orientation handbook (returned volunteers)soft skills that are developed through international youth...
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OrientationHandbook(ReturnedVolunteers)
Ahandbookforyouthworkersonorientationuponreturnfromaninternationalvolunteeringexperience
Thistoolisdesignedfortheproject
EaSY_EvaluateSoftSkillsinInternationalYouthvolunteering2016-2-IT03-KA205-009012
EaSY is a 24-months project funded by the Italian National Youth Agency under theERASMUS Plus program, KA2 Strategic Partnership - Cooperation for Innovation andExchangeofGoodPractices.
ThroughEaSY,thepartnershipaimstocontributetotheprocessofrecognitionofskillsarising from non-formal learning experiences in Europe, and in particular the cross-skillsorsoftskillsresultingfromtheInternationalYouthVolunteering.
In this project Focsiv co-operates with FEC and La Guilde Européenne du Raid,organisations with long experience in youth volunteering, and Elidea - associatedpsychologists.
ProducedinDecember2017
"TheEuropeanCommissionsupportfortheproduction of this publication does notconstitute an endorsement of the contentswhichreVlectstheviewsonlyoftheauthors,and the Commission cannot be heldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein."
INDEX
1. Introduction 1Whyhasthisresourcebeendeveloped?TheaddedvalueofavolunteerexperienceTheEasyProjectExplanationofEasymodel
2. Onlinetestofself-assessmenttool 6WhatitisExplanationofthetoolInstructionsfortheanalysisoftestresults
3.EaSYpracticaltipsforimplementation 15Step1:Preparethereturnofthevolunteer
3.1Socialreinsertion 16Step2:GroupdynamicStep3:Lookbackonexpectationsoftheprojectbeforedepartureandday-to-dayexperienceStep4:EmotionaldebrieVingStep5:Presentationoftheprojects’impactbyNGO’sStep6:Dealwiththe«reversecultureshock»intheircountriesoforiginafteravolunteerexperience
3.2Professionalguidance 24Step7:RecognisingprofessionalgoalsandVieldsofinterestStep9:InserttheEaSYPassportintotheCV
4. Conclusions 31
5.Bibliography 32
6.Annexes 33
1. Introduction Why has this resource been developed? “EaSY_EvaluateSoft skills in InternationalYouthvolunteering” is a24-monthsprojectlaunched by FOCSIV in collaboration with NGOs FEC, LA GUILDE and the scientiVicpartnerELIDEA–ASSOCIATEDPSYCHOLOGISTS.
Themainpurposeofthisprojectistofostertheassessmentoftransversalskillscomingfromnon-formallearning,inparticularfrominternationalyouthvolunteering.
Oneof themost important toolsof theproject is thishandbook foryouthworkers,onyouthvocationalguidanceafteraninternationalexperience.
Whoisthisresourcefor?
This handbook has been developed for youth workers who support volunteers aftertheirreturnfromabroad.Itisdesignedforvolunteerreturnsessionsanditaimstohelpvolunteerstovalorisetheirsoftskills.
Helping volunteers to analyse the situations they experienced and the activities theycarriedoutisacentralaxisofguidancethroughoutamission.SendingOrganisationsareresponsible for supporting volunteers and promoting the skills developed throughoutthevolunteers’missions.
Aimoftheresource
Thistoolisintendedasamanualforyouthworkerswhowanttofollowsomeeffectiveguidelinesforsupportingvolunteersupontheirreturnfromavolunteeringexperience.Based on the experience of the organisations involved in the project, this handbookproposes vocational guidance following the approach of the Easy Model and its self-assessmenttest.
Thisguideiscomposedoftwoparts:➢ AtheoreticalpartonvolunteerreturnandtheEaSYSoftSkills➢ ApracticalpartwithtipstoincorporatetheEaSYmodelwithinvolunteerreturn
sessions
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The added value of a volunteer experience
Alearningexperience
Theskillsacquiredabroadbyvolunteersarearealasset.Volunteerscomeback fullofnewideasandknowledge,whicharevaluableopportunitiesfordevelopment,andcanbea growth engine for the job market in their country of origin. In a changing world,volunteeringischangingandtheresponsibilityofSendingOrganisationsisincreasinglyimportant.
ReVlectingonthepotentialeffectsofinternationalvolunteeringinthesubsequentcareerpathsofyoungadultsthereforerequiresconsideringitasaneducationalexperience.
These qualities are part of a real professionalism that Sending Organisations mustdevelop throughpedagogicalworkandexpertise,prior to thedepartureofvolunteers.Indeed, these organisations play a role during the preparation for the mission, andthrough guidance during and after themission. This role persists after the end of themissionthroughthetrainingprocessesputinplaceduringthereturntotheircountriesoforigin,thenetworking,andtheirtestimonies.
Indeed,volunteers,alongwithotherexpatriates,maketheirexperienceknownthroughtheir professional, friends, and family networks. The impact of this internationalopenness is thus propagated in society itself, through an awareness of developmentissues, migration mechanisms, etc. Volunteers provide living testimonies. They alsogenerally continue their commitment after their return, in multiple forms, and helpreVlectiononourownwaysofliving,thinking,consuming,andorganisingsociety.
Interpersonalskillsaremoresubjective,relatedtothepsychologyofindividuals,suchasadaptation,opennesstonovelty,Vlexibility,orempathy.Expatriationisanexperienceofpersonal development, creating in the individual skills that are difVicult to acquire intraining.
Volunteerswhoundertakeamissionabroadarestrengtheningtheirsocialskills,suchasautonomy, communication, problem-solving skills, cultural openness and a sense ofsocial inclusion. Internationalmobility is a booming reality that does not always takeintoaccounteveryone’sindividualcharacteristics.
Inaworldmarkedbyglobalisation,expatriationhasoftenbecomeacompulsorystageina student's career,or inaprofessional career.Volunteersareactuallyat theheartof acomplexmovement.Theyevolve in internalprogressionandexternaldiscoveries. It isthisabilitytogrowinthesedifferentdirectionsthatwillhelpthemadapt.
