Connect! Course for counsellors and coaches (EN)

Topic outline

• 

  General

  • This training course is the result of the Intellectual Output 4 of the Erasmus+ project CONNECT!. This Intellectual Output is an adaptation of the Higher Education Training Course that was developed for the purposes of Intellectual Output 3.

    
    

    The aim of the training course is to equip CGC and HRM/HRD professionals with strategies and relevant materials that will help them in their everyday counselling work.
    
    

    The training course targets career counsellors, coaches and other practitioners working in public practice (e.g., employment agencies, chambers, job centres of adjacent services) or in private companies (HR services, freelancers) in the partner countries. 

    
    The training course consists of 5 units. Each didactical unit is completed in one session, lasting 135 minutes. As such, the overall training course consists of 5 units, amounting to a total of 11.25 hours. Unit 1 was adapted by the Serbian partners, Unit 2 by the Austrian partners, Unit 3 by the Italian partners, Unit 4 by the German and Dutch partners, and Unit 5 by the Greek partners.
    
    The course is designed as a 2-day seminar. In order to accommodate participants’ time, Unit 3 was suggested to be split into two sub-sections. As such, Units 1, 2, and 3.1 are taught on Day 1, and Units 3.2, 4, and 5 are taught on Day 3.
    
    

    All materials necessary for the conduction of the training course are posted in the project’s Media Centre and Learning Platform (https://connect-erasmus.eu/media-centre/).

    
    
    

  • Didactical Framework File
• 

  UNIT 1: THE CHANGING WORLD OF WORK

  
  RATIONALE FOR THE UNIT
   The findings from IO1 (review of literature, studies, media, and resources) showed that there are different trends in the world of work that are important for understanding the needs of both employees and companies concern-ing career development. Some of them are global, and some of them are specific to the national context. Find-ings from IO2 (data collection) also indicated that both HR professionals and career guidance practitioners re-flect on the impact of some of these changes in the context of their work. This illustrates the need to under-stand the trends and provide specific kind of support for employees in the context of those changes.
  
  THEORETICAL ANCHOR
  Theoretical basis are relevant and recent research results on the trends in the world of work. This part of the seminar will provide basis for considering the System Theory Framework within Unit 3, by discussing changes in the broader environmental-societal system and their impact.
  
  DESCRIPTION OF THE LEARNING GOALS OF THE UNIT
   a) Changes that impact the world of work and how do we find information about them Participants will be able to describe and explain the current and future changes in the world of work, to discuss their consequences in more detail and to reflect on the information of changes in the world of work given its context.
   b) Shaping career development support using the information on changes in the world of work Participants will be able to identify situations where they could apply findings on the changes in the world of work in the context of providing career development support to employees.
  
  

  • Unit 1: Prepared readings Folder
  • Discussion with participants about their expectations from the seminar Forum
  • p.1.1.1p Overview of the 2-day seminar File
  • Overview of the session Forum

    Discussion about what current and future changes in the world of work participants have recognized and how they affect their work. Participants share their experience.
    

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    Providing a brief overview of some current and future changes in the world of work supported by research and discussion how to assess the validity of information on the world of work. 
    

    Learning goal: teaching and learning activity 1: providing content about changes in the world of work.
    Teaching method: lecture and discussion with participants.
    
    
  • p.1.1.2p Changes that impact the world of work and how do we find information about them File
  • Video: Overview of impact of demographic change on Europe (1.1.1v) URL
  • Video: The 5 mega-trends you should know about (World Economic Forum) (1.1.2v) URL
  • Video: The future of work after COVID-19 (1.1.3v) URL
  • Video: USU Libraries, Source evaluation (1.2.1v) URL
  • 
    

    
    

    Participants work in teams. They receive different information on the changes in the world of work. 

    Their task is to determine the validity of the source of the information using the provided template.

    Learning goal: teaching and learning activity 2: working in groups.
    Teaching method: group work: participants are required to answer a set of questions and to report in the main discussion. Alternatively, individual or pair work can be applied.

