Course Content
Introduction to Dealing with change
All members of our international partnership members participated in making these materials, therefore there are differences, for example sometimes the outcomes and objectives are more formulated for the trainers, sometimes more for the learners. Also the citation and referencing styles differ throughout the materials. We have used AI, sometimes for drafting materials, surely for the initial translations, and then proofread the texts.
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Understanding Dealing with Change
The topics: core competencies addressed in this module
Looking at Dealing with Change
Additional translated documents
Topic 3.1: Flexibility
Flexibility enhances a person's capacity to manage uncertainty, solve problems creatively, and thrive in environments where change is constant. Flexibility, in the context of dealing with change, refers to the ability to adjust one's thinking, behaviour, and approach in response to new or shifting circumstances.
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Why is it important to have this meta-competence?
ACTIVITY: Understanding Self-Confidence
ACTIVITY: Circle of Influence
Theoretical background
Resources and sources
Topic 3.2: Readiness
Individual readiness for change is involved with people's beliefs, attitudes, and intentions regarding the extent to which changes are needed and their perception of individual and organisational capacity to successfully make those changes in resilience and using coping skills. Readiness is a state of mind about the need for change.
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Why is it important to have this meta-competence?
ACTIVITY: Mind yourself
ACTIVITY: Happy Moment
00:10:00
ACTIVITY: Gratitude Activity
ACTIVITY: The change you want
Theoretical background
Resources and sources
Topic 3.3: Problem Solving
What is problem solving?Problem solving is the act of defining a problem and determining the cause of the problem aiming to selecting alternatives for a solution and implementing a solution.  Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities at professional, educational or personal level. 
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Why is it important to have this meta-competence?
ACTIVITY: Unexpected stories
ACTIVITY: Who is in charge?
Theoretical background
Resources and sources
Topic 3.4: Creativity
Creativity is the skill to introduce new ideas, concepts that have the potential to change things, this can take place on many levels from groundbreaking creations to a simple idea that makes life simpler and can impact on others or even dealing with a task in your normal daily life.
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Why is it important to have this meta-competence?
Theoretical background
Resources and sources
Topic 3.4: CREATIVITY ACTIVITIES – Mind Maps
The objective and aim of the Mind Mapping process is to help learners strengthen and develop their skills, develop self-awareness, connect ideas, grow creativity and areas for improvement, to identify areas in which to further develop, see patterns and gaps and branch out with their training needs, develop improvements, explore new concepts, review and refine. Mind maps can be used to problem solve, plan, and organize self-development.
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Introduction and Developing a Mind Map
15:01
Presentation and Strategy
02:06
Challenges and Pitfalls
Quality and Assessment
Cultural Mind Map Training
01:29
Developing a Basic Mind Map
Basic Mind Map -Example 1
Basic Mind Map – Example 2
03:27
Basic Mind Map -Example 3
Basic Mind Map – Example 4
05:36
Assessing competence in Mind Mapping
Key Points
Topic Assessment
Topic Assessment
Slides for download
Topic 3.4: CREATIVITY ACTIVITIES – Creative Exercises
Creative Exercise Development. Creative exercises can be adapted to many situations which can help you connect skills, ideas, relationships and encourage creativity with individuals and teams.
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Creativity
3 Short Creative Exercises
Introduction to Creative Exercises
01:41
Creative Exercises: Introduction (Cont)
02:29
Exercise 1: Multicultural Arts and Crafts: Creating multicultural artwork (e.g., murals, collages)
02:42
Exercise 1: Multicultural Arts and Crafts: Creating multicultural artwork (e.g., murals, collages) (Cont)
06:29
Exercise 2 – One + One = One: Connecting two ideas or concepts together so at the end we will have one idea or a concept.
Exercise 2 – One + One = One: Connecting two ideas or concepts together so at the end we will have one idea or a concept. (Cont)
Exercise 3 – Diversity Bingo: Team building and creativity, this exercise promotes inclusivity and celebrates differences in the workplace.
Exercise 3 – Diversity Bingo: Team building and creativity, this exercise promotes inclusivity and celebrates differences in the workplace (Cont).
Exercise 3 – Diversity Bingo – Virtual Settings
Creative Exercises (Potential Pitfalls)
Creative Exercises
Creative Exercise Resources
Quality and Assessment
Creative Exercises Additional Ideas
Creative Exercises – Additional Ideas (Cont).
Assessing competence in Creative Exercises
Creative Exercises – Key Points
Topic Assessment
Creative Exercise Assessment
Slides to Download
MODULE 3: Test your Knowledge
Find out what you know about dealing with change
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Dealing With Change
Self-assessment reminder
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Reflect on your growth
Module 3: Dealing with Change

Cultural diversity exercises can be a great tool for cultural training, here we can develop some ideas that you can incorporate into your training sessions

  • Explore: Explore the layers within a culture, this can be visual aspects, choose a culture (Topic), then sub-topics like clothing, food, behaviour, local values, work values, work related issues, discuss how these layers can interact and influence behaviour, encourage the learners to leave their comfort zone and be creative.
  • Cross-Cultural checklist: Create a checklist of common cross-cultural challenges, e.g., communication styles, decision-making processes, time management, work ethos, values at work
  • Ineffective Responses: Present scenarios where ineffective responses to cultural differences occur (e.g., ethnocentrism, stereotyping, discuss the dangers of stereotyping, discuss how cultural knowledge (facts) influences attitudes and behaviours, if possible have learners share information around their own cultures, and explore various communication styles across cultures.
  • Keep the exercises interesting and incorporate; Workshops and Discussions – Schedule workshops or group discussions; Interactive Sessions – Use interactive tools (whiteboards, digital platforms); Case Studies – Present real-world scenarios related to cross-cultural interactions; Role-Playing – Incorporate role-playing exercises where participants act out cross-cultural situations; Self-Reflection – Assign individual exercises for self-reflection; Guest Speakers – Share experiences and insights;  Digital Tools – Explore online tools that allow remote collaboration (Zoom, Google Meet, Teams; Feedback and Adaptation – Continuously gather feedback from participants.
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