Expatriation is deVined as a separation of the individual fromhis or her geographical,social and family environment, for the duration of stay abroad. Expatriates Vindthemselveswithouttheirusualsocialandculturalreferences,havingtobuildnewones.Toexpatriateoneselfisalsotomeetadifferentculturethroughitsfunctioning,itsnormsanditsvalues.
It is about adapting quickly andwell to a new country. The difViculties related to thespeciVic country and the material conditions of life are the most obvious aspects to
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consider.Facedwith thesedifViculties, everyonedoesnot react in the sameway.Someadaptmoreeasilythanothers.
Expatriates look at their environmentwith curiosity,which becomes an inexhaustiblesource of learning and opportunities. This experience, even if it is only temporary,forever marks the individual and their openness to the world, to others and tothemselves. Thanks to these different adjustment tools, such as adaptability, empathy,communication and resilience, the individual feels increasingly at home in the foreigncountry.
Situationsparticulartobeingaforeignerinanewcountryfavouraquestioningofone’scategories of thought, and in this regard, theymake the experience of volunteering aperiod conducive to experiential learning. A volunteer experience can be consideredbothasaformofsocialexperienceandasaneducationalexperience.
DifferenttypeofproXiles
If the proViles of international volunteering are becoming more diversiVied (active,retired),youngadultsremainthemostnumeroustohavethisexperience.Dependingontheirsituation,thetimeforvolunteerisdifferentintheircareer,eitherduringorattheendoftheirschooling,orinaperiodofprofessionalintegration,andintheVirstyearsofprofessionalactivity.Thus,volunteeringcanmeetdifferentexpectations,andsometimesthemotivations aremuchdeeper thanwe think:Taking a stepback fromyour family,leaving a demotivating job, demonstrating that they can go far, confronting difVicultsituationswithouthelp,VleeingadifVicultsituation...
Volunteersareoftenseenasyoungpeoplewithnoexperience,eagertogiveandbecomebetterthroughprogramsofferedbyinternationalorganisations.Butoverthelastseveralyears, the proViles have changed a lot: they are becoming increasingly professional.Today,managersandyounggraduatesarelookingforvolunteeringopportunities.Ifthegoal of international volunteering is to give, it is also to learn thatwe embark on anadventure.
Theimportanceofthereturn
Associations/Sending Organisations provide resources for formal training(documentation,conferences,etc.)andinformaltraining(throughmutualhelp,learningby initiation and identiVication). The main characteristics of associative learning isselectedandpractice-relatedlearning.
Theexperienceofvolunteeringinternationallyisaformativeexperience.Thesourcesoflearning are numerous: the mission, the environment (context), the work, etc. Theexperienceofvolunteeringallowstolearnbyoneselfbutalsothroughandwithothers(peers,colleagues,theguidanceactors,trainingactors(reinforcementtechniques).
IfdepartureismarkedbydifVicultiesrelatedtothegeneraladaptationandadaptationtowork, the return does not lack challenges. Expatriates are often less prepared for thedifViculties they encounterwhen they return,which can cause great distress andhavesigniVicantrepercussionsonfamily,socialandprofessionalfunctioning.Afterafewdaysof euphoria, volunteers may feel disoriented, frustrated and misunderstood. This is
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called "reverse culture shock". It is important not to neglect the return and help thevolunteerovercomedifVicultiesandtore-acclimatisebettertotheirenvironment.
Inthelongrun,thesuccessofaninternationalmobilityisappreciatedbythequalityofthereturn.
The Easy Project In order to contribute to recognising the soft skills developed through internationalyouth volunteering experiences, FOCSIV, FEC and LA GUILDE, which have long termexperienceintheVield,andElidea,I-Opsychologists,cooperateinthepresentproject.Aspartoftheproject, thepartnershavedevelopedamodel forassessingandgradingthesoftskills thataredeveloped through internationalyouthvolunteering.ThemodelhasbeenusedtodevelopspeciVictrainingtoolsforyouthworkers:theVirstonetoenhancesoftskillsinpreparationforinternationalvolunteering,andthesecondtosupportandguideyoungvolunteersaftertheirexperience.Moreover,anonlineplatformhasbeencreatedforyouthtoself-assesstheirsoft-skills,whereatesthelpsparticipantsverifythelevelsoftskillstheyhavedevelopedbeforeandattheendoftheexperience.
Thankstotheself-assessmenttest,youngpeoplewillbeabletoattesttheirsoftsillsinamore objective and effective way, by using a shared European code for internationalyouthvolunteering.
YouthworkerswillbeneVitfromtheprojecttoolsandoutputstoo,professionalisingtheirrole and improving their capacity to guide young people during the internationalexperiences (particularly, through thepre-departure training, themonitoring, the Vinalevaluationandvocationalguidance).Similarly,theInternationalVolunteeringsectorwillacquiremorecompetencestoofferhighlyformativeexperiencestoyoungpeople,usefulfortheirfutureprofessionallife.
Explanation of Easy model The EaSY project has developed the EaSY model, which is composed of the mostsigniVicant soft skills developed by international volunteers during their experienceabroad.
The main European studies about international volunteers’ soft skills have beenresearchedinordertobetterunderstandthedifferentEuropeanmodelsformeasuringsoftskillsandhowtheyapproachtothevolunteerexperiences.
Fromthisresearch,themain7SoftSkillsdevelopedbyvolunteersduringtheirexperienceabroadwereidentiVied.Theycanbefoundbelow:
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Thefollowingtableliststhemicro-skillsthatdescribeeachSoftSkill:These 7 Soft Skills are transversal competencies that volunteers can improve duringtheir experiences. It is assumed that being aware of their soft skills gives volunteersmoreopportunities for identifying theirprofessionalgoalsand improves theirchancestoachievethem.
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SoftSkills MicroSkills
ClearCommunication-Synthesis-WrittenCommunication-ClearCommunication
ReadtheContextandAdaptation-ReadingtheContext-Adaptability-CommunicationAdaptation
Followership-Supporttotheboss-Supporttheleader-Criticalthinking-Autonomy
ManageFrustration-MentalFlexibility-FrustrationTolerance-EmotionalControl
CreateandMaintainGoodRelationships
-Empathy-Listening-CreateRelationships
CoordinatePeople-Mediation-Senseofinitiative-Smallgroupcoordination
OrganiseandManageResources-Informationprocessing-OrganisingAvailableData-AnalysingSkills
2. Online test of self-assessment tool What it is Theonlineself-assessmenttoolisdesignedforthevolunteerstomeasuretheirsoftskillsthoughtaquestionnaire.Iseasytouse,andcanbedonebythevolunteersthemselves.