  • p.1.2.2f Instructions for group work File
  • Group 1: “Robots could take over 20 million jobs by 2030” Forum
  • Group 2: “85% of jobs that will exist in 2030 haven’t been invented yet” Forum
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    Providing perspectives of using findings on the changes in the world of work in activities aimed at providing career development support to employees.
    

    Participants are encouraged to share their examples.

    Learning goal: teaching and learning activity 3: shaping career development support using the information on changes in the world of work.
    Teaching method: lecture, exchange of experience in group discussion.
    
    
  • p.1.3.2p Shaping career development support using the information on changes in the world of work File
  • p.1.3.3kef Reflection questions File
  • Reflection questions Forum

    What are some professional activities you would undertake to enhance career-life preparedness of employees you work with? How would you connect those activities to different roles of career guidance (adaptive, expanded and emancipatory guidance)?
    

  • Reflection questions Forum

     How do you think trends in the world of work would impact your career? What are some ways you could prepare for your professional activities taking into account those trends?

    
    

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    Closing thoughts and reflection on learning
    

    
    

  • p.1.3.2kef Question sheet File
  • Participants reflect on what they have learned using the following questions: Forum

    What did I learn from these sessions?

    What was new to me?

    How can I apply what I learned in my future work?

    What would I like to explore further?

    
    

  • p1.3.4f List of literature for further reading Page
  • Suggestion: If there is a possibility to extend this part of the seminar to a 3-hour format, it can be suggested to increase the time allocated for group exercise (1.5) as well as the time allocated for presentations (1.4 and 1.7)  to allow for more time for discussion and exchange of experiences.
    
• 

  UNIT 2: INNOVATIVE CONCEPTS AND DEVELOPMENT FOR COMPANY-BASED CAREER WORK/HRM

  UNIT 2: Innovative concepts and development for company-based career work/hrm is exploring innovative concepts influencing enterprise-based career work. Not only the megatrends in the world of work require changes in career development.  Also, innovative management theories are influencing and turning the understanding of leadership and the role of employees with impact on career development.

  The short video will introduce one of the most important current challenges for enterprise-based career work: Turning to a Learning organization.

  Together with some more challenges it will be further investigated in unit 2 of the course for counsellors and coaches. 

  
  
  
  RATIONALE FOR THE UNIT
  The focus of this session is to highlight innovative developments and changes in Human Resource Manage-ment (HRM) and career work.
  
   THEORETICAL ANCHOR The innovative development and changes are partially caused by the megatrends in the world of work but also by innovative theories concerning work-based learning and competence development in enterprises, thus includ-ing a change in the understanding of leadership in enterprises and the role of the employees. Those theories are based on the concept of the Learning Organization, the acceptance of Corporate Social Responsibility and on the appreciation of Cooperation beyond the own organization. Learning by Networking and Learning by counsel-ling are playing an increasing role.
  
  DESCRIPTION OF THE LEARNING GOALS OF THE UNIT
   a) Explain the reasons why enterprises have to tend to a learning organization and which roles the Human Resource Management(HRM) plays in this development
   b) Explain Corporate Social Responsibility as a driver for innovative practices in Human Resource Development
   c) Describe best practice in networking and cooperation between Human Resource Management (HRM) and Career Guidance and Counselling
  
  
  

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    Introduction: Creating awareness of new developments in HRM

    Learning goal: Becoming aware of innovative changes in HRM, resulting from current challenges as well in the world of work as in each enterprise, but also resulting from a (theory-based) new systemic understanding of leadership and the role of employees.
    Teaching method: Brain Storming with the whole group: Which innovative developments and changes do the participants realize? Calls by the participants, documentation of each contribution (by the teacher or by one person from the auditorium) on flip-charts
    Time: 20 min
    
