SkillsAct4Vet – Training

Module 2 - During the mobility

Unit 5: The Tasks Map’s Grid

How to use the results of the questionnaires:

The SkillsAct Tasks Map includes 5 different grids, one per each soft skill considered.

The grids are used to read the results of the questionnaire and are a useful tool for the students to understand if they activate the 5 identified soft skills while performing specific tasks during their internship.

Specifically:

  • for the student, it is a tool to check one’s self-awareness and the level of activation of each competence in the given context (during the internship abroad);
  • for teachers, it is a practical tool to guide students to optimize the skills activation. The analysis of the grid can be completed with practical experience in the professional sector and other evaluation models known by the teacher.

The Grid is meant to be applied exclusively to the soft skills activation during the performance of the 5 tasks mentioned in the questionnaire.

It’s important that the facilitator (teacher or mentor) in charge of the follow-up meeting, when analysing the score, underlines that the results described are pertinent specifically to the tasks mentioned, and not to the whole experience abroad, or other tasks.

Download the Grid

Proactivity

While performing the mentioned tasks during your internship:

1 = It is usually difficult for you to use information, content, assistance, support from other people; moreover, you usually dislike to spontaneously propose ideas, observations, interpretations and solutions. Therefore, you usually prefer avoiding envisioning success, anticipating future problems, planning on how to deal with them.

2 = Sometimes, it can be difficult for you to use information, content, assistance, support from other people; moreover, you sometimes dislike to spontaneously propose ideas, observations, interpretations and solutions. Therefore, you sometimes prefer to avoid envisioning success, anticipating future problems, planning on how to deal with them.

3 = You often use information, content, assistance, support from other people; moreover, you often spontaneously propose ideas, observations, interpretations and solutions. Therefore, you often like to envision success, anticipate future problems, plan on how to deal with them.

4 = You always use information, content, assistance, support from other people; moreover, you always spontaneously propose ideas, observations, interpretations and solutions. Therefore, you always like to envision success, anticipate future problems, plan on how to deal with them.

Adaptability and context reading 

While performing the mentioned tasks during your internship:

1 = You hardly feel at ease if the situation is new to you; moreover, you usually misunderstand formal and informal hierarchical relationships between people in the workplace context. Therefore, it is usually difficult for you, when establishing relationships, to consider the context features.

2 = You rarely feel at ease if the situation is new to you; moreover, you sometimes misunderstand formal and informal hierarchical relationships between people in the workplace context. Therefore, it is sometimes difficult for you, when establishing relationships, to consider the context features.

3 = You often feel at ease if the situation is new to you; moreover, you often understand formal and informal hierarchical relationships between people in the workplace context. Therefore, it is often easy for you, when establishing relationships, to consider the context features.

4 = You always feel at ease if the situation is new to you; moreover, you always understand formal and informal hierarchical relationships between people in the workplace context. Therefore, it is always easy for you, when establishing relationships, to consider the context features.

Self confidence

While performing the mentioned tasks during your internship:

1 = It is usually difficult for you to possess a realistic perception of your strengths and weaknesses; moreover, it is usually difficult for you to be self-directed especially in the presence of uncertainties and pressures. Therefore, you usually dislike to cope with tasks in different situations and you always tend to give up when difficulties come up.

2 = Sometimes, it can be difficult for you to possess a realistic perception of your strengths and weaknesses; moreover, it is sometimes difficult for you to be self-directed especially in the presence of uncertainties and pressures. Therefore, you sometimes dislike to cope with tasks in different situations and you sometimes tend to give up when difficulties come up.

3 = You often possess a realistic perception of your strengths and weaknesses; moreover, you are often self-directed even in the presence of uncertainties and pressures. Therefore, you often like to cope with tasks also in different situations and you sometimes don’t give up when difficulties come up.

4 = You always possess a realistic perception of your strengths and weaknesses; moreover, you are always self-directed even in the presence of uncertainties and pressures. Therefore, you always like to cope with tasks also in different situations and you never give up when difficulties come up.

