In this area you will find just a few examples of possible setting in order to develop clients abilities and skills.

Social skills

Communication

Objectives (knowledge and skills)

This training module enables participants to articulate in a self-confidently way, promote the expression and train the participants to listen to others.

The practical exercises encourage the willingness to improve communicatively, to interrogate and self-critically examine specific communication situations. The participants’ ability to express themselves will improve, because the basics of communication will be mediated and reflected by simulations.

In addition to trainings to gain skills for self-presentation and free speech, the participants can also solve conflicts after completion of the module. Thereby their self-confidence will also increase.

Basic communication

• Talk and listen to each other
• Verbal and non-verbal communication
• Role play

Learning goals:

• Participants can express verbally and non-verbally appropriately
• The participants learn about reactions to nonverbal and verbal communication
• The participants understand how misunderstandings can arise.

Talk and listen to each other

Moderate and train!

What someone says and how the other person perceives it can be different things. Sometimes someone says something and it is understood quite differently, because the persons are e.g. don’t know each other or they think it sounds funny. Communication always consists of a sender and a receiver.

Ask the participants how to react to the following question:

“What is the vegetable in the soup?”

Possible answers are:

• I say what kind of vegetable it is, because I understand it as a pure question of information.
• I think that food does not taste because the tone sounds funny.
• I say the next time you should cook – because I feel attacked.
• I am offended and go without asking what is really meant by the question.

The transceiver model presented here is based on 7 steps of communication:

1. Communication partner A has an intention.
2. He translates them into words.
3. He pronounces them and sends them to the receiver.
4. The message is sent.
5. Communication partner B hears the message.
6. He translates it.
7. It interprets the meaning.

In order to assure that a message will arrive properly, one should be able to assess the receiver. In addition, the right emphasis is very important. If the conversation partner is unknown irony, unclear formulations and ambiguities should be avoided.

On the other hand, there are listeners. Different types can be distinguished:

• The objective listener: are very close to what is heard (only what has been said)
• The empathic listener: Respond / reflect the feelings of the dialog partner
• The sensitive listener: react emotionally; feel quickly offended or attacked
• The action-oriented listener: they want to be active immediately.

Divide the participants into groups of two and then distribute an exercise sheet with example dialogues for each group. Each group has a speaker and a listener. The speaker have to read the dialogues. The listener have to say how he understood it. Both have to exchange. The dialogs should read out alternately so that everyone is once in the role of the speaker (transmitter) and the listener (receiver).

This exercise is intended to train the correct formulation of questions and self-reports, as well as active listening.

Verbal and non-verbal communication

Information and practice

Communication does not just mean talking to each other. Each person also communicates while he/she not talks. Communication means more than words. In various situations of conversation, non-verbal communication is very revealing about what individuals are thinking or feeling. E.g. in job interviews attention is paid to non-verbal communication. Crosses he/she arms (disinterested), is he/she constantly tapping with the fingers on the table (nervousness) or is he/she trying to keep eye contact (self-assurance)?

In the course of a conversation, gestures, facial expressions and attitudes often show more clearly than words the true inner attitude towards the dialog partner(s). Our body expresses thoughts, feelings consciously and subconsciously. A convincing personality emerges from the unity of spoken words and body language.

Exercise instructions:

Show the participants images of different people from the internet. Ask the participants how they would assess the people. Without hearing or knowing about the people, we all have certain ideas about body postures, gestures or facial expressions.

Then, solve how the people are really to be judged. Show the participants a table, which can produce body language, gesture and mimic.

Role play

1. non-verbal communication:

In order to train the verbal and non-verbal communication as well as the listening, the participants perform a rolling game. The participants are divided into two groups and an inner and an outer chair circle are formed. The people in the inner chair circle are given cards from the moderator. Each card has a different emotion that the participants should express non-verbally (aggression, body language) (aggressive, anxious, angry, delighted, frightened, disappointed, bored, etc.). The observers in the outer circle have 5 minutes to watch all participants. After 5 minutes the observers are asked how the participants feel in the inner chair circle. Let the answers be justified. The respondents have time to correct the responses of the observers. This should lead to a dialogue between the participants.