    
  • p.2.1p.Overview on the unit File
  • p.2.1f.Overview on the goals, the working plan, the entrance task. File
  • p.2.1f Brain Storming with the whole group: Which innovative developments and changes do the participants realize? Forum
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    Distinction of 3 categories of developments in HRM; collating noticed developments in HRM to these categories;

    identifying further categories

    Learning goal: Using the following 3 categories as headings: Learning Organization, Corporate Social responsibility, Networking; Collating the contributions to the three headings (3 different flipcharts); If necessary, finding new categories for not yet allocated contributions.
    Teaching method: Involvement of the participants in the collation process; discussion of additional categories.
    Time: 15 min
    
    
  • p.2.2f. Introduction to group work File
  • p.2.2f Learning Organization Forum
  • p.2.2f Corporate Social responsibility Forum
  • p.2.2f Networking Forum
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    Explanation of the characteristics of the “Learning Organization”, the activities of “Corporate Social Responsibility”, the benefits of cooperation and networking (and their impact on HRM, the people involved the role of management)

    Learning goal: Recognizing the spirit and the processes of a Learning organization; understanding the impact of Corporate Social Responsibility on HRM; Understanding the benefits of cooperation and networking.
    Teaching method: Lecture.
    Time: 30 min
    
    
  • p.2.2p. Turn to a Learning Organization File
  • p.2.3p. Commitment to Corporate Social Responsibility (CSR) File
  • p.2.4.p Benefiting from Networking and Cooperation File
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    3 to 4 groups according to the interest of the participants; each group focuses on a different topic:

    Group 1: Examples of successful learning activities in organization

    Group 2: Examples of successful activities of Corporate Social Responsibility

    Group 3: Examples of successful cooperation and networks in career guidance and counselling (including HRM and CGC)

    Learning goal: exchange of experience in small groups; reporting case studies from the own practice of the participants; discussing further opportunities and initiatives.
    Teaching method: Participants meet in small groups (according to their interest) around a flipchart and document their contributions.
    Time: 40 min
    
    
  • p.2.3f. Tasks group challenge 1 - Learning organization File
  • Group 1: Examples of successful learning activities in organization Forum
  • p.2.4f. Tasks group challenge 2 - Corporate social responsibility File
  • Group 2: Examples of successful activities of Corporate Social Responsibility Forum
  • p.2.5f.Tasks group challenge 3 - Networking and cooperation File
  • Group 3: Examples of successful cooperation and networks in career guidance and counselling (including HRM and CGC) Forum
  • p.2.6f. Tasks group further challenges File
  • Futher challenges Forum
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    Summarizing the results of the group sessions (shown in the poster presentation) .

    Teaching method: poster exhibition: each group presents to the other groups their results (in front of their poster; discussion).
    Time: 20 min
    
    
  • Discussing the learning results; reflection; further activities Forum
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    Learning reflection: What stimulated me? What did I learn? Which benefits did I experience from the peer exchange?

    Teaching method: individual work (using the reflection sheet to document the benefits).
    Time: 20 min
    
    
  • 2.7.f Learning reflection File
• 

  UNIT 3: CURRENT THEORETICAL AND METHODOLOGICAL APPROACHES FOR COUNSELLORS AND COACHES IN THE COMPANY CONTEXT

  
  
  RATIONALE FOR THE UNIT
  Results from O1 and O2 suggest that more knowledge should be provided from the recent debates in career counselling literature. This should target theoretical, applied and practice level, including recent theoretical ap-proaches and perspectives, assessment tools and training activities.
  
  THEORETICAL ANCHOR
   Among the most recent approaches, career construction theory has a prominent role with its attention to intrain-dividual resources and a minor extent on life contexts. Aspects that emerge to play a crucial role include career adaptability as a dimension and narratability as methodological principle. These dimensions have been found to have positive and significant outcomes both for workers, with and without vulnerabilities and several types of organisations across diverse cultural contexts. In this unit specific attention is devoted to a career adaptability assessment tool. The System Theory Framework (STF) is the second theoretical approach considered. This framework allows a mapping of systems of influence where the individual system intersects with influences from the social system, and within the context of a broader environmental-societal system. The narrative sys-temic tools based on this framework can effectively capture the dynamic interplay between individuals and their systems of influence, and help people develop awareness of the influences in their context of life as well as increase their participation into the world of work. Accordingly, the MSCI is a second tool that is introduced to participants.
  
