

of each worker

Deep knowledge of

team culture

Case study

Small group

discussion: situation

with colleague who

use to work in a

Simulation (Role

playing): how to

foster

communication

skills inside a team

• Learner’s

evaluation on the

simulation

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definition of a goal

Cooperation

completely different

way: how to get along

and work together to

succeed.

work (to enhance

listening, to be able

to explain a conflict

situation, to

stimulate specific

knowledge, to

develop empathy).

Once you’ve established which “Area of Activity” and “Situations” you are going to focus on, then how do you go about planning sessions or courses so that

the Intercultural Competences are featured? Generally, it is not going to happen by magic or accident so some planning will be required. For example, how

much time in any one session or set of sessions are you going to dedicate to working on the Intercultural Competences? Which training methods do you have

to deliver to train effectively the Intercultural Competences? Etc... A simple approach to test to what extent is to draw up a session or course plan (for each

Training Unit) that you can follow and monitor such as this one experimented in Bastia::

(Sud Concept) Training Unit 3 - Sample Course Plan

Area of Activity Build a notion of team work to develop productive and effective relation between intercultural team workers.


1. First Activity

Understand and respect people’s points of view and ideas

Identify the main process to reach an intercultural communication in the team work

Demonstrate ability to adapt to the behaviour of colleagues and to the changes validated by the group

Being open-minded, active listening, and patient

2. Second Activity

Understand the influences of others culture inside a same team workers

Identify, analyse and develop strategies for the management of the team

Recognize the contribution and needs of each worker

Objectives To be able to work together despite the intercultural background of each worker developing effective and cooperative

relationships

Train tourism managers and workers to foster communication skills inside a team work

Method Simulation: Role playing game to foster communication skills inside a team work

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Team group: challenge building a construction to enhance collaboration

Case study: Small’s groups discussion: analyse and discussion about how to work together

Time Required

1. First Session: 1h30

30 mins to talk about: Presentation of Intercultural Competencies in tourism sector and about the introduction of the

units

30 mins Case Study

30 mins Team game

2. Second session: 1h30

30 mins to talk about: Presentation of Intercultural Competencies in tourism sector and about the introduction of the

units

30 mins: Case study: Small group discussion

30 mins: Simulation: Role playing

Resource Required

Room with some space and movable chairs (for small groups’ discussion and groups dynamics)


Pen and paper

Sheets of paper and scissors

Little toy car

Target Learners Employers and employees working in the tourism sector


At the end of the course each learner will know how to:

Identify the main process to reach an intercultural communication in the team work

Identify, develop and manage strategies for the management of the team

Understand and respect people’s points of view and ideas

Demonstrate care and attention ensuring the link between team workers



Team work is a very important intercultural competencies for people working in tourism sector. This competence allows a

good collaboration between people coming from a different and intercultural background and allow to reach an effective

daily work. Within this unit, participants will learn to reach an intercultural communication inside a same team, they will learn

to develop sensitive competencies and skills like empathy, respect, active listening. They will learn to operate together, to

listen each other and to develop patience. Managers working in the tourism sector will also be able to identify and master

strategies for the management of their intercultural team.

Group or Individual Task? Working in group

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Summary


• How to build and develop some efficient and relevant relation inside a team work

• How to strength their team work despite their intercultural background;

• How to adjust their communication to a specific intercultural environment;

• How to understand and accept the different point of view of a colleague

Checking and Assessing Competence These training will be assessed by a trainer report but also by learner’s evaluation.

Area of Activity 4


Making customers and their needs and expectations a primary focus of your (your Organisation/Company) actions; developing and sustaining productive customer

relations. (Note: Be realistic in your promises. Keep the customer informed of progress. In this way, increase the customer satisfaction and a positive relationship with employee performance

but also a level of emotional commitment to the organization of these consumers, and more importantly, for retaining these consumers, especially in the case of services with high interaction,

as seen in the hotel industry)




What key

competences are being developed

How to incorporate Some suggestions Types of evidence that

can be generated

Solutions to match

the clients’

expectations

problems and needs

• Active listening

• Problem analysis

and solving

• Acting

proactively and

responsive

• Evaluating

• Understand

customers’

circumstances,

problems,

expectations, and

needs considering

different cultural

backgrounds

• Perform useful

actions with

results, value and

productivity

• Ask customers what

you are doing that is

helpful to them, and

what could be

improved. Also ask

what needs are on the

horizon for them, so

you can anticipate what

• Set up a customer

feedback system to

monitor and evaluate

how well you and your

work area are handling:

- Customer concerns and

issues

- Providing satisfaction

- Anticipating customer

needs.