The7softskillsaremeasuredthrough73multiplechoicequestions.
TheEaSY test isbasedon theEaSYModel,whichdescribes the following7soft-skills:clear communication, create and maintain good relationship, read context andadaptation, manage frustration, followership - support the boss, coordinate people,organiseandmanageresources.
When?Theassessmentcanbedonebeforethedepartureofthevolunteersand/orupontheirreturn.
AimofthetoolThistestmakesitpossibletomeasurethestrengthsandimprovementareasintermofthesoft-skillsconsidered.
Explanation of the tool
Howtouseit
Thevolunteersmaycompletetheonlinetestwhendesiredbynavigatingto:
www.easy-softskills.eu/en
Thetestwilltakeapproximately60to80minutestocomplete.
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DepartureEaSYSelf-assessment Return
EaSYSelf-assessment
After the completion, they receive 2 different results: 1. The EaSY Report (complete of the description of 7 soft skills)
2. The EaSY Passport (with the level for each soft skill).
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Howtoorganisethereturnself-assessmenttest
Theyouthworkerwillbeinchargeofinforming,supporting,andfollowingthisprocess.
Anemailshouldbesenttothevolunteeronemonthbeforetheirreturntofollowthisprocess.
Instructions for the analysis of test results HereyouwillVindinstructionsabouthowtoreadtheresultsoftheonlinetest,whichareshownbytheEaSYReportandtheEaSYPassport.
TheEaSYReport
AftercompletingtheEaSYtest,eachvolunteerreceivesadetailedreportoftheirresults.Thereportiscomposedof3pages.AscanbeseenontheVigurebelow,theVirstpageofthereportcontainsagraphicdisplayingthelevelreachedforeachsoft-skillanditsdescription.
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Thevolunteerscanreach5differentlevelsofproXiciency.Fromthelowestlevel(A)tothehighestlevel(C2).
Thedifferentlevelsarethengroupedintotwodifferentareas,whichdescribepossiblestrengthsandimprovementareas:
TheEaSYPassport
In order to recognise the strengths of volunteers, we have also created the EaSYPassport,whichdescribesthelevelreachedforeachsoftskill(A,B1,B2,C1,C2).Thismakesiteasiertoidentifythesoftskillsthataremostdeveloped.
BelowisanexampleoftheEaSYPassport:
TheReportandthePassportmakeiteasytoprovidefeedbacktovolunteersabouttheirstrengthsandareas for improvement.Thevolunteerscanbetterunderstandtheirbestsoftskills,whichcharacterisetheirwaytoworkandtheirtalent.Thevolunteerwillalsohaveinformationaboutthesoft-skillsthatneedtobefurtherimproved.
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SoftskillsinwhichtheyachievelevelsA1orB1.
Theyareskillswhicharenotsufficientlydevelopedbythe
volunteersduringtheexperience.Theyareskillsthatthevolunteerscanimproveaftervolunteeringabroad.
SoftskillsinwhichthevolunteerreachedaB2,C1orC2level.Theyaretheskillsusedproperlybyvolunteersincriticalsituations,Theyaretheskillsthatthe
volunteershaveimprovedduringtheexperienceabroad
Notethatthevolunteershavethepossibilitynottoprintallthecompetencescheckedinitsreport,theycanselectforexampleonlycompetenceswithHighlevels(B2-C1-C2)toapplyforaspeciVicvacancy.
TheanalysisofEaSYReport
Below,youwillVindaninterpretativeguidetotheEaSYreport.Thisguidegivesyouthworkerssomeimportantcriteriatoconsider.Thesecriteriahelptointerpretthereport.
CriterionI-EaSYsoft-skillscanbegroupedin3speciXicareas:
α)RELATIONALSKILLS
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β)EMOTIONALSKILLS
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RelationshipSkills
1. "Clearcommunication"
2. "Createandmaintaingoodrelationships”
α
βEmotionalSkills
1. "Managefrustration”
2. "Readcontextandadaptation"
Ɣ)ADMINISTRATIVEANDMANAGERIALSKILLS
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CriterionII-Eachvolunteercanreceivethehighestlevels(B2,C1,C2)ofsoftskillsinthesameorindifferentareas
BelowyouwillVindthethreecasesandpossiblecombinations:
CASE1-Ifthecombinationisbetweensoft-skillsofthesamearea:
Refertothepreviousguidelinesabouteacharea(seeCriteriaI)
CASE2-Ifthecombinationisbetweensoft-skillsoftwodifferentareas:
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Administrativeandmanagerialskills1. "Followership-
supporttheleader”
2. "Coordinatepeople"
3. “Organiseandmanageresources”
γ
Combinationoftwoorthreesoft-skillswithhighlevelsinareas(α)and(β)characterisesvolunteerswhowanttocreategoodrelationshipswith
colleaguesandclients.Theseprofilesare
completedbyastrongabilitytoadapttheir
behaviourtotherequestsofothers(clients,colleagues,
etc).
Combinationoftwoorthreesoft-skillswithhigh-levelsinareas(β)and(Ɣ)characterisesvolunteerswithastrongabilityto
adapttheirbehaviourtotherequestofothers(clients,colleagues,etc).Theyalsohaveaagoodlevelof
autonomyandcapacitytoplanandcoordinate
activitieswithotherpeople.
Combinationoftwoorthreesoft-skillswithhighlevelsinareas(α)and(Ɣ)characterisesvolunteerswhowanttocreategoodrelationshipswith
colleaguesandclients.Atthesametimethese
volunteershaveagoodlevelofautonomyandcapacityto
planandcoordinateactivitieswithotherpeople.
CASE3-IftheCombinationisbetweensoft-skillsofthreedifferentareas:
Criterion III - Each soft-skill has a speciXic meaning which better deXines theproXile
Afterphasetwo,youmustconsiderthespeciViclevelanddescriptionofeachsoft-skillinwhichthevolunteershavereceivedhighlevels(B2,C1,C2).