  DESCRIPTION OF THE LEARNING GOALS OF THE UNIT
   a) Participants will learn how to apply to two assessment tools. They will be able to describe the strengths and usefulness of the proposed assessment tools, to identify similarities and differences.
   b) Participants will be able to identify situations where the dimensions addressed by tools might reveal useful, together with strategies to promote their use into organisation.
  
  

  • SESSION 1

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    Attendees are requested to become familiar with the two selected theoretical frameworks 

    Learning goal: autonomous learning.
    Teaching method: a list of suggested materials is provided in advance.
    
    
  • p.3.0.1m Career construction theory and practice File
  • p.3.0.2m The System Theory Framework File
  • p.3.0.3m Career counselling and sustainable decent work File
  • Video: 3.0.1v - The Career Construction Theory URL
  • Video: 3.0.2v - The STF: Mary McMahon at the SVP Conference presents the STF URL
  • Video: 3.0.3v - Postmodern career counselling. Greenwood Associates reflect about modern and postmodern career counselling URL
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    Description of the Five C- Career Adapt-Ability Scale CAAS and of the interview My System of Career Influences. It is suggested to anchor the tool to the theoretical framework and the clients’ issues they allow to answer 

    Learning goal: introduction to the session and presentation of the selected tools.
    Teaching method: lecture and guided questions
    Time: 10 min
    
    
  • p.3.1.1p Introduction File
  • p.3.1.2p Career Adaptability File
  • p.3.1.3m Career adaptability_ article File
  • p.3.1.3.p My System of Career Influences: the tool and the steps File
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    Learning Activity: tools practising 

    Teaching method: case study. Group work: in small groups attendees analyse one or more case study following the proposed questions and share their reflections during the discussion.
    Time: 20 min
    
    
  • p.3.1.7m CASE STUDY N3 CAREER ADAPT-ABILITIES SCALE File
  • p.3.1.8m - Case study n4-8 File
  • p.3.1.1f Case study analysis File
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    Summarising strengths and constraints of the two tools and stimulating reflections on their usefulness in their working contexts

    Teaching method: reporting main points of the written exercise and reflecting on the case studies sharing thoughts about their usefulness in their working contexts. The trainer summaries the main points of the discussion on a flip chart.
    Time: 15
    
    
  • Discussion: reflecting on the case studies Forum

     The main points of the written exercise and reflecting on the case studies sharing thoughts about their usefulness in their working contexts.
    

  • Closing thoughts Forum

    Participants are required to reflect and share their thoughts about the day.
    

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    SESSION 2

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    Summary of the first day and presentation of the goal of the second day.

    Learning goal: link to the first day and introduction to day 2.
    Teaching method: feedback and lecture: The trainer groups the post-it, comments on the first day and then describes the goal of the day.
    Time: 5 min
    
    
  • p.3.2.1p Session 2 introduction: implementing career counseling into SMEs File
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    Summary of results from CCG and HR in IO2 to describe challenging CGC situations (to be adapted locally by each partner).

    Learning goal: list situations of needs or requests to profes-sionals in the national contexts.
    Teaching method: lecture and discussion: the trainer shows the results of the IO2 report and then asks participants to comment.
    Time: 10 min
    
    
  • p.3.2.2p Suggestions from Italian participants File
  • p.3.2.1m Italian report File
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    Address challenging CGC situations 

    Learning goal: path or group 1: specific use of the tools in the real work contexts.
    Teaching method: the trainer selects one case study and asks group to work on it or more case studies and ask groups to work on.
    
    
  • p.3.2.1f Case study 1 and 2: UNDERSTANDING CHANGES TO MOVE TOWARD THE FUTURE File
  • p.3.2.3m case study n2 SME digitalization File
  • p.3.2.2f Case study n3 File
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    Why and how to include CCG into SME as company strategy and develop a plan.