2. Verbal communication

The next step is the verbal communication. When speaking in the same sentence, different feelings can be expressed by different intonations and have different effects in the listener: depending on how the sentence “You have got again great!” emphasizes the volume at which it is spoken or how gesture and facial expressions are used,. Express: surprise, admiration, accusation, disappointment, anger, insecurity, damage, irony or gratitude.

All participants speak this sentence aloud and get the task of expressing a certain feeling with the speech. Then the participants try to interpret what is being said and tray it to a specific mood. The speakers can correct the answers and get an assessment of their own effect on others.

Expressiveness

• Everyday language vs written language
• Forms of expression in application letters

Learning goals:

• The participants understand the difference between everyday language and literary language
• The participants can express themselves appropriately in a letter of application

Information and discussion

We can express ourselves through different media. We can communicate directly with people; we can communicate with each other via whatsapp, SMS and email or on various social media platforms. By using all the communication channels, we express ourselves differently. For example, a whatsapp message is often used with abbreviations and emoticons. The same happens in direct conversation situations we behave differently. We communicate with teachers, trainers or parents differently than with close friends.

In the application process, it is very important that the receiver of the application get a positive picture of us. The first impression begins with the receipt of the application documents. A letter of application has to be formulated differently than we normally express ourselves in the everyday language.

Manual:

Show participants a negative example of a job application. Give the participants a little time to take a closer look on it. Then ask the participants what they think about the cover letter: What could be improved, what is already good? How could it be that the applicant was not invited to the interview?

After a first approach to the topic, ask the participants specifically for the expression in the cover letter: How does the application affect you? What are your impressions of the applicant? How is this impression aroused by you?

Discuss with the participants the rules for the preparation of an application and the importance of formal letters to official authorities.

Self-presentation

• Rhetoric basics
• Dealing with nervousness
• Exercise free speech and safe handling of nonverbal communication

Learning goals:

• The participants learn the basics of rhetoric and their importance for lectures.
• The participants understand why signals from listeners are very important.
• The participants learn to deal with nervousness.
• The participants can hold short presentations before a group.

Rhetoric basics

Exchange in plenum

There are personalities, participants will gladly listen and there are personalities, the listeners will not follow for a longer time. Ask the participants when they will listen attentively to someone. What is special? How does the person speak? How does the person behave? Keep the utterances on a flipchart.

For a person who gives a lecture, listeners are very important. Listeners give important signals about how the person is performing and the performance acts on them.

Ask the participants what kind of signals listeners can send to a speaker. Keep these responses on the flipchart too. Combine the aforementioned answers about positive lectures and behaviours with these answers. Entitle the flipchart with “Lectures and Listeners’ Reactions”.

Examples of signals from listeners can be:

• They are bored (yawning, eyes closed)
• They roll their eyes
• They keep their attention on other things (talk with the neighbour, paint)
• They slide around the chairs
• They keep eye contact with the speaker
• They write down important aspects the lecturer was pointing out

Now make clear that rhetoric is important in presentations. Rules for a well-used rhetoric are, for example:

• Clear structure of the lecture
• Interesting and understandable
• Use the voice in a way that is described alive and exciting
• Using facial expressions and gestures to emphasize what has been said
• Convince by make use of your expertise

Dealing with nervousness

Exchange in plenum

Many people who have to give a lecture do not feel comfortable. In some people, the anxieties that occur are so strong that the head is completely empty. The heart begins to run, the mouth becomes dry, the throat is constricted, and the stomach has a sullen feeling. All this is an expression of stress and leads to nervousness.

Ask the participants, if they had to give a lecture (alone) and how they felt. Have they been nervous, too? How did that happen? How did they try to get the nervousness under control?

There are various ways to get a little bit of nervousness under control:

• be well prepared
• Practice before the mirror, friends or parents beforehand
• drink something
• take a deep breath
• turn oneself more often in these situations
• Hold the hands together at the fingertips and press firmly
• look at someone who has been known for some time during the lecture
• …

Ask the participants which measures they consider and find appropriate to reduce nervousness. Keep the answers on a flipchart so that the participants can record the answers.