Anexamplecanhelpyoutounderstandhowtofollowthisprocess:
ThisproVileisthereforecharacterisedbyhighlevelsofthreesoftskillswhicharepresentinall3areas(Case3). AfterreadingthedescriptionofCase3, informationshouldbeaddedconsideringthespeciVicsoft-skillsinwhichthevolunteerhasreceivedhighlevels.
Thedescriptionofbelowshowsthedescriptionsofthesoft-skillswithhigh-levels:
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Combinationofthreesoft-skillswithhighlevelsinareas(α),(β)and(Ɣ):
Thischaracterisesavolunteerwhowantstocreategoodrelationshipswithcolleaguesandclients.Combinedwiththisattitude,thevolunteerhasagoodcapacitytoadapt
theirbehaviourtotherequestofothers(clients,colleagues,developer).Thisprofileiscompletedbyagoodlevelofautonomyandcapacitytoplanand
coordinateactivitieswithotherpeople.
Thesedescriptionswill clarify eachproVile andhelp you to support volunteersduringtheprofessionalguidance.
GradeIV-ReadingeachproXileintermofpossiblesectors,jobsorroles
ThefollowingtableisdesignedtogivesuggestionsandhelpvolunteerstobetterknowtherelationbetweenproVilesandpossibleVieldsorjobs.
IthastobeclearforvolunteersthattheindicationsofVieldsareNOTprescriptiveinanyway,butjustexamples.
Thepurposeof thissection isprovidingvolunteerswithspace to thinkaboutpossiblesectors,areasandexamplesofjobsinlinewiththeirsoft-skills.
Belowaresomeexamplesabouttherelationbetweensoft-skillsandVields/jobs:
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Youth workers can use their speciVic experience in their country to translate thecombination of soft-skillswith high levels to possible sectors, areas ofwork, tasks orexamplesofjobs.
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3. EaSY practical tips for implementation Whatthissectionwillcover
The identiVication and valorisation of soft-skills remains weak. Yet, working abroadoffers the opportunity for volunteers to develop new skills and enrich their initialcapital.
EvenwhenvolunteersmayexpecttoexperiencedifVicultsituationsabroad,theymaybeless prepared for the difViculties they face upon their return. The stresses associatedwith returning can cause signiVicant distress and have signiVicant repercussions onfamily,socialandprofessional functioning.Accompanyingvolunteerswhentheyreturnwillallowforabettersocialandprofessionalintegration.
It is possible to adapt the support to volunteers upon their return according to theorganisations’possibilitiesandvolunteers’needs
Groupsessionsarethemostrecommendedforsharingandexchanging
When it is not possible to have group sessions you can offer a half-day face-to-faceindividualsessionorasessionviaSkypeorbyphone.
Theobjectiveofthisfollow-upis
1. Toachievesocialreinsertionafteravolunteerexperience2. Toachieveanassessmentofthesoft-skillsdeveloped3. Toachieveprofessionalreinsertionafteravolunteerexperience
Step 1: Prepare the return of the volunteer
Aimoftheactivity:
Preparethevolunteerforreturn,allowthevolunteertocompleteanexperience,starttodistancethemselves,structuretheirexperience.Allowthevolunteerstoproject
themselves.Identifythesoftskillsacquiredduringmission.
Materialneeded:
�
Time:
� 4weeksbeforedeparture
Groupsize:
�
Individual
Typeofactivity:
�
Orientation
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Instructionsforyouthworker:
1. Contactthevolunteerbyemailororganiseaphonecall,amonthbeforethereturn.2. Explainthereasonoftheemail.Ex: InamonthyourmissionVinishedandyoucomehome,itisanewstep.Thisexperiencehasbeenveryintenseanditistimetomakeapreliminaryassessmentandthinkaboutyourexperience… It’stimetoprepareyourdeparture”.
3. Helpthevolunteertohighlighttheirpersonaldevelopment.4. Guide the volunteer to evaluate his /her soft skills: complete the EaSY self-assessmenttest(refertochapter2forguidelinesonhowtouseit).
Donotforgettoremindthemthattheywillhavetobringbackthereportforthereturnsession.1. Informthevolunteeraboutthereturnsession(when,howlong,contents…)2. Helpthevolunteerpreparetoprovideatestimony.
Suggestedquestions:
1. Whatelsedoyouhavetodo?Howcanyouorganiseyourdeparture?2. AnassessmentofpersonalandprofessionalachievementsclariViesthebeneVitsoftheinternationalexperience:whatdidyoulearnfromthisexperience?
3. Whatknowledgedidyoudevelop?Howdidyouevolve?4. Anticipatingthereturn:whatdoyouneed?Howcanyouprepareyourreinstallation?Whocanhelpyou?
5. DeVinepersonal andprofessionalprojects:Whatdoyouwant toachievenow?Howcanyoulinkyourexperiencetoyourprojects?
3.1 Social reinsertion Whyisimportant?
Thestressorsvolunteershavetodealwithareveryimportant.Itisimportanttobeableto talk about them. To put words on difVicult experiences is a necessary step toreintegration to their environment. Many volunteers have experienced stressfulsituations,suchascriticalincidents,burn-outs,deathsintheirfamilies,etc.
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Toenablethevolunteertomakeasuccessfulreturn,itisimportantforhimorhertobeabletotakeastepbackfromhismission.
Oftenthevolunteers,ontheirreturn,expressafeelingof“misalignment”withthosetheyleftforseveralmonthsoryears:thisiswhatwecallthe“reverseculturalshock”.
Outcomes?
✓ Toallowvolunteerstoexpressandsharecertainaspectsoftheirexperiencesandencouragefreespeech
✓ Toallowvolunteerstoassesstheirvolunteeringexperience✓ To demonstrate that international mobility is a good way to develop
interpersonalcompetences✓ Toallowparticipantstogainconsciousnessofhowtheyhaveanimpact.
WecancharacterisesoftskillsasthoserelatingtoEmotionalIntelligence:theabilitytorecogniseandmanageyourownandothers’emotions.