    Learning goal: path or group 2: promote best practices into organizations.
    Teaching method: analyse case studies as best practices, the trainer selects case studies and asks group to work on.
    
    
  • p.3.2.5m Case study n4 Casillo group File
  • p.3.2.3f Case study n4 File
  • p.3.2.6m Case study n5. Zanardi coop story File
  • p.3.2.4f Case study n5 File
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    Identify the potential use of the approaches and tools into SMEs.

    Learning goal: group discussion.
    Teaching method: reporting main points from activity 1 and/or 2 and discussing implications for practice.
    Time 30 min
    
    
  • Discussion: reporting main points Forum
• 

  UNIT 4: CONNECTING GUIDANCE, COUNSELLING AND COACHING FOR EMPLOYEES AND THE CONTEXT OF COMPANY-BASED CAREER WORK

  
  RATIONALE FOR THE UNIT
  The findings of IO1 state that there is to gain more practical knowledge about CGC in the HR context of enter-prises. This implies to find out intersections of concepts of CGC and HRD in enterprises as well as working with different target groups and formats of learning in enterprises and especially the use of methods of CGC in the HR context of SME. The results of IO2 show that there exist different concepts of CGC connected with HRD in enterprises, and that concepts of CGC differ with respect to target groups and formats of learning. The results give some hints, that using different methods of CGC in the HR context differs regarding the size of the enter-prise (large, medium, small). Unit 4 was developed based on these aforementioned findings.
  
  THEORETICAL ANCHOR
   In unit 4, new approaches of CGC in the context of HRD, and new theoretical and methodical approaches for counsellors within enterprises will be brought together by defining “new” intersections and giving practical ex-amples. These findings will be related to particular target groups and formats of learning and applied to practi-cal internal and external offers of CGC in SME)
  
  DESCRIPTION OF THE LEARNING GOALS OF THE UNIT
  a) Participants can describe intersections between CGC and HRD for employees in enterprises as well as examples of common, good, and innovative practices regarding these intersections.
  b) Participants will be able to describe and reflect these intersections with respect to the work with different target groups and learning formats in enterprises
  c) Participants will be able to describe the use of different methods of CGC and coaching in the HR context with respect to different sizes of enterprises (especially SME)

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    Preparation

    Learning goal: prepatory readings, blended learning (30 minutes).
    

    Teaching method: reading.

  • Unit 4: Prepatory readings Folder
  • PREPARATORY EXERCISE Forum
  • 
    Link to Unit 3, Introduction and Description of the goal of Unit 4

    Learning goal: link to Unit 3, Introduction and Description of the goal of Unit 4.
    Teaching method: brainstorming, discussion.
    Time: 5 min
    
    
  • p.4.1p Connecting CGC in the context of HR-based career work File
  • p.4.5m STATEMENT OF PURPOSE - BY WAY OF INTRODUCTION File
  • Brainstorming, discussion Forum

    What have been the main focus of Unit 3?
    What do they know about CGC in enterprises?
    Which experiences and opinions do students have?
    What are important points from the reading?
    What are important points from the reading?
    Teacher reports aim of session 1 and therefore ties in with finalized unit 1 to 3
    

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    Overview on basic definitions of concepts of CGC and others formats with final synopse 

    Learning goal: teaching and learning activity 1: knowing basic definitions of CGC and other “innovative” concepts.
    Teaching method: Introduction by teacher and discussion.
    Time: 10 min
    
    
  • p.4.1p Connecting CGC in the context of HR-based career work File
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    Overview on basic aspects of HRD (which can show intersections for CGC) 

    Learning goal: learning activity 2: knowing basic aspects of HRD (connection to unit 2).
    Teaching method: Brainstorming and discussion.
    Time: 10 min
    
    
  • p.4.1p Connecting CGC in the context of HR-based career work File
  • p.4.2f EXERCISE File
  • Learning Activity / Exercise 2 Forum
  • p.4.6m LINES OF DEVELOPMENT IN HRD File
  • p.4.7m INTERSECTIONS OF PROFESSIONAL COUNSELING AND HRD File
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    Developing knowledge about intersections between CGC and HRD in enterprises