Exercise free speech

Free speech and narration should be practiced. We will begin with tandem-talks followed by lectures. Through the “warm-up” phase in the tandem groups, fears can be relieved. Share a “Listening and Evaluating” worksheet for each participant beforehand.

Procedure:

1. Pictures (also objects or photos) will be distributed on the floor. Each participant should walk around and choose a picture.
2. The participants should look for a tandem partner. Each participant presents the picture to the tandem partner and describes what he/she is linking with this picture. The short talks about the pictures can take up to 5 minutes.
3. The participants will asked to present their picture in front of the whole group. Duration 3 minutes.
4. Each participant in the plenary has the task to take notes about the lecture: How was the body language? How was the emphasis? Was the lecture exciting – if not, why not? How understandable was the lecture? There is no direct feedback here (except for the moderator).

Finally, reflect the exercise together with all participants. How did the individual participants (flash light method). Then ask what notes are on the sheets (anonymously) and what they have learned for future lectures.

Assertiveness

• Self-perception and perception of others
• Reasoning strategies
• Courage for feedback and dealing with criticism

Learning goals:

• The participants learn how discrepancies arise between self-perception and perception of others.
• The participants learn to argue.
• Participants learn the rules of argumentation.
• Participants know how to give and receive feedback.
• The participants learn about how to deal with bullying and how they can assert themselves in such situations.

Presentation

The moderator asks the participants if it has ever happened that they were judged differently by people than they perceive themselves. Then the moderator asks what the participants thinks, why this discrepancy has occurred between self-perception and perception by others. The reasons collected from the group should be recorded on a flipchart.

Subsequently, the presenter shows the Johari window (after Joseph Luft and Harry Ingham). Using this model, it is possible to understand the discrepancies between self-perception and perception by others. There are areas of behaviour of a person in which he/she produces unintended messages about themselves, while most of their own perception is switched off. It is only possible to perceive a very small part of other’s behaviour consciously in comparison to all the important elements of the behaviour that have an influence in a presentation.

After the moderator explained the core idea of self-perception and perception by others, the participants should carry out an exercise. All participants should give a short lecture (5 minutes). Topics could be: hobbies, prejudices, etc. In the lectures, the participants are recorded by a video camera. After the lectures, they have to assess themselves. After the self-assessment, the participants will be shown their presentation records. They have to self-reflect briefly by using the questions:

• What was my feeling after the lecture?
• How do I see my lecture now?
• Is there a difference between my self-perception and the video recording?
• What do I learn from it for my future appearance?

Reasoning strategies

Pro and Contra Discussion

We discuss in school, among friends, with parents or in working contexts. It can happen that conflicts arise when one feels personally attacked or misunderstood. A clear expressiveness and a factual discussion with convincing arguments can help to close a discussion reasonably.

Manual:

Form two groups among the participants and write down on a flipchart any topic to be discussed. Topics can be e.g. “Birds should be fed in the winter.” “A move is conducive to my work career.”

Now give the instruction that one group is PRO the statement (= pro group) and another is against it (= contra group). Everyone from the group should say something at least just one statement. Run the discussion 15 minutes and pay attention to the different argumentation strategies. Unless you feel the participants are too stuck, be offensive, etc. intervene immediately. Otherwise, let the discussion come to the end.

Ask the participants about the obstacles and the promoters of a discussion and write the aspects on a flipchart with headlines “Obstacles to a discussion” and “Promoter of a discussion”.

As soon as all the points of the participants are gathered, the participants should form sentences that can be a point of reference for a good argumentation strategy: “Good argument means …”. Keep the sentences so that participants can record them.

Rules can be:

• Good argumentation means allow others to finish their speaking.
• Good argumentation means referring directly to the statements of others.
• Good argumentation means focus on facts and avoid conflicts on a personal layer.
• Good argumentation also means accepting opinions.

Courage for feedback and dealing with criticism

Information and instruction

Feedback always consists of two components: taking feedback and giving feedback. At the end of lectures, e.g. the listeners are asked to give feedback to the speaker. The goal behind this is that the speaker is given the opportunity to learn from specific experiences and thereby improve him- or herself. But how can you tell a person that she can improve without getting hurt? Frequently it is the case that we like to feedback others but we are afraid to receive feedbacks and critics. To learn how to deal with criticism, rules for giving and taking feedback should be developed.

