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
  • You should now create a basic one + one concept and present to others, tutor, or a colleague, and be prepared for critical feedback, this should be encouraged. This allows the others to feed their ideas which promotes collaboration and further creativity and awareness.
  • Use art supplies (paper, paint, markers) .On completion share your work with others. Follow up with reflecting on the importance of celebrating diverse cultures. Add a time limit.
  • Use paper/card and a pen or use a digital devise for note taking.
  • Try to work with a colleague, other course member throughout the activity.
  • You should now take 5 minutes to brainstorm and write down your own idea related to the given topic or problem. Ensure you do this individually without discussing with others.
  • After the brainstorming session, share your ideas with the tutor or other course members. You should then spend 10 minutes discussing how you can combine the ideas into one unified concept.
  • Your are encouraged to be as creative as possible.
  • Now present the combined idea to the larger group. You should be prepared to explain the original individual ideas and how they merged them into one
  • Allow time for others to provide feedback and ask questions about each combined idea. This can help refine the concepts further and encourage collaborative thinking
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