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EaSYTips• Firstconfrontingtheirexperiencesinagroupsettinghelpsvolunteersgainconsciousnessoftheirnewlyacquiredskills
• Socialreinsertionislinkedwiththefollowingsskills:✓Managingfrustration✓ Adaptation-supportingtheboss
Step 2: Group dynamic
Instructionsforyouthworker:
1. Organisetheroomtopromoteexchangeandawarmenvironment2. Presentyourself3. Presenttheobjectivesofthereturnsession4. Explainthelogisticsandscheduleofthesession5. Asktheparticipanttopresenttheirneighbour,choosing,forexample,oneofthe
followingenergisers: • Chineseportrait:Isametaphoricaldescriptionofoneselfbycomparisonwithvariousthingsorelements,atree,aVlower,aVilm...basedintheformula"IfIwereananimal,I'dbea....
• DeVineyourmoodofthedaythroughadrawingcard(Imagesfromnewspaper,drawingcards)
• Useoneimagetopresentthecountryofexperience.
Aimoftheactivity:
Tocreatea goodgroupdynamic for a successful session.Energisers canbeused tohelpthegroupgettoknoweachotherbetter.Theycontributetogroupdynamic,andareeffectiveinreenergisingvolunteerswhenfatiguesetsin.
Materialneeded:
� Post-it,images,paper,pencils
Time:
� 30minutes
Groupsize:
� 8-12participants
Typeofactivity:
� Energiser
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Step 3: Look back on expectations of the project before departure and day-to-day experience
Instructionsforyouthworkers:
1. Thefacilitatorinvitesparticipantstosharetheexpectationsregardingtheirmissiontheyhadbeforethedepartureonaninternationalvolunteeringexperience.
2. The facilitator hands out post-its, in two different colours. One colour is forexpressing personal expectations, and the other expectations for professionalexpectations.
3. Participants are given 5 minutes to work individually and write down theirexpectations,usingthecolouredpost-its:oneitemperpost-it.
4. At the end of the Viveminutes, the facilitator collects the post-its, reads them andplacesthemonthewallintwogroups(personalandprofessional),keepingcommonthemesandsimilarideastogether.Offeraspecialspaceforexpectationsrelatedtosoftskills.
5. Sharecommonexpectationsandreinforcetheengagementandmotivation.
Aimoftheactivity:
Lookingbacktotheexpectationsatthetimeofdepartureallowsthevolunteerstorethinktheircommitmentandmotivationtoleave.Oftenduetounhappinessand
frustration,theprimarymotivationsareforgotten
BeneXitsforgroups:MakingcomparisonswithothervolunteersBesupportedbythegroupLearningfromothers
BeneXitsfortheindividual:FocusingonindividualneedsAnswertopersonaldifVicultiesListenandunderstand
Materialneeded:
�
Post-it,pencils,Vlipchart
Time:
�
45minutes
Groupsize:
�
8-12participants
Typeofactivity:
�
Group
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Step 4: Emotional debriefing
Instructionsforyouthworkers
Dependingonhowmuchtimeyouhaveforthisactivityyoucanuseoneofthefollowingsuggestions:
1. ShorterdebrieXing:(∼10minutespervolunteer):• Askthevolunteertochooseoneimageoranobjectorawordthatcandescribetheir experience:You canbringback cardswithpictures, or cutpictures frommagazinesforthemtochoosefrom.
• Askthevolunteertochoosetwocards,eachcardshoulddepictanemotionthattheyexperiencedduringtheirmission.
• Theycanalsodrawanobjectandshareitwiththegrouporyouthworker.Attheend of this section, the volunteers can create a patchwork of the wholeexperiencesharedwithothervolunteers.
Aimoftheactivity:
Offerstothevolunteerapersonalspaceonhislifeoutsidethepurelyprofessionalcontext.AllowsthevolunteertoputwordsondifVicultiesandlearnfromthem.
RealisethatdifVicultsituationsleadustodevelopsoftskillstoadapt.Byexpressing,asagroup,theseexperiences,thevolunteerrealisesthattheyhaveemotionsthatare
feltbyothersandthiscanbehelpful.
Individual:proceedinthesamewaybyencouragingexpression,andfocusonsoftskillsdeveloped.
BeneXitsforgroups:MakingcomparisonswithothervolunteersBesupportedbythegroupLearningfromothers
BeneXitsfortheindividual:FocusingonindividualneedsAnswertopersonaldifVicultiesListenandunderstand
Materialneeded:
� Post-it,pencils,Vlipchart
Time:
� 1h30minutes
Groupsize:
� 8-12participants
Typeofactivity:
� Group/individual
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2. LongerdebrieXing:(∼15minutespervolunteer):• AskvolunteerstoworkindividuallyVirst.• They must write in a paper A Joy / A difXiculty / A surprise / A skilldeveloped during their mission (You can list the EaSY micro skills to helpthem).
Step 5: Presentation of the projects’ impact by NGO’s
Aimoftheactivity:
Givevolunteerstheopportunitytobetterunderstandtheimpactoftheirprojectsattheendoftheexperience.
KnowingtheimpactoftheprojectandtheactivitiesofvolunteershelpsthemtovalorisetheexperienceabroadandtheefVicacyoftheirvolunteering.Furthermore,it
makesvolunteersfeelmoreengagedandimprovesasenseofself-efVicacy.
Materialneeded:
�
Slides,Flipchart
Time:
� 2hours(italsodependsonnumberofprojects)
Groupsize:
�
8-12participants
Typeofactivity:
�
Group
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Don’tforget
PreparethevolunteerstotelltheirstoryEncourageinteractionsamongvolunteers
Askquestiontogodeeper:“Whatresourcesdidyouhave?”“Whathasbeeneffective?”
“Whatdidyouputinplacetochangethesituation?”“Whatwillbedifferentnexttime?”
“Whatdidyoulearn?”