• Learners Monitoring

Skills Questionnaire

(ex-ante and ex-post)

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• Consideration of

the customer's

perspective

will need to be done.

(Role Playing Game to

stimulate interaction

analysis and cognitive

flexibility; to enhance

listening and problem-

solving skills)

• List your customers – all

people for whom you

provide a service. For

each important/key

customer:

- List who your

customers are – who do

you have to satisfy? This

will tell you a lot about

what your customer’s

needs and problems

are. Consult with others

to refine your list.

- Use your list to ask your

customers what you got

right, and what you

have missed.

• Keep a tickler file on

customer requests,

fulfillments, and

problems in order to

track what you

promised and what they

received.

Build rapport and

cooperative

relationships with

customers

• Establish mutual

respect

• Communication

• Empathy

• Observation

• Acknowledge

your mistakes

right away and

take remedial

action

• Customers

satisfaction

• Set the

groundwork for

cooperation by

supporting

customers’ needs

and goals

• Detect way to find

opportunities to

suggest actions that

will help your

customers meet their

needs and goals (Group

Discussion).

• Try to adopt self-

assessment practice.

• Quality assurance

criteria development

• Discuss with a trusted

colleague the

occasions when

• Learners Monitoring

Skills Questionnaire

(ex-ante and ex-post)

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criteria

• Fundamental

knowledge of the

tourism market

and conditions

(different cultures

knowledge)

• Explain how important

the sustainable

relationships are for

your

organisation/company

(Case Study)

• Get the learners know

the main feature of the

tourism

markets/clients/cultures

(Presentations)

people have got your

respect by

acknowledging

mistakes, and vice

versa.

• Check if the

customers come back

to your

company/organisation

after the first visit.

• Check if the

customers tell you

their private/personal

circumstances

• Check how constant

the customers’

contacts are






(ERIFO) Training Unit 4 - Sample Course Plan

Area of Activity • Identify opportunities to suggest actions that will help customers meet their needs and goals

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• Developing sustaining relationships with customers in/from different cultural contexts/backgrounds


1. First Activity (Presentation)

• Problem analysis and solving

• Evaluating

• Understand customers’ circumstances, problems, expectations, and needs considering different cultural backgrounds

• Perform useful actions with results, value and productivity

2. Second Activity (Role Playing)

• Communication

• Establish mutual respect

• Customers satisfaction criteria

• Different cultures knowledge

• Set the groundwork for cooperation by supporting customers’ needs and goals

Objectives • To be able to provide customers oriented services which can match the expectations and need of the clients developing

sustaining and cooperative relationships

Method

• Role playing game about how to manage with customers’ expectations and needs

• Presentations and Group Discussions about how to build sustaining relationships with customers considering different

cultural backgrounds

Time Required

1. First session – 1h-45min

• 15 mins group discussion about the Units and its aspects

• 15 mins introduction of the Units

• 15 mins evaluation delivering and fulfilling the questionnaire (ex-ante)

• 1 hour to set up, provide presentations and groups discussions about the Units

2. Second session – 1h-45min

• 15 mins group discussion about the Units and its aspects

• 15 mins introduction of the Units

• 1 hour to set up, provide role playing activities, presentations and groups discussions about the Units

• 15 mins evaluation delivering and fulfilling the questionnaire with the results of the training experience (ex-post)

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Resource Required

Materials, tools to use for learning-working about the Unit

• Room with some space and movable chairs (for small groups’ discussion and group games)

• Blackboard/whiteboard

• Projector

• Sheets

Target Learners During the training activities Bastia: trainers and VET providers. For CULTOUR Pilot training courses: Employers and employee s

working in the Tourism sector

Completion Skills Knowledge and Competences At the end of the course each learner is expected to know how to manage with the Unit4 “Customer Orientation”



• Starting by talking about the Unit, show some examples, talk about what happens if you get it wrong etc.