Manual:

Give the participants the task to set up rules for expressing and dealing with criticism. The participants have 20 minutes.

Rules for giving feedback can be:

• Do not become personal. It should only the WHAT and the HOW be criticised.
• We should start every time with the positive aspects, then constructive criticism should be practiced.
• Feedback should be objective and non-infringing.
• Feedback should be descriptive, avoid evaluations and interpretations.
• Bleating, scolding and insulting is inappropriate!
• Improvement proposals should be specifically identified.

Rules for taking feedback can be:

• Allow others to finish their speech. You never know what the other one really wants to say until he has finished his feedback.
• Do not justify or defend yourself. The opinion of the other should be accepted first. Afterwards one can consider whether the proposals should be implemented.
• Be aware that feedback can help you to figure out how you affect others.

If all participants have written down feedback rules, collect the rules on a flipchart. Please also check whether all participants agree with the results or which points should be changed.

sources:

https://de.wikipedia.org/wiki/Kommunikation

http://www.teachsam.de/deutsch/d_lingu/pragm/pragm_nonvkom0.htm

https://wiki.zum.de/wiki/Rhetorik

https://www.lmz-bw.de/kunst-der-rede.html

https://en.wikipedia.org/wiki/Johari_window

https://wiki.zum.de/wiki/Kompetenzen

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Teamwork

Objectives (knowledge and skills)

In order to work effectively in the team, it is important to understand how the collaboration in team works. The good collaboration depends on the constellation of a team. It is clear that not everyone has the ability to ignore personal conflicts. In order to achieve a good work result, the participants are primarily to be given the advantages of teamwork in relation to aspects of diversity.

A successful team is built up of different personalities who together pursue a common defined goal. Due to a variety of personalities, a team can achieve a challenge from different point of view. The participants learn that they can look beyond their own ranks through teamwork.

However, there are certain personalities in a team that can collaborate better than others can. Roles that will complement each other, the importance of each individual team related to individuality are aspects that will be taught in this module.

Teamwork depends on successful communication processes too. In various team exercises, the participants learn and elaborate which communication and behavioural rules constitute and influence a team positively.

Creation of teams

• Compilation of teams
• When do teams work effectively?

Learning goals:

• Participants learn that working in teams can be very effective.
• Participants learn that heterogeneous teams create different perspectives.
• Participants learn that teamwork is a communication and negotiation process.

Fire Earth Water Air

By assigning them to one of the elements fire, earth, water or air, the participants should learn to consider special qualities in themselves and in team members. The participants should learn that the elements complement each other – just as different personalities complement each other in a team.

Manual:

Each participant writes his name on a card. The moderator now calls the terms “fire, earth, water and air” and asks every participant to spontaneously write an element on the card.

The moderator collects the cards and sorts them according to their elements.

The moderator asks those members who represent the same element to form a group. The members of the group should be aware of why they have decided this particular element and what kind of image they associate with it (for example, bonfire, candlelight, etc.). The group should develop a setup that they play together in a non-verbal manner in which all the established manifestations of the particular element occur.

Evaluation:

• How did I feel in “my element”?
• How did I experience the other features of the element?
• How could I get through with my personality in the group?
• How did I perceive others and myself in the game?
• Have other elements been missing? If yes, why?

If only 1 or 2 elements have been represented, you can finally discuss in the plenum: “If our team consists only of earth and fire …”. “In our team air is underrepresented…”

Colour game

There are many ways to form teams. But not all teams work equally effectively. If teamwork is to be perceived as something positive, the atmosphere must be right. Group processes require time, in particular to enable clarification within the team. A group formation can take place according to three criteria:

• The group is composed according to certain characteristics: Resistance can occur due to controlling processes, as long as there are conflicts among the team members.
• The team members find themselves according to their own preferences: groups with members who are close friends may prevent different viewing angles and are not oriented to the reality of the working life.
• The group is created on a random basis: Well-accepted version that has the advantage of heterogeneity.

Manual:

Depending on the group size, there are different numbers of different coloured cards. For example, there are 4 cards, each with a red, a blue, a green and a black triangle. These cards represent the group’s spokesperson.