MakethelinkwiththeEaSYsoft-skills
Instructionforyouthworkers1. Sharewithvolunteersthesenseandthegeneralimpactoftheprojectsforthe
community/country2. Informvolunteersaboutthegoalsachievedandnewobjectivesforeachproject3. Encouragevolunteerstoexpresswhichactivitiestheycarriedoutduringeach
experienceabroad4. GivespeciVicdataaboutthevolunteers,targetsachieved,thebeneViciariesand
stakeholdersinvolved5. Showtherelationbetweenactivitiesperformedandtheresultsachieved6. Showconnectionbetweendifferentprojects
Step 6: Deal with the « reverse culture shock » in their countries of origin after a volunteer experience
Aimoftheactivity:
Helpthevolunteertoreadjusttotheirowncultureanddealwiththeemotionalstressfeltwhenheorshereturns.
Return syndrome, also referred to as a "reverse cultural shock", is a commonpsychological response for many people who come back home after living andworkingforsometimeinanotherculture.Thereturnalsorepresentsthemourningofthevolunteerexperience.
BeneXitsofgroups:MakingcomparisonswithothervolunteersLearningfromothers
BeneXitsofindividualsessions:FocusintheirspeciVicfearsanddifVicultiesDebriefabouttheirReverseCulturalShock
Materialneeded:
�
Post-it,pencils,papers,Vlipchart
Time:
�
1hour
Groupsize:
�
8-12participants
Typeofactivity:
�
Group/individual
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Instructionforyouthworkers1. Explain to volunteers what reverse cultural shock is and its consequences:
differencesphases,emotions,andreactions.2. Encourage volunteers to express feeling about their return: thought drawing,
roleplayingofspeciVicsituations,linkswithfriendsorfamily…3. Askaformervolunteertoprovideatestimonyabouttheirreturn4. Giveadvicetoreducethenegativeimpactofreturn:
a. Maintainahealthydietandexercise;beregularwithyourschedule.b. Join one ormore networks (groups, associations, etc.) that allow you tosocialiseandopenupnewperspectives(professional,intercultural,other)
c. Lookforwardtousingthenewskillsandknowledgegainedwhileabroadd. Acceptthatyouhavechanged,acceptthefeelingsofotherse. Writeaboutyourexperience,andshareitwithothersf. Keepintouchwiththefriendsandcontactsyoumetwhileyouwereawayg. Findoutwhathappenedinyourcountryduringyourabsence
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3.2 Professional guidance Whatthissectionwillcover
Thissectionisintendedtohelpyouthworkerstosupportvolunteersincareerguidance.
Itprovidessomeadviceonhowtoconductvocationalguidancethroughtheuseof theEaSYReportandtheEaSYPassport.
TheEaSYself-assessment testgenerates twooutputs: these twooutputsgive resultsabout the strengths of volunteers and a general proVile, which also includes“improvementareas”.
Whyit’simportant
The main purpose of this process is making volunteers aware about their soft-skills,theiraptitudes,andthecoherencebetweenthoseskillsandtheirprofessionalgoals.Being aware about this helps volunteers to better understand how to reach theirprofessional goals or reformulate themaccording to their real soft-skills. Thisprocessallows volunteers to increase their awareness of their abilities and skills, and of theirareasforimprovement.Thisself-awarenessgivespeople who are looking for a job, thepossibility to better understand t h e i rown soft skills and to choosetheir career paths according totheseaptitudes.
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EaSYTest
EaSYReport
EaSYPassport
EasyReport
EasyPassport
Matchvolunteer'sstrengthsandjob
Learningoutcomes
• BeabletoreadtheEaSYReportandtheEaSYPassport.• Understandhowtointegratethosetoolstothereturntrainingofvolunteersandhowtopreparevolunteersforajobinterview.
Step 7: Recognising professional goals and fields of interest
Belowaretwodifferenttools.Thesetoolsareseparate,buttheycouldbereducedtoauniquetoolthatintegratesboth.
Aimoftheactivity:
DiscussingtheresultsoftheEaSYSelf-AssessmentTestwiththevolunteersHelpingvolunteerstoreadtheproVile
OrientatingvolunteerstoidentifyanddevelopprofessionalgoalsUnderstandingwhichsectorsaremoresuitableaccordingtothecompetencies
acquired.
BeneXitsofgroups:MakingcomparisonswithothervolunteersExchangingideasaboutprofessionalgoalsLearningfromothersKnowingmoreprofessionalVields
BeneXitsofindividualsessions:FocusingonindividualobjectivesWorkerscanbetterunderstandneedsofthevolunteerCustomisedfeedbackMoreengagementforthevolunteer
Materialneeded:
�
Paper,pencils,Vlipchart
Time:
�
2hoursand½1Hoursand1/2
Groupsize:
�
8-12participants
Typeofactivity:
�
Group/individual
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Instructionforyouthworker:1. VolunteershavealreadyreceivedtheEaSYReportandEasyPassport2. IntroducethepurposeoftheEaSYSelf-AssessmentTest3. ExplainhowtoreadtheproVileaccordingtothecriteriaexplainedabove4. Askthevolunteerstoanswer,inwriting,thefollowingquestionsusingtheresults
oftheEaSYSelf-assessmenttest5. Ask1or2volunteersforaroleplay,wheretheworkerinterviewsthevolunteer
withthosequestionsandcomparestheinterpretationofresultwiththeanswers(thisactivitycanbemadebysmallgroupsof2+1observer)
6. Givefeedbackon:o Clearcommunicationofexplanationo Coherencebetweensoft-skillsandthechoiceoftheirjoborVieldofworko Coherencebetweenverbalandnon-verbalcommunicationo Clearmotivationofvolunteers
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Questionsforfollow-upduringsession
WhatVieldareyouinterestedin? WhatinterestsyouaboutthisVield/job? WhatareyourprofessionalgoalsinthisVield? AreyourexperiencesandculturalbackgroundcoherentwiththisVield/Job? Areyoursoft-skillsinlinewiththisVield/job?
Tipsforindividualsession
It is the same structure of the group session, except for the discussion in groups.Furthermore, the individual session putsmore emphasis on coherence between theEaSYproXileandthechoiceofajoborVieldtowork.TheyouthworkersupportsthevolunteertobeawareabouthisorherproVileandpossibleVieldsorjobstoreach.