Followership

While performing the mentioned tasks during your internship:

1 = It is usually difficult for you to promote collaborative and considerate working relationships; moreover, you usually  dislike receiving feedback and sharing ideas with bosses. Therefore, it is usually difficult for you to be committed to the job.

2 = Sometimes, it is difficult for you to promote collaborative and considerate working relationships; moreover, you rarely appreciate receiving feedback and sharing ideas with bosses. Therefore, it is sometimes difficult for you to be commited to the job.

3 = You often promote collaborative and considerate working relationships; moreover, you often appreciate receiving feedback and sharing ideas with bosses. Therefore, you are often commited to the job.

4 = You always promote collaborative and considerate working relationships; moreover, you always appreciate receiving feedback and sharing ideas with bosses. Therefore, you are always commited to the job.

Cultural awareness

While performing the mentioned tasks during your internship:

1 = It is usually difficult for you to be motivated to learn about other cultures and knowing cultural etiquette; moreover, you are usually tempted to do sweeping generalisations. Therefore, it is usually difficult for you to make adjustments and adaptations as necessary in different social and professional situations to be culturally aware.

2 = Sometimes, it is difficult for you to be motivated to learn about other cultures and knowing cultural etiquette; moreover, you are often tempted to do sweeping generalisations. Therefore, it is sometimes difficult for you to make adjustments and adaptations as necessary in different social and professional situations to be culturally aware

3 = You are often motivated to learn about other cultures and knowing cultural etiquette; moreover, you often avoid doing sweeping generalisations. Therefore, you may make adjustments and adaptations as necessary in different social and professional situations to be culturally aware.

4 = You are always motivated to learn about other cultures and knowing cultural etiquette; moreover, you always avoid doing sweeping generalisations. Therefore, you easily make adjustments and adaptations as necessary in different social and professional situations to be culturally aware.

How to read the Tasks Map Grid

In each feedback text, three behavioural indicators – originally selected for each competence – have been linked together by means of three sentences. There is therefore one sentence for each indicator, with three total sentences corresponding to the three indicators within each feedback text. The three sentences sequence within each text is based on a sequence moving from two premises, or preconditions, to reach a conclusion: such a structure is created by putting the two psychologically more specific indicators in the first two sentences, and the psychologically broader indicator in the final sentence (with regard to the competence in question).

Variation across score 1 and 2 (low competence) and score 3 and 4 (high competence) is obtained by describing constant (1) or frequent (2) difficulty in enacting the competence behavioral triad; as opposed to the frequent (3) or constant (4) capacity to enact those behaviours. For scores 1 and 2, lack of competence and capacity formulations have been avoided, in order to diminish the risk of feedback rejection due to its low social desirability.

Each feedback text can refer to both self-assessment (student’s self-evaluation), and external assessment (tutor’s evaluation of the student).

IMPORTANT: Whenever a person results to possess a competence at level 2 or 3 on average, this could be the result of one of the following two different sets of response: either s/he has that competence sometimes at a maximum level (very good at that competence) and some other times at a minimum level (very bad at that competence); or s/he constantly has that competence at an average level. These two possibilities imply two different scenarios:

1) s/he completely masters that competence under some circumstances but completely lacks that competence under some other circumstances (e.g. depending on time, situations, persons, etc.);

2) s/he constantly masters that competence at an average level (independently of time, situation, persons, etc.)

When the average feedback score is either 2 or 3, it is therefore important that the feedback is used to trigger in the person such a reflection, so that the student can understand, for example, if her/his competence is already mastered in some circumstances and it now needs to be generalized to other circumstances; or, on the contrary, if her/his competence is sufficiently mastered up to a certain level in all circumstances and it now needs to be upgraded to a higher level in all circumstances.

When analyzing the results, the facilitator can ask to each student the following question:

  • For which tasks did you receive a higher/lower feedback? Tasks performed individually or in groups? Tasks of back or front office, depending on the sector?
  • Were these tasks new for you?
  • If you had already performed them before, for instance during a previous experience in your country, would you say you felt different?
  • Is there any difference between your answers and your tutor’s answers?In which competences you can see differences?
  • In which competences you can see these differences?
  • What do you think is the reason behind these differences?
  • How can you improve your (name the competence/s to be improved)?