Further, there are e.g. 4 cards with red, 4 cards with blue, 4 cards with green and 4 cards with black circles. These cards represent the group members.

The cards should be placed upside down on a pile. Each participant draws a card. Participants with the same colour gather at one particular place in the room.

After the teams have been set up, a first exercise in the team will take place:

Each team member gets a pen from the moderator. It is important that each team member have a different coloured pen. The moderator gives the first participant a piece of paper and asks him to draw a line on it. Then the sheet has to be passed on to the next team member. A next line is to be drawn. Each participant can turn the sheet, as he/she wants it. The goal is to create a picture.

When the sheet has been around a few times, the moderator asks the team to agree on a title for the picture. The group spokesperson presents the picture at the end in the plenum and explains what it should represent.

Reflection

After each completion of a task, the teamwork should be reflected by the members. After the above-mentioned exercise, the teams will discuss their work process by using the following questions:

• How was the collaboration between the members while drawing the picture?
• Is everyone in the team agreeing with the meaning of the picture and the title? Why or why not?
• Is it more difficult to paint the picture or find a suitable title for it?
• Is it easier to work alone as part of a team?
• Why is it so important to be able to work in a team?

The teams get cards and pens. On a bulletin board, the moderator has already prepared a metaplan sheet with the headlines “difficulties of teamwork” and “advantages of teamwork”. The teams discuss the questions and keep their answers in short key words on the cards. After about 30 minutes of discussion, the teams are stepping forward. Each team member attaches their cards to the wall, either under „advantages“ or under „difficulties”. Each participant should briefly explain his or her statement.

Advantages of teamwork

• Managing complex tasks / problems

Learning goals:

• The participants learn that problems and complex tasks can be better solved in a team.

Change of direction

Teams are required to handle complex tasks and provide efficient work results despite any challenges. The aim of this exercise is to create a team spirit while heading a challenging task.

Manual:

For this exercise, an object is needed that is long and narrow. For example, several tables can be pushed together. The moderator asks the participants to climb into the tables in any order. When all have taken their position, the team must change the direction of “march”. That means, the far left participant must move to the far right, and his/her neighbour must follow him. It is not allowed to touch the floor. If someone falls off, the exercise should start again.

Points for discussion in plenary:

• Should everyone in the group help others to cope with the task?
• Has anyone not agreed?
• How did you feel because the tight body contact was unavoidable in this exercise?
• Was it about trust? Why or why not?

Snowball method

In several work steps, the group size is doubled while two teams joining.

Manual:

1. At first, the participants are asked to think and note about a topic / problem (“How can I concentrate better?”).
2. The group should formed pairs, for comparing their considerations and have to find at least three ideas, where the partners agree.
3. From two pairs, build groups of four and instruct them to have the same work order. If more than five groups have been formed, a further step is useful:
4. To the final possible group size, give a flip-chart sheet on which the results must be recorded. The results have to be presented in plenary.

The following questions are useful as a discussion in plenary:

• Are the solutions good?
• How was the agreement process based to find three solutions?
• Is the individual process to find a solution better than the team process? Why, why not?
• Are there cultural differences in problem solving?

Behaviour in the team

• Rules for behaviour in teams
• Rules for communication processes in teams

Learning goals:

• The participants know how they should behave in teams so that teamwork works.
• The participants learn about different roles within teams that complement each other.

Presentation

Divide the group into teams of 4. Each team gets a flipchart sheet and pens. The job is: “Please think about the communication and behavioural rules that is needed for good teamwork.” The participants have 30 minutes to agree on a maximum of 10 rules.

Subsequently, each team will present their established rules in the plenum. After all the results have been presented, the group will discuss with each other and agree on the 10 best proposals. The moderator must write these suggestions on a flipchart. After the 10 rules have been mentioned, the flipchart is marked with the heading “We behave in the team”.

Conversation and behaviour can be:

• Do not make private conversations while a discussion is running.
• Try to participate in the conversation.
• Let others always finish their speech.
• Stay objective do not scream.
• Try to be open to other perspectives.
• Everyone works with.
• Each group member is responsible for the group result.
• Anyone can freely express their opinions.
• Accept opinions of the others.