Step8:Preparationofa job interview:recognisingstrengthsandenhancingimprovementareas
Instructionsforyouthworkers:1. VolunteershavealreadyreceivedtheEaSYReportandEaSYPassport2. WorkersintroducethepurposeoftheEaSYSelf-AssessmentTest3. They answer in writing the above questions using the results of the EaSY self-
assessmenttest4. Then each question area is discussed (1 Identifying strengths, 2 Identifying
improvementareas,3Supportingpeople…)usingaroleplaywithonevolunteer.Therole-playcouldbeforexamplea“mock-interview”whichrepliedthequestionsaskedinwriting
5. Aftereachrole-play,theyouthworkergivesfeedbacktothevolunteerfollowingthebelowcriteria:
1. clearcommunicationabouthis/herexplanation2. completenessoftheanswers3. coherencebetweenstrengthsandexamplesgiven4. coherencebetweendifferentanswers
Aimoftheactivity:
Todiscusstheresultsofthetestwiththevolunteersintermofstrengthsandimprovementareas
HavingamoreobjectivedescriptionoftheskillsEnablevolunteerstoprepareajobinterview
HelpvolunteerstounderstandtheirprofessionalobjectivesSupportthemtofacetothecoherence(ornot)betweensoft-skillsandprofessional
goals
BeneXitsofgroups:
SharingexperiencebetweenvolunteersMakingcomparisonsExchangingideasaboutprofessionalgoalsLearningfromothers
BeneXitsofindividualsessions:
FocusingonindividualgoalsYouthworkerscanbetterunderstandtheneedsofthevolunteerCustomisedfeedbackMoreengagementforthevolunteer
Materialneeded:
� Paper,pencils,Flipchart
Time:
� Group:2hoursand½Individual:1Hourand½
Groupsize:
� 8-12participants
Typeofactivity:
�
Group/individual
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5. settingrealisticgoals6. Finally,theyouthworkersanswer,inthegroupsetting,anydoubtsorquestionsfrom
volunteers.7. Youthworkers invite volunteers to think about the coherence between soft-skills
andprofessionalgoals8. Attheendofthesession,theyouthworkersgivefeedbacktoparticipantsaboutthe7
EaSYSoftskills(havetheyusedthe7softskillsduringthesession?Inwhichcase?)
Youcanaskthefollowingquestions,whicharestronglyrelatedtotheEaSYModelandtothetypicalHRinterviewquestions:
Identifyingstrengthsofvolunteers
-Whatareyourstrengthsintermsofsoft-skills?-Canyougivesomeexamplesaboutsituationsinwhichyouusedthosesoft-skills?-Whyshouldwehireyou?
Identifyingimprovementareas
-Whatareyourweaknessesorimprovementareasintermofsoft-skills?-Howcanyouimprovethesesoft-skills?-Howareyoustillimprovingyoursoft-skills?
Supportingpeopletounderstandtheirprofessionalgoals
-Wheredoyouseeyourselfin5years?-Whatareyourprofessionalgoals?-InwhichprofessionalVieldsyoucanuseyourproVile?-WhydidyouchoosethisVield?
Tipsforindividualsession
It is the same structure of the group session, except for the discussion in groups.Furthermore,theindividualsessionputsagreateremphasisoncoherencebetweensoftskills(strengthsandimprovementareas)andprofessionalgoals.Theyouthworkercanreorientvolunteertomorerealisticgoals.
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Asyoucansee,thepoints1and2canbedeductedbytheEaSYReportandEaSYPassport,using also theprevious suggestions about how to readaproXile andhow touse theEaSYModelforCareerGuidance.
Thepurposeofthosequestionsistodeepentheresultsoftheself-assessmenttest.
Step 9: Insert the EaSY Passport into the CV
Instructionsforyouthworkers
1. CreateaspeciVicsectiontoinserttheSoftSkills.Belowisanexampleusingthe“EuropeanCurriculumVitaeformat”
2. ForeachsoftskillwritethedescriptionfromtheEaSYReport3. Indicateforeachsoftskillthelevelachieved(i.e.goodabilitytomanagefrustration,strongabilitytoorganiseandmanageresources)
Aimoftheactivity:
Describethesoft-skillsdevelopedduringtheexperienceabroadandcertiViedbyEaSYGiveadded-valuetotheexperienceabroadUsetheEasyPassportonjobresearch
BeneXitsofgroups:
SharingexperiencebetweenvolunteersMakingcomparisonsExchangingideasaboutprofessionalgoalsLearningfromothers
BeneXitsofindividualsessions:
FocusingonindividualgoalsYouthworkerscanbetterunderstandneedsofthevolunteerMoreengagementforthevolunteer
Materialneeded:
�
Paper,Vlipchart,pencils
Time:
�
20minutes
Groupsize:
�
8-12participants
Typeofactivity:
�
Group/individual
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Theroleofyouthworkersinthisdelicatemomentistohelpvolunteersunderstandthecoherence(ornot)betweentheirattitudesandsoft-skillswiththeirprofessionalgoals.BeingawareaboutthiscoherencehelpsvolunteerstobuildastrongprofessionalcareeraccordingtotheirexperiencesandproViles,identifyingVieldswheretheycanVindjob.Otherwiseitisalsoveryusefultobeawareofanydifferencesbetweentheminordertoimprovetheskillsrequiredortoreformulatethegoalsaccordingtotheiraptitudes.
4. InserttheEaSYPassport,whichshowsthelevelofeachsoft-skillevaluatedbytheEaSYself-assessmenttesto Theycanchooseasummarytableof theEaSYPassport thatshowsonly
thesoft-skillswithhigh-levels(B2,C1,C2).Thiscanhelpthemprepareincasetheinterviewerhasquestionsaboutthesoftskillsinwhichtheyshowlowscores.
5. AttachtheEaSYReporttotheirCV
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4. Conclusions Thisguidebookaimstodemonstratethatinternationalmobilityisagoodwaytodevelopsoft-skills.
The EaSY model aims to help understand the soft-skills that are developed throughvolunteeringinternationally.
Thought the onlineEaSY self-assessment test, volunteers canmeasure their soft-skillsbefore departure to identify gaps and needs. Upon their return, the tool offers anopportunity to know which skills have been developed and the impact that theexperiencehashadontheirpersonalandprofessionaldevelopment.