    Learning goal: students find out possible intersecions and examples; teacher complements intersections and examples.
    Teaching method: group exercise (2 groups), discussion.
    Time: 30 min
    
    
  • p.4.1p Connecting CGC in the context of HR-based career work File
  • p.4.8m INTERSECTIONS – TABLE WITH EXAMPLES File
  • EXERCISE: LEARNING ACTIVITY Forum
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    Overview on concepts and methods of CGC offered within HRM of SME and offered by extern providers (and short overview on methods of CGC in general) 

    Learning goal: teaching activity: knowing 3-5 concepts and methods of CGC offered within HRM of SME and offered by extern providers.
    Teaching method: Lecture.
    Time: 10 min
    
    
  • p.4.1p Connecting CGC in the context of HR-based career work File
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    Reasons (social justice and business case), approaches (critical reflexive practice and attentive counselling), challenges and opportunities working with/in organisations  

    Learning goal: teaching activity: introducing core themes.
    Teaching method: lecture.
    Time: 10 min
    
    
  • p.4.1p Connecting CGC in the context of HR-based career work File
  • p.4.2p DISADVANTAGED GROUPS OF EMPLOYEES File
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    Students work on examples of good/innovative practice and reflection on similarities/differences and problems/solutions. 

    Learning goal: learning Activity: group tasks on specific groups and on SME.
    Teaching method: group work with presentation and discussion. Students are preassigned to groups of three to six participants. The lecturer selects from the tasks. There should be at least one group working on an SME (p4.4f to p4.7f) theme and one working on a task regarding specific groups of employees (p4.8f to p4.11f).
    Time: 30 min
    
    
  • p.4.9m COUNSELLING PROVIDER “EMPLOYER COUNSELLING” WITHIN THE PUBLIC EMPLOYMENT SERVICE (PES) IN GERMANY File
  • p.4.4f GROUP WORK EXERCISE Forum
  • p.4.4f GROUP WORK EXERCISE File
  • p4.10m_COUNSELLING PROVIDER “CHAMBERS OF INDUSTRY AND COMMERCE RESPECTIVELY HANDICRAFTS” IN GERMANY File
  • p4.5f GROUP WORK EXERCISE Forum
  • p4.5f GROUP WORK EXERCISE File
  • p4.11m_COUNSELLING PROVIDER “COMPANY VALUE HUMAN” IN GERMANY File
  • p4.6f GROUP WORK EXERCISE Forum
  • p4.6f GROUP WORK EXERCISE File
  • p4.12m TRAINING PROVIDER WITH THE PROJECT “QUALIFICATION NETWORKS” IN GERMANY File
  • p4.7f GROUP WORK EXERCISE Forum
  • p4.7f GROUP WORK EXERCISE File
  • p4.8f GROUP TASK: COUNSELLING LOW-SKILL WORKERS Forum
  • p4.8f GROUP TASK: COUNSELLING LOW-SKILL WORKERS File
  • p4.9f GROUP TASK: COUNSELLING OLDER EMPLOYEES Forum
  • p4.9f GROUP TASK: COUNSELLING OLDER EMPLOYEES File
  • p4.10f GROUP TASK: COUNSELLING FOR DIVERSITY Forum
  • p4.10f GROUP TASK: COUNSELLING FOR DIVERSITY File
  • p4.11f GROUP TASK: COUNSELLING EMPLOYEES WITH MENTAL HEALTH CONDITIONS Forum
  • p4.11f GROUP TASK: COUNSELLING EMPLOYEES WITH MENTAL HEALTH CONDITIONS File
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    Presentation of group results

    Teaching method: classroom presentations, feedback.
    Time: 20 min
    
    
  • Presentation of group results Forum
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    Closing discussion

    Learning goal: Participants to recount their take-aways from the session, guided by central questions (what are the benefits of CGC in organisations, what are the challenges and how does it connect to their own professional practice)
    Time: 10 min
    