Roles in teams

Train teams with 4 participants. Distribute 4 cards in each team with roles from team members:

1. The Logger: Writes results of the group work.
2. The Timekeeper: Make sure that the agreed time will be respected. Reminds the other team members if there is a risk that “time runs out”.
3. The discussion leader: Is chairman of the group, opens the topic and conducts the conversation.
4. The presenter: Provides the results of the group work in the plenum.

The team members draw one of the cards and thus know what role they play in the team. Write on the cards key words to define each roll.

Now every team gets a topic that should be discussed. Everyone should remain in his role.

After about 20 minutes of group work, all groups should meet each other in the plenum. With the flashlight method, it should be finally reflected how the team members played their role and how they perceived the other roles.

Learn to show positive regard

The work in the team not always smoothly. Conflicts and misunderstandings can arise which impede the team and hinder the work process. The participants have already learned what roles are there in teams and how the team members should behave in order to assure productive work. In the final step of a collaboration tasks it is important to evaluate the teamwork and to show positive regard.

Manual:

The moderator divides the group into smaller teams of 2-4 participants. The teams should be separated so that they cannot hear each other. Each team gets a few sheets as well as pens. Each team must be assigned to another team and should be asked for writing down the names of the members in the other team.

The team should be asked to invent a story in which all members of the other team are present. In this story, the team members should be presented with their positive qualities.

When all the stories are ready, the assignment of the groups must be announced and the stories will be read.

Points for discussion:

• Have you been surprised by what attributes have been assigned to you?
• Do you have other characteristics that would fit into a member of the group?
• How can these positive character traits be used to improve the team or self?

sources:

https://en.wikipedia.org/wiki/Team_building

https://www.lehrer-online.de/unterrichtseinheit/ue/inklusiver-unterricht-einfuehrung-in-die-teamarbeit/

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Mobility

Objectives

After attending the module participants know how important mobility can be and how they can benefit from better opportunities on the labour market. Increased mobility means a greater opportunity for integration and employability.

If the participants are aware of the benefits of increased mobility, they should learn how to improve their mobility. At the end of this training session, the participants can read the city and timetables and deal with the route planner.

Professional mobility is also to be addressed. By highlighting a number of occupations within a professional field, the participants should also recognize that professional flexibility does not be opposed to their personal interests.

Important authorities, which are to be contacted before or after a move, are mentioned in order to avoid possible fears of moving. The re-enrolment in the new city is also a topic, so that the participants are prepared for a regional change at the end of the module.

Importance of mobility

• Impact the individual view on the labour market
• Barriers to mobility
• Benefits of increased mobility

Learning goals:

• The participants recognize that mobility can increase the chances of integration.
• The aim is to activate the mobility willingness and to create the basis for a successful mobility.

Presentation

The moderator introduces the topic of mobility by clarifying the link between mobility and integration opportunities.

A pro and contra discussion is a good way to get into the topic.

The moderator writes the heading “regional mobility pro and contra” on a whiteboard. At the same time, the moderator can simultaneously draw a picture of possible obstacles for mobility, which he can refer later on.

After the discussion, the participants perform a mobility test.

According to the self-assessment on the subject of mobility, the moderator gets feedback on topics of particular interest to the participants.

Client’s question: How do I orient myself?

The goal of this building block is to further activate the mobility readiness, which was previously examined and discussed with a mobility test.

Procedure:

At the beginning, the participants should discuss their professional ideas. This creates a link between mobility and occupations. Topics can be:

• Presentation of trend professions / unloved professions
• Prospects of the professions in the region
• What are the experiences with applications?
• What are the basic positions in the group on VETs in other regions?

Subsequently, the participants should work together on a table that is projected onto the wall. The table should be filled with aspects about changes that can arise from a trans-regional VET. Particular attention shall be paid to the dimension of the change referring regional and trans-regional VET and employment. Various characteristics such as social and cultural aspects should also be addressed.

Dealing with the city map and timetables

• Using of city maps
• Using of timetables

Learning goals:

• The participants can read city and timetables.
• The participants can search for travel connections.