• Creating a friendly and smooth learning context

• Being realistic

Group or Individual Task? Working in small group

Summary

Within the course of the sessions of this unit participants have been taught through:

1) How to create, provide and deliver solutions to match the clients’ expectations problems and needs considering the

different cultural backgrounds

From the learning exercises developed, we can highlight that:

Customer Expectations + Service Performance = Customer Satisfaction

- The quality of your customer service is almost wholly determined by your ability to meet your customer expectations.

You can have the greatest service team, but if your customers perceive their needs are not being met, your service

reputation suffers.

- By the same token, companies that don’t spend much time worrying about customer service – but manage to meet

customer expectations consistently – are perceived as offering good customer service.

- Service quality is largely determined by customer's perception, which is why meeting customer expecta tions is an

essential part of the process.

Identifying Customer Expectations

- Because customer expectations are an ever-evolving process and they can be affected by different cultural requests, it

can be very challenging to know precisely what those expectations might be and the characteristics of some different

cultural contexts especially against customers with different cultural backgrounds. The best course of action is to take

the question directly to your customer base through a variety of customer service research techniques.

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Common Expectations to Consider

Some of the most common and basic expectations customers (different cultural backgrounds) have for most businesses

include:

- Fast, efficient and accurate service

- Effectively meet the needs arisen from the “different” cultural background

- High quality products at a competitive price

- Friendly, helpful service staff to provide information and answer questions

- Prompt responses to their inquiries, whether online, by phone or in person

- Sufficient stock to meet their needs without long waits

- A trained staff that can handle their questions without referring them on

Benefits of Meeting Expectations

When you are able to accurately identify and adequately meet your customers' expectations, your customer service

reputation can automatically be enhanced. Some of the benefits of meeting your customers' expectations include:

- Customers that transform from first-time visitors to loyal clients

- Increased sales as customers feel more comfortable doing business with you

- More referrals from satisfied customers who bring in additional business by word of mouth

There is no doubt that adequately meeting customer (different cultural backgrounds) expectations is an essential part of a

robust customer service department. By accurately identifying those expectations, and meeting or exceeding them

consistently, your company is likely to enjoy happier customers.

2) How to build rapport and cooperative relationships with customers with different cultural backgrounds

From the learning exercises developed, we can highlight that:

- Never Assume – Never assume that all clients are like you or that one size fits all. We tend to think that our way is the

best way. However, this is not the case. For instance, for one culture making eye contact could be a sign of respect but

for another culture avoiding eye contact shows respect. In another example, in many Asian and South American cultures

looking down while addressing a customer shows respect while other cultures would consider this to be rude.

- Ask – Always ask for their preferences. Our most common behaviors may not apply to all cultures. Rather, as a way of

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showing respect and gaining confidence, discuss their practices and preferences. For instance, ask questions like, “Would

you like to be addressed by your first name or last name?”, “Should I extend my hand first to shake a woman’s hand?”,

“Is it appropriate to ask about the customer’s health or family?”, “Should I embrace, bow or shake hands when greeting

the customer?”

- Relate– Try to relate on many levels. Americans tend to follow the principle “Let’s get down to business” while for other

cultures “Let’s get to know each other first” would be more appropriate. A great relationship builder is to use basic

phrases. For instance try saying “shen-shen”(thank in Chinese), “gracias” (thank you in Spanish) or “shukria” (thank you

in the Indian languages) and you will see how your customers’ eyes light up! They may not remember what you said, but

they will remember how you made them feel. And, as with most consumers, more often than not our emotions shape

our decisions.

- Ask the expert – Learn about the cultural norms and values of the immigrant communities in your area by attending

ethnic festivals, meeting your potential customers and their leaders face-to-face. Read literature, attend a seminar or

organize a workshop. Also try building relationships on their turf and then invite them to your place of business. While

we are not expected to be experts in every culture in the world, we should be aware of important issues pertaining to

intercultural competencies’ knowledge that we want to do business with.

We recommend:

Keep in mind that cultural competence is not a destination, it is a journey and that those who pay attention to the details w ill

succeed.