    
  • p4.13m UNIT 4 STATEMENT – THE GIST OF IT File
  • p4.14m CAREER COUNSELING AS HRM SERVICES: THREE CASE STUDIES File
  • p.4.15m Career guidance in communities: A model for reflexive practice, by Rie Thomsen File
  • p.4.16m Getting Skills Right: Engaging low-skilled adults in learning, by the OECD File
  • p4.12f CONSOLIDATION EXERCISE Forum
  • p4.12f CONSOLIDATION EXERCISE File
  • p4.13f CONSOLIDATION EXERCISE Forum
  • p4.13f CONSOLIDATION EXERCISE File
  • p4.14f CONSOLIDATION EXERCISE Forum
  • p4.14f CONSOLIDATION EXERCISE File
• 

  UNIT 5: CHANGE IN ORGANIZATIONS

  
  RATIONALE FOR THE UNIT
  The aim of the present unit is to showcase how change is undertaken within organizations. Through this unit, practitioners are familiarized with the entirety of the organizational change cycle, namely, theoretical underpin-nings, needs assessment, construction and implementation of change plans, and evaluation. Additionally, par-ticipants will learn how CGC work can be reflected within the organizational change cycle, and will be introduced to the importance of context, reflection, and cultural sensitivity whilst conducting career counselling work.
  
  THEORETICAL ANCHOR
  Although basic organizational change models are introduced in the present unit — such as Lewin’s (1951) three-step model and Kotter’s (1985) eight-step model — the main aim is not to adhere to one specific view of organ-izational change. Rather, through the introduction of different discourses, along with the awareness of contem-porary evidence and taking into ac-count cross-cultural differences, the goal of the present unit is to provide practitioners with a holistic approach to change, both within and outside the CGC context as to elevate their knowledge and practice. Through theory, group work, and the discussion of case studies, participants will understand that change is a challenging notion to pin down, let alone conduct. By being informed on how it applies to organizations, as well as how their subjective experience and biases alter it, they will obtain a renewed approach to how they conduct their work.
  
  DESCRIPTION OF THE LEARNING GOALS OF THE UNIT
  a) Change Management & Organizational Development: A Dive into The Theory
  b) The Change Cycle: Needs Assessment, Application, & Evaluation
  c) CGC in Organizations: CGC work within the organizational change cycle, and the im-portance of context and cultural sensitivity.

  • 
    

    - Lewin’s, Kotter’s, and Sunstein & Thaler’s theories on Change Management.

    - Introduction of their basic principles, advantages, and disadvantages

    Learning goal: prepared readings.
    Teaching method: selection of chapters and articles.
    
    
  • p.5.1m: Chapter 3.2: models of and approaches to organizational change, taken from Making sense of change management, by Esther Cameron & Mike Green File
  • p.5.2m: From mechanism to virtue: Evaluating Nudge-theory (2015), by Jeroen van der Heijden File
  • 
    

    Session Overview

    Learning goal: participants will understand the basic structure of the lecture.
    Teaching method: lecture.
    Time: 5 min
    
    
  • 5.1p Session Overview File
  • 
    

    -What is Critical Theory?

    - How does CT apply to Change Management and Organizational Development?

    Learning goal: critical theory.
    Teaching method: lecture.
    Time: 5 min
    
    

  • 5.1p Session Overview File
  • p.5.3m Critical theory and the management of change in organizations (2000), by Adrian Carr File
  • 
    

    - Why does resistance occur?
    - In what levels does it occur?
    - Tips on how to overcome it

    Learning goal: resistance to change.
    Teaching method: lecture.
    Time: 10 min
    
    
  • 5.1p Session Overview File
  • 
    

    - Group Exercise: In your area of work, how have you approached or implemented change? 

    How was resistance manifested?
    

    Learning goal: resistance to change.
    Teaching method: group discussion.
    Time: 15 min
    
    
  • p.5.1f group discussion: RESISTANCE TO CHANGE Forum
  • p.5.1f group discussion: RESISTANCE TO CHANGE File
  • 
    

    -What is a needs assessment analysis?