Each participant applying for an apprenticeship or workplace will be invited to an interview. But the company / business is not always located in the immediate vicinity of the place of residence. Therefore, it may happen that the route has to be covered by the public transport or the car. City and timetables should be readable in order to arrive at the right destination.

The moderator distributes printed timetables and explains in an example how to read them:

• Find a connection from … (location) to … (destination).
• You are driving on … (date)
• At the latest by … you should be in … (destination).

The moderator and the participants look at the timetables. After the moderator explains the examples and answers questions, he distributes a task sheet with the task:

“Imagine if you had received an invitation to an interview in another city. You would like to go there by public transport. With the help of the timetable you have the possibility to get information about your travel times and connections.” As soon as the connection is found, it should be entered on the worksheet.

After the exercise a reflection round should take place. What did you find easy? Where can I get more support?

To increase the difficulty of the task, the moderator now distributes city maps (previously printed). An exercise takes place as described above. This time the participants have to find the way from the bus stop to the specific address.

Handling of internet media

• Dealing with Google Maps
• Dealing with the route planner
• Online timetable information

Learning goals:

• The participants can determine tour routines using Internet route planners.
• The participants know how to deal with electronic timetables on the Internet.
• The participants can put the lessons learned into practice.

Information

Show the participants Google Maps (or a route planner of your choice) and go specifically to the route planner. Ask the participants for a start and a place to go. Starting from the wishes of the participants, you show how the desired route is calculated. Try to involve the participants when you communicate the contents of the route planner.

Show the possibilities to calculate taking a car or public transport. The next step should be the use of an online timetable / app, filling all the specific data that is needed to get an entire information.

Training

First of all, pending questions must be clarified. If you have the impression that the participants are still a little insecure in dealing with the presented media, you should form two groups. Otherwise, the exercises should be done individually.

The participants know how to handle the route planner and the online media for timetable information. The moderator gives various tasks on these topics:

• Imagine if you drive from … (start) to … (destination). Please find the fastest route on the internet using Google Maps (or a route planner of your choice). Whoever has found the route, please give a hand signal. Then I come and look at the result.
• Check the timetable information provided by national rail. On … (date) you want to go from …. (time) to … .. (destination). What time do you arrive?
• You are not sure if you have enough time to get from the station to your destination. Therefore, consider getting an earlier connection. When would you leave?
• You have received an invitation to a job interview in ….(city). The interview takes place in a particular district. Find a connection via the website of the public transport company. The interview is on … (date) in the … (street) and takes place around … (time). Note: Here, each participant can choose the departure location. If each participant leaves his own living area, the search becomes more realistic.

Excursion

After the participants have learned in the various training units how to deal with the use of city maps, (online) timetables and route planners, the knowledge should be practically tested. In this implementation phase, participants have to find the right way with the help of factory tours or district visits. The participants should think about a schedule for this training unit and the place they would like to go to. The schedule will be handed to the responsible trainer / coach. The participants take the lead for the routes they propose. In other words, they must know the route and have to research it before. This leads the participants to practical self-determination, to try out abilities for problem solving and to test the team’s ability.

If the route takes too much time, the schedule will be cut down in the way that some of the individual sub-targets will be removed.

And when I would like to move?

• All important authorities
• Do not forget to enrol!

Learning goals:

• The participants learn what they must observe during a move and which authorities are relevant.
• The participants learn that they can apply for relocation costs.
• The participants are informed that work is also possible abroad and where further information is available.

Presentation and self-assessment

The moderator asks the participants who has already moved. If there are already participants, who have already moved, the moderator asks what everything had to be thought of. All mentioned responses should be recorded on a flipchart.

The moderator asks which aspects are particularly obstacles for a move. We should also discuss particularly encouraging factors. The moderator should address the factors in the ongoing process. The factors can also be recorded on a flipchart.

It is also important to inform about certain authorities. The moderator can ask the participants if they know authorities who are important for a move. On a flipchart, the answers should be recorded and discussed. Figure out important offices such like employment agency, Town Offices, registration office. Please refer to the deadlines times in the explanation of the individual authorities.

source: https://de.wikipedia.org/wiki/Mobilitätskompetenz

https://de.wikipedia.org/wiki/Verkehrspädagogik

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