IncorporatingtheEaSYmodelinthereturnsessionsgivesauniqueopportunitytohelpyoungpeople toverbalise theirexperience,and to identifyandvalue thecompetencesdeveloped thanks to projects carried out abroad. The practical tips for youthworkersallow an easy integration of themodelwithin return sessions and explain how thesecompetencescanbeusefulsociallyandprofessionally.
Theobjective of the guidebook is to support youthworkers to use effective tools thathelp volunteers valorise the skills developed abroad, and, in turn, to help volunteersunderstand the breath of skills they possess and facilitate their insertion to the jobmarket.
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5. Bibliography "European guidelines for validating non-formal and informal learning" of CEDEFOPhttp://www.cedefop.europa.eu/en/publications-and-resources/publications/3073
"ESCO–EuropeanclassiVicationof skills/competences,qualiVicationsandoccupations"https://ec.europa.eu/esco/portal/document/en/f834e202-0ebf-461a-9249-a00e91d86e94
"The key competences of European Commission" http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/keyreview_en.pdf
EducationandTraining2020WorkprogrammeThematicWorkingGroup'AssessmentofKeyCompetences'Literaturereview,Glossaryandexamples,November,2012Europeancommission
COMMISSIONDESCOMMUNAUTESEUROPENNES(2010).Jeunesseenmouvement.Uneinitiative pour libérer le potentiel des jeunes aux Vins d’une croissance intelligente,durable et inclusive dans l’Union européenne. COM 477 Vinal. Bruxelles : Commissioneuropéenne.http://ec.europa.eu/social/main.jsp?catId=950&langId=fr
Guidot,F. « De la prise en compte à la prise en charge de la dimension psycho-émotionnelle de l’accompagnement des volontaires à l’international ». FranceVolontaires.
Leroux,Céline :«Levolontariat solidaireà l’international.Uneexpérience formativeàl’épreuve des parcours professionnels » Thèse de doctorat de Sciences de l’éducation.UniversitéParis-Descartes
Fréant, Anne Laure «Guide du retour en France ». https://retourenfrance.fr/le-guide-du-retour-en-france/
Vignal,Jérémy.«Lescompétencesdéveloppéesencontexted’expatriation:quellepriseenconsidérationauseindesentreprisesmultinationales».25`emeCongresde l’AGRH,Nov2014,Chester,Royaume-Uni.25`emeCongrèsdel’AGRH.
ZilvetiChaland,M.«Réussirsavied’Expat».Eyrolles,2015
ClongVolontariat «Guide retour : Conseils et informationspratiquespour faciliter lesdémarches autour d’une expatriation solidaire ». http://www.clong-volontariat.org/dossiers/
CHSAlliance.«DebrieVingAidvolunteersandmissionaries:acomprehensiveManual».https://www.chsalliance.org/Viles/Viles/Resources/Tools-and-guidance/DebrieVing-Manual-2016.pdf
FranceVolontaires.«Guideàdestinationduvolontairedanslepaysd’accueil»
Gardner,Howard.«MultipleIntelligences».NewOrizons,2010
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6. Annexes
Easyvolunteerreturntraining–2Days
TrainingSchedule
The times indicated below are for reference only. They can be adjustedaccordingtothesizeandcompositionofagivengroup.
DAY1
09.30h-09.45h:Welcomingparticipants09.45H-10.30h:Energiser(tocreategroupdynamic)10.30h-11.00h:Lookbackonexpectations11.00H-13.00h:EmotionaldebrieVing13.00h-14.00h:Lunch14.00h-15.30h:Dealingwithreverseculturalshock15.30h-15.45h:Break15.45h-17.30h:Presentationsoftheprojects’impactbytheNGO
DAY2
09.30h-10.00h:Welcomingparticipants&energisers10.00H-12.30h:Careerguidance12.30h-13.30h:Lunch13.300h-16.00h:Preparationforajobinterview16.00h-16.15h:Break16.15h-17.30h:InserttheEasyPassporttotheCV
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Easyvolunteerreturntraining–1Day
TrainingSchedule
The times indicated below are for reference only. They can be adjustedaccordingtothesizeandcompositionofagivengroup.
MORNING
09.30h-09.45h:Welcomingparticipants
09.45H-10.30h:Energiser(tocreategroupdynamic)
10.30h-12.00h:EmotionaldebrieVing
12.00H-13.00h:Dealingwithreverseculturalshock
13.00h-14.00h:lunch
AFTERNOON
14.00H-15.30h:Careerguidance
15.30h-15.45h:Break
15.45h-17.00h:preparationforajobinterview
17.00h-17.30h:InsertingtheEasyPassporttotheCV
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Thereverseculturalshock
ThereverseculturalshockisatermthatistypicallyusedtodescribetheunanticipatedadjustmentsdifVicultiesthatmanyexpatriatesexperiencewhenreturningtotheirnormallives.
ThedifVicultiestheymayfaceuponre-enteringtheirownculture.
Typically,themoresuccessfultheywereinimmersingthemselvesinthecountryandculturewheretheyhavejustbeen,themoredifVicultatimetheywillhavere-adjustingtotheirownculture,andgettingbackintotheroutineontheiroldlife.
ThereverseculturalshockW-curve
�
�35
Symptoms:
➢ Vaguedisorientedandisolatedfeelings➢ Confusion➢ Needforexcessivesleep➢ Feelingresistanttofamilyandfriends➢ Boredom➢ Uncertainty➢ Feelinghomesickforworkandfriendsmadeabroad➢ Wantingtobealone➢ Depression
Howtocopewithreversecultureshock?
Adjustingtotherhythmsoflifeathomerequiresmuchofthesamecopingskillsthatvolunteershadreliedontheirworkintheirhostcountry.
➢ Gettogetherwithothers
➢ Maintainasenseofhumourandpatience,similartothatoverseas
➢ Keepintouchwithcontactsandfriendswithyoumetwhileyouwereaway
➢ Seekoutinternationalnewssoyoudonotfeelsoabruptlycutofffromyourexperience
➢ Lookforwaystousethenewsskillsandknowledgeyougainedwhileabroad
➢ Writeaboutyourexperienceandsharewithothers
➢ Maintainahealthywayoflife(sleeping,eatingandexercise)
➢ Talkaboutyourexperience
➢ Getinvolved
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