    -How does one conduct it?

    -Brief overview of tools and methods

    Learning goal: change cycle - step 1: needs assessment.
    Teaching method: lecture.
    Time: 15 min
    
    
  • p.5.4m: Section 1: Needs Assessment: Frequently Asked Questions, taken from A Guide to Assessing Needs, by Ryan Watkins, Maurya West Meiers, & Yusra Laila Visser File
  • p.5.5m: Section 2: How Do You Conduct a Basic Needs Assessment?, taken from A Guide to As-sessing Needs, by Ryan Watkins, Maurya West Meiers, & Yusra Laila Visser File
  • p.5.6m: Section 3: Needs Assessment: Tools and Techniques, taken from A Guide to Assessing Needs, by Ryan Watkins, Maurya West Meiers, & Yusra Laila Visser File
  • 
    

    -How is change implemented?

    -Which are the success factors?

    Learning goal: change cycle - step 2: implementation of change
    Teaching method: lecture.
    Time: 10 min
    
    
  • p.5.7m: Secrets of successful change implementation, by Alasdair Johnston, Frιdιric Lefort, and Joseph Tesvic, https://www.mckinsey.com/business-functions/operations/our-insights/secrets-of-successful-change-implementation File
  • p.5.8m: Chapter 5: Restructuring, taken from Making sense of change management, by Esther Cameron & Mike Green File
  • 
    

    -How are results maintained?

    -How does our perception of an organization affect change?

    Learning goal: change cycle - step 3: sustaining and evaluating change.
    Teaching method: lecture.
    Time: 10 min
    
    
  • p.5.9m: Chapter 10: How do you know whether change is working?, taken from Making sense of change management, by Esther Cameron & Mike Green File
  • 
    

    Group Exercise: Thinking back on your professional experience, what has been the most challenging element in implementing change? 

    Did you find any stages more difficult than others? 

    Why do you think so?

    Learning goal: change cycle: participants’ experience.
    Teaching method: group discussion.
    Time: 15 min
    
    
  • p.5.2f Group discussion-change cycle: participants’ experience Forum
  • p.5.2f Group discussion-change cycle: participants’ experience File
  • 
    

    -Role of CGC in change work

    -Importance of context awareness, self-reflection, and cultural sensitivity

    Learning goal: holistic approach to CGC.
    Teaching method: lecture.
    Time: 10 min
    
    
  • 5.1p Session Overview File
  • p.5.10m: Advancing the Career Counseling Profession: Objectives and Strategies for the Next Decade (2003), by Mark L. Savickas File
  • p.5.11m: Career Management: The Role of Career Counsellors in Building Strategic Partnerships Between Individuals and Their Employers (2000), by Roberta A. Neault File
  • p.5.12m: Importance of Understanding the Context and Self-reflecting, taken from Making sense of change management, by Esther Cameron & Mike Green File
  • p.5.13m: How culture affects how people perceive, define, and act on issues concerning work File
  • p.5.14m: Culture-infused career counselling model (CICC), by Nancy Arthur and Sandra Collins File
  • p.5.15m: What is Culture? (2012), by Helen Spencer-Oatey File
  • 
    

    Exercise in pairs: Think of a real change that you wish to implement in your current professional environment? 

    What is it? 

    How would you do it? 

    What possible resistance may you come across. 

    Discuss with your partner and exchange views on each other’s change plans.

    Learning goal: change cycle: participants’ experience.
    Time: 15 min
    
    
  • p.5.3f PRACTICAL APPLICATION - GROUP EXERCISE Forum
  • p.5.3f PRACTICAL APPLICATION - GROUP EXERCISE File
  • 
    

    Unit 5 Closing thoughts and reflection on learning
    

    1.  What new or unexpected information have you learned about change and change management?

    2.  How do you think this new knowledge will  impact your career and professional work?

    3.  In your opinion, which is the most challenging area of change management?

    Time: 20 min
    
    
    
  • p.5.4f REFLECTION QUESTIONS Forum
  • p.5.4f REFLECTION QUESTIONS File