Checking and Assessing Competence • Learners Evaluation Questionnaire (ex-ante; ex-post)

• Self-Reflection

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Area of Activity 5


Solving problems occurred in intercultural contexts; developing confidence in taking responsibility of making and implementin g own decisions in problematic

situations so as to gain autonomy in the field.




What key competences are being developed

How to incorporate Some suggestions Types of evidence


Defining the problem

determining the cultural

root cause(s) of it

Analysing the cultural

background of a

problem occurred in an

intercultural context

Fundamental knowledge

on the cultural

dimensions of a problem

in intercultural contexts

Recognising the dynamic

structures of problems

• Case Study

(Small discussion

Groups: situations in

which problems with

cultural backgrounds

occur among colleagues

and between customers

and the staff)

• Cultural Quiz

Game

(Team Game: Cultural

diversity – patterns of

communication and

behaviour/body

language with quite

different meanings

among cultures)

• Culture

Assimilator

(Small Discussion

Groups: Cultural

Diversity – incidents

and situations where

• Trainer Report

• Learners’

conclusions

Implementing a solution Reflecting on the Fundamental knowledge Gaining autonomy in • Critical Incidents • Simulations • Trainer Report

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among the alternatives

developed

alternatives with a

critical view

on the possible solutions

to defined problem with

cultural roots

implementing a specific

solution

(First individual then

group work:

incidents/situations

demanding to make

some decisions)

(Group Game: Role-

Play – Overcoming a

problematic situation

occurred in an

intercultural context)

• Learners’ self-

evaluation report

on the Critical

Incidents






(GOI) Training Unit 5 - Sample Course Plan

Area of Activity Solving problems occurred in intercultural contexts; developing confidence in taking responsibility of making and

implementing own decisions in problematic situations so as to gain autonomy in the field.


Knowledge:

• Fundamental knowledge on the possible sources of a problem in intercultural contexts.

• Fundamental knowledge on the strategies, steps and tools of the creative problem solving process.

Skills:

• Determine the key components of a problematic situation in a specific intercultural context.

• Apply the creative problem solving strategies acquired to intercultural environments.

Competence:

• Adapt, combine or build creative problem-solving tools and strategies to address specific or unfamiliar situations.

• Transfer previous experiences evaluating one’s own behaviour with a view to refine individual strategies for the future

problematic situations.

Objectives To enable employers and employees of tourism sector solve problems with intercultural dimensions /roots in an effective way.

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Method • Case Study

• Culture Quizzes

Time Required • 90 minutes

Resource Required

• Room with some space and movable chairs (for small groups’ discussion and group dynamics)

• Hand out with information/instructions (for group dynamic, team game, case study)

• Projector



At the end of the session learners have learnt

The effects of cultural diversity on problems occurred in intercultural context

The concept of problem solving

The steps, strategies and tools of creative problem solving process



15 minutes

Quizzes on culture in different countries

Quiz on working globally

In this activity, learners first answer the questions individually and then discuss about their answers with whole group. The

activity aims to make learners reflect on the cultural differences and the working etiquette in various cultures.

30 minutes

Case Study

There are five situations involving some problems derived from cultural differences in intercultural working environments.

Groups of learners (two or three) first read the situation and discuss the possible reasons of the problem. Then, as whole

group, they are given some choices to be the exact reason.

25 minutes

Power Point Presentation on Problem Solving and Creative Problem Solving Process

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Group or Individual Task? • Individual (Culture quizzes)

• In group (Case Studies)

Summary

• Cultural facts of different countries (through quizzes)

• Information on working globally (through quizzes)

• Cultural sources of problems occurred in intercultural (working) environments 8through (case studies)

• What problem solving is

• The steps, strategies and tools of creative problem solving process

Checking and Assessing Competence • Through learner questionnaires

Area of Activity 6

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F.1 Valuing and taking advantage of diversity in the workplace;

F.2 Respecting colleagues and clients of diverse cultural background.


Situation What key skills are being developed What key knowledges are being

developed

What key

competences are

being developed

How to incorporate Some suggestions

Types of

evidence that can

be generated

Situation 1.

How to

recognize

people from my

nationality at the

workplace?

