Which skills do I need?
Name of the activity: Which skills do I need?
Duration: 20 minutes
Preferred location: outdoor, better in an open space (like a volleyball field).
Working method: self-reflection, group confrontation.
Purpose (expected impact, outcomes): acknowledging which are the skills needed in the labour market, realizing which are the correct behaviours and what are the things that should be avoided in a working context.
Materials: list of skills (down below), flipchart.
– for each skill create a practical example/behaviour (for ex. analysis: John registered that his customers received later the products, but he didn’t address the delay to his courier but to the packaging area and to the order processing area).
During the activity:
– all participants start in a row;
– one by one you will describe the skills without pointing out that those are skills; just referring to them like “behaviours” people have in a working context (you give practical examples for each behaviour). It is really important to describe only the practical example and not the skill associated to that example. In this way the participants will reflect on it after the activity (where you will facilitate the process and point out how each behaviour is called and to which skills it is associated and how come it is important in the working context);
– in the field there is going to be point A, point B and point C;
– point A is the starting point, where they form a row;
– point B is all the way to the left of the row, at the end of the field;
– point C is all the way to the right of the row, at the end of the field;
– every time you describe one behaviour, each participant will go in the direction of point B if he/she agrees with that behaviour and in direction of point C if he/she disagrees with that behaviour, the closer the participant will be to the points B/C the more he/she will agree/disagree with that behaviour.
Debriefing: after the activity, you will facilitate a process where the participants will discuss the activity. During this process, you will ask specific questions about each behaviour in order to help the group in recognizing each skill and you will write on a flipchart a list of skills that the participants will point out during the session. Here are some examples:
– where were you standing during this behaviour; how come?
– do you think this behaviour could be positive or negative; how come?
– what is the skill required in this example?
Possible alternatives, changes for different circumstances: you can have the same activity describing also incorrect behaviours in a working context and pointing out why each behaviour is not suitable in a working context.