Analyse values, norms and

regulations of the

organisational culture;

Ability to critically review own

culture and its elements;

Reflect and identify personal

stereotypes

Awareness of own culture

and its influence on

organisational behaviour

and business culture;

Information about business

culture in other societies

Understand

organisational

culture and its

characteristics and

elements

Research

Presentation of

national specific

characteristics

visible at the

workplace

The GEERT

HOFSTEDE website

The COMMISCEO

GLOBAL country

guides

Presentation

Discussion

Situation 2.

Management of

an multicultural

organisation

Show respect to colleagues of

diverse cultural background;

Adapt effectively the values,

norms and regulations in a

multicultural organisation;

Know the characteristics of

different cultures

Analyse benefits and

challenges in multicultural

organisation;

Value and

celebrate diversity

at workplace

Manage diversity

in multicultural

organizations;

World café

discussion:

Plan a Diversity Day

in the office

Identify Golden rules

for cross-cultural

teams

The World Cafe

Method

Discussion,

Presentation



https://geert-hofstede.com/national-culture.html




http://www.commisceo-global.com/country-guides





http://www.theworldcafe.com/key-concepts-resources/world-cafe-method/

http://www.theworldcafe.com/key-concepts-resources/world-cafe-method/

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(BEF) Training Unit 6 - Sample Course Plan

Area of Activity Managing with the cultural factors which affect the organisation


Knowledge Skills Competences

Comprehensive about the different elements of organisational culture in a multicultural environment

Fundamental of the differences between multicultural and monocultural organisation;

Comprehensive about culture and the

advantages of the multiculturalism in an organisation;

Fundamental on functions of the organizational culture on personal level.

Discover, identify and recognise the necessary information related to the type of organisational culture and its existing characteristics and elements;

Collect quickly information for the different cultures of the members of the organisation making use of the

acquired information;

Analyse the influence of the organisational culture functions on personal level.

Adapt effectively the

values, norms and regulations in a

multicultural

organisation;

Adapt and implement effectively the acquired

knowledge and skills to personal career

development at current and future workplace.

Objectives To be able to understand and manage with cultural factors (values, habits, norms, beliefs, attitudes) influencing the

organisation, its activities and its members

Method

Training methods delivered for training include:

Icebreaking activity;

Warming-up activity for presenting the participants and the topic;

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Lecture, using powerpoint presentation, videos, practical examples;

Role playing game;

Small group reflection;

Case review and discussion;

Large group discussion and brainstorming;

Quiz.

Time Required

Session 1 (1,5 hours)

15 minutes - Me and my organizational experience - Introduction to the course (warming-up activity)

45 minutes - How to recognize people from my nationality at the workplace? (presentation and discussion)

30 minutes - Diversity Day in the office (small group task)

Session 2 (1,5 hours)

45 minutes – Management of a multicultural organization in tourism” (World Café format)

15 minutes - Golden rules for cross-cultural teams (wrap-up activity)

15 minutes - Assessment of results (intercultural quiz)

Resource Required

Materials, tools to use for learning-working about the Unit:

Room with some space and movable chairs (for small groups’ discussion and group dynamics)

Multimedia

Whiteboard / Flipchart

Pens; paper

Hand out with instructions

4 tables, Coffee; sweets; (for the World Café method)

Flipchart paper, colour pens (markers); Scotch tape

Target Learners The training unit is addressed to employers, training managers and employees working in the Tourism sector.


At the end of the course the participants will:

Become aware of the concept of “organizational culture” and the differences between multicultural and monocultural

organisation;

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Understand the influence of the organisational culture functions on personal level.

Value the advantages of the multiculturalism in an organisation;

Increase their awareness how to Interact effectively with the members of a multicultural organisation;

Become more sensitive about cultural issues in their personal and professional life;

Be stimulated to learn more about intercultural competences and multicultural organizations;

Be able to find necessary information related to the type of organisational culture;

Be encouraged to value and take advantage of diversity in the workplace;

Be able to adapt and implement effectively the acquired knowledge and skills to personal career development at current

and future workplace.

How do you introduce the Intercultural Skills

Knowledge and Competence defined?

Within this unit, participants will understand how cultural factors (values, habits, norms, beliefs, attitudes) influence the

organisation, its activities and its members. They will find out about the different types of organizational culture and how they

influence the individual, as well as how diversity influences a workplace. Specific focus will be given to multiculturalism i n the

workplace in the tourism sector – with review of specific cases and role playing. Participants will be involved in interactive

activities, such as brainstorming, case reviews, role playing and discussions. This will help them become more aware of the

impact of the organizational culture on individual level and importance of multiculturalism. Using the dynamic World Café

format, the learners will be invited to reflect on the benefits and challenges of the multicultural organizations in the tourism

sector; and also to propose effective steps for managing cultural diversity in tourism organizations. They will also outline some

“Golden rules “for cross-cultural teams and strategies for adaptation to a multicultural organisation. Trainers will use various

methods and techniques to facilitate the group dynamics, so that all participants are involved and encouraged to participate

(worming and icebreaking exercises, individual reflection, work in couples, small group discussions and large group activitie s, a

lot of practical examples, simulation and case study), combined with theoretical background.

Group or Individual Task? Small groups

Summary

Within the course of the sessions of this unit participants will:

Understand what is organizational culture, how it is formed and what influence it has on individual level;

Learn about the specifics of the different types of organisational culture (monocultural and multicultural);

Become sensitive about stereotypes, prejudices and discriminatory behaviours in their workplace and avoid them;

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Improve their understanding about the importance of cultural awareness and communication with co-workers with

different cultural background;

Raise their awareness about the benefits of cultural diversity in the tourism sector and of the challenges of its

management;

Become familiar with effective strategies for adaptation to a multicultural organisation.

Checking and Assessing Competence Besides trainer observation, the Intercultural Competence Profiler (ICP) Test is the main assessing tool for this Training Unit.

Some Delivery Examples and Methods

Tab.7 – Sample Training Methods to use during the testing phase

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Tool Description Methodology Aim

Cultural Quiz game

A quiz-game on the culture and

customs of different countries around

the world

Team game or individual questionnaire

To develop culture general and specific

knowledge; to gather info; to stimulate

curiosity

Case Study

Case studies are stories. They present realistic, complex, and contextually rich situations and often involve a dilemma, conflict, or problem that one

or more of the characters in the case must negotiate

With a large class-course, you might use a case study to illustrate and enrich

the lecture material. You might consider breaking the class into small groups or pairs to discuss a relevant

case. If your class is a smaller, discussion-format course, you will be able to use more detailed and complex cases, to explore the perspectives introduced in the case in greater depth, and perhaps integrate other

instructional strategies, such as role playing or debate

The aim of the case study exercise is

not a training in participatory methodologies but aims at getting participants actively involved in the learning process so that they become

aware of some of the difficulties of design and implementation of

Intercultural Competence in practice.

Culture Assimilator with critical incidents

A situational game in which trainees have to guess the correct explanation

for a given episode (critical incident)

Small discussion groups or individual questionnaire

To develop culture specific knowledge; to foster open mindedness; to create

empathy

Simulations A role-play game in which people from

different cultures meet Group game

To stimulate interaction analysis and cognitive flexibility; to enhance

listening and problem-solving skills

Healing Wheel Chair A group exercise involving discussion

about stereotypes and prejudices Small discussion groups

To develop culture self-awareness; to foster open mindedness; to create

empathy

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Tab.8 – Sample Evaluation Methods to use during the testing phase

Tool Target group Aim When

Intercultural Competence Profiler (ICP) Test

Trainees To test the Intercultural Competence of trainees before and after attending

the course

At the beginning and at the end of the piloting phase

Performance Questionnaires Trainers To test the quality and usability of the

training tools and methods At the end of the piloting phase

Student satisfaction questionnaires Trainees To test the level of satisfaction of trainees towards the CulTour course

At the end of the piloting phase

Tab.9 – Cultour Project delivery examples

•Storytelling •Brainstorming

•Case studies: discussion, argumentation and confrontation

•Performance techniques •Searching and presentation

Training Unit 1

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•Presentation of Intercultural competencies in tourism sector (Lecture) •Cultural quiz game: customs of different countries around the world (Team game)

•Small groups’ discussion: stereotypes and prejudices (Group dynamic)

•Situational game: critical incident with customers from a different cultural background (Team game)

•Role playing: welcoming foreign customers (Simulation)

•Small groups’ discussion: situation with colleagues from a different cultural background (Case study)

Training Unit 2

•Simulation: Role playing game to foster communication skills inside a team work •Team group: challenge building a construction to enhance collaboration

•Case study: Small’s groups discussion: analyse and discussion about how to work together

Training Unit 3

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•1st Activity - Role Playing Game: Learners assumes the role of "characters".This tool develops learners’ intercultural competence through acting very differently from usual ways, norms and standards, and “taking a new identity”. The discussion is very useful after each role play or simulation. The learners may reflect their experience and reveal clearly what happened during the role play or simulation. This tool can help to develop empathy, attitudes of respect and curiosity, and skills of adapting.

•2nd Activity - Presentations: about tourism market/culture conditions in different Countries. The aim of this tool is to raise interest for the Countries and key habits of the inhabitants and to increase the motivation to deepen knowledge about the other Countries.

•3rd Activity - Case Study: Through this tool learners can become aware about the main criteria to address the customer satisfaction and how to provide customer oriented services in order to increas mutual respect and confidence

•4th Activity - Group Disscussions: to improve communication skills and stimulating culture self-awareness; fostering open mindedness; creating empathy

Training Unit 4

•Case Study In Small discussion Groups: sample situations in which problems with cultural backgrounds occur among colleagues and between customers and the staff are given to participants to make them discuss on the root causes of the problems. (If the trainer feels the need in the learner group in terms of intercultural awareness, this method maybe applied after a cultural quiz to increase the impact/aim of the method.)

•Critical Incidents/Problem Solving This is two-phased method. In the first phase, learners work individually and need to “right” make decisions on a number of situations involving a problem with intercultural dimension. In the second phase, learners get into groups and discuss on their decisions.

•Simulations It’s a Role-Play game performed in groups. Learners take the roles of characters in a problematic situation occurred in an intercultural context and try to overcome the problem. The success of this method is highly dependent on the creativity of the learners. The trainer had better have some clues in hand to make the roles more challenging/authentic.

Training Unit 5

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•“Me and my organizational experience” - Introduction to the course (warming-up activity)

• “How to recognize people from my nationality at the workplace?” (presentation and discussion)

•Diversity Day in the office (small group task)

•Management of a multicultural organization in tourism” (World Café format)

•Golden rules for cross-cultural teams (wrap-up activity) •Assessment of results (intercultural quiz)

Training Unit 6

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6. Measuring Progress

The key issue in trying to incorporate Intercultural Competence when working with young-adult people of tourism sector is: how do you know that they have

absorbed and learnt the skills, knowledge and competences and made progress?

It might seem easy to answer at first but the crucial point is: can you or the learner actually provide any evidence of the progress and distance travelled?

Therefore trainers will need to be able to design methods (suitable for various learner types and situations) that allow both themselves and the learner to

measure the distance travelled and work out how to provide evidence of what they have learnt. For this tool box we are suggesting four simple and

complementary measures:

Starting Point Mid Process End Point Distance Travelled

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Short Learner Questionnaire

at Start and End

Short Case Study of How One or Two

Learners Acquired Skills

Trainer's Evaluation of

Learner's ability to

Perform Skills

Portfolio of Evidence

Assembled by Learners

Evidence of Progress and Acquisition of

Skills, Knowledge

and Competence

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Short Learner Questionnaires

One of the quickest ways is to get each learner to fill out a very short questionnaire (no more than 5 minutes) at the start

and end of the course or over a fixed time period of ongoing sessions. You will need to have decided on which Intercultural

Skills, Knowledge and Competences (we suggest 2 skills, 2 knowledge and 1 competence per Unit) of each Unit you are

targeting before designing the questionnaire.

As soon as you defined the learning contents, your start and end questionnaires may look something like the following and you can use the difference in

scores to show progress. Keep the questionnaires very short and simple to fill in.

Training Unit 1

To fill in

Area of Activity (performance)

To describe

Skill 1

To fill in

Questions Answer

To define Yes - No

To define Min 1 – 2 – 3 – 4 – 5 Max


Short Learner Questionnaire

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Skill 2

To fill in

Questions Answer

To define Yes - No



Knowledge 1

To fill in

Questions Answer

To define Yes - No



Knowledge 2

To fill in

Questions Answer

To define Yes - No



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Competence

To fill in

Questions Answer

To define Yes - No



Training Unit 1

To fill in


To describe

Skill 1

To fill in

Questions Answer

To define Yes - No



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Skill 2

To fill in

Questions Answer

To define Yes - No



Knowledge 1

To fill in

Questions Answer

To define Yes - No



Knowledge 2

To fill in

Questions Answer

To define Yes - No



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Competence

To fill in

Questions Answer

To define Yes - No



Training Unit 4

To fill in


To describe

Skill 1

To fill in

Questions Answer

To define Yes - No



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Skill 2

To fill in

Questions Answer

To define Yes - No



Knowledge 1

To fill in

Questions Answer

To define Yes - No



Knowledge 2

To fill in

Questions Answer

To define Yes - No



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Competence

To fill in

Questions Answer

To define Yes - No



Training Unit 5

To fill in


To describe

Skill 1

To fill in

Questions Answer

To define Yes - No



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Skill 2

To fill in

Questions Answer

To define Yes - No



Knowledge 1

To fill in

Questions Answer

To define Yes - No



Knowledge 2

To fill in

Questions Answer

To define Yes - No



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Competence

To fill in

Questions Answer

To define Yes - No



Training Unit 6

To fill in


To describe

Skill 1

To fill in

Questions Answer

To define Yes - No



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Skill 2

To fill in

Questions Answer

To define Yes - No



Knowledge 1

To fill in

Questions Answer

To define Yes - No



Knowledge 2

To fill in

Questions Answer

To define Yes - No



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Competence

To fill in

Questions Answer

To define Yes - No



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Producing a Short Case Study

Observing one or two learners from your group and spending 10 minutes asking them a few key questions may be all that

you need in order to write up a very short case study or pen portrait of the learner showing how they have acquired some

Intercultural Competence through their Intercultural learning (Train the Trainers) and made progress.

Case Study 1 – Training Unit 1

To describe


To describe


To describe

Case Study

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To describe


To describe


To describe

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Trainer Assessment

Naturally, one of the key ways you can measure progress is by keeping your own individual records and notes on

each individual learner to show how they have progressed over the duration of the course or sessional work. It

can be useful to share your thoughts and notes with the learners during structured feedback or appraisal

meetings

Learner Portfolio of Evidence Even if the work you are doing is non-accredited it is useful to develop good habits and practice in terms of

getting the learner to gather evidence of their programme. It will be crucial for other recognised systems and

accreditation where the aim is to measure what a learner can do, as well as how much they know and

understand. They can be based on practical, work related skills and knowledge. Most evidence is in two main

forms, Performance Evidence and Documentary Evidence. So for this toolbox it is important to remember that

as the learner begins to acquire certain Intercultural Competence, there should be:

Some performance based evidence (i.e. assessed by you the Trainer showing that you are satisfied that they can perform some of the Intercultural

Competence. You can set mini-tests or tasks and observe the learner and record/assess their performance) and

Some documentary evidence (whether written, audio, video, graphics etc.). For learners in addition to showing you that they can perform certain tasks

they need to be able to provide documentary evidence of the skills they have acquired because they will be asked to do this by prospective employers

whether that is inside or outside of the tourism sector industries. This can be collected and put into either a paper or electronic format. You can also make

use of website and other online places for learners to store their evidence (e.g. Sound Cloud, YouTube, Open Online Centre etc.) However, many learners

Trainer Assessment

Learner Evidence

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could find it difficult to identify and write down the Intercultural Competence they have because they often take for granted the things that they do on a

regular basis. If the learner is struggling to come up with some evidence then you could get them started by suggesting that they try something like the

STAR technique below where the Action and Result phases are likely to be sources of evidence:

o S ituation think of a situation where you had to use / demonstrate a skill

o T ask what was the actual task you had to carry out?

o A ction what did you actually do? (focus on what you did)

o R esult what was the result / outcome?

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This project has been funded with the support of the European Commission. The information reflects the views of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

WWW.CULTOURPROJECT.EU

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