2.4.1 Vocational Skills: Job Development, Personal, Basic Level
Job Development – Professional (module 2.3) and Personal (module 2.4)
Introduction
The development of a person within his/her job consists firstly of an understanding of his/herself
as an employee (professional development) and as a person (personal development). This means
establishing a personal method of learning and understanding the duties of the job at hand,
setting personal aims to reach, planning ways to be more prepared for the job, and understanding
some of the “soft” components within a workplace (i.e. interpersonal skills, non-written rules,
etc.).
Professional job-development and personal development influence each other and overlap: having
good relations with colleagues, for example, creates a peaceful work environment, which has a
positive effect on work activities and motivation.
Supplementary Activity
Case studies: Organise meetings with former refugees who are now working (if possible with a
satisfactory job situation), who could discuss their own work-experiences, difficulties and provide
some advice (focus on topics such as; national work-culture, cultural expectations, relations with
colleagues, importance of accessing formal or informal education).
Note on the levels
The activities presented in this module can be used indiscriminately for “basic” and “independent”
level according to the students’ needs.
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2.4.1 Vocational Skills: Job Development, Personal, Basic Level
Module 2: Vocational Skills
2.4.1 Job Development – Personal
(Basic Level)
Explanation
When discussing personal development within a job we can identify three specific actors involved
in this process: the worker, the company and other colleagues. The interaction of these three main
actors defines the approach to a new job in terms of the work content, the work tasks, and other
“soft” aspects such as; work-motivation, interpersonal skills, work-culture, etc.
Observing these particular aspects of a new work culture is useful for those who are not yet
confident with the general characteristics of the (work-)culture within their new country, (see also
Curriculum Module 3 - Intercultural Communication).
A. Job performance (The employee: soft and hard skills)
Good workplace performance and behaviour means combining both social and professional skills.

Professional competences (hard skills) are learned either during VET (vocational
educational and training) or on the job.

Social competences (soft skills) play a very central aspect in being considered a good
employee: exhibiting and maintaining motivation, reliability and a positive attitude. These
factors are observed by employers, together with professional abilities, when considering
the renewing of an employee’s contract.
Activity 1

Brainstorming: Ask the students to write on cards adjectives describing the “perfect
employee” and to distinguish the adjectives into soft (i.e. motivation, reliability and
positive attitude) and hard skills (i.e. language skills, professional skills, IT skills).

Ask the students to discuss in small groups the adjectives and which they would prioritise.
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2.4.1 Vocational Skills: Job Development, Personal, Basic Level
B. Understanding a company and hierarchy structure (The Company)
Companies function differently according to the scale, number of workers, level of international
import-export relations, etc. Those and other factors define the internal structure, which can be
summarised in the sentence “who is who” and are optically represented in an organisational plan
or organogram.
Activity 2

To begin, the trainer should ask the students to consider and make a list of the various
actors / positions within a company generally (i.e. director, superior, accounting officer,
human resources officer, etc.).

Then introduce the students to the concept of an organisational plan/ organogram using
this empty structure below. Students can use the organogram on activity 2 worksheet.
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2.4.1 Vocational Skills: Job Development, Personal, Basic Level

The trainer should ask the students to use the organisational plan for a
company/organization that they have experience of or an imagined one.
Please note: Information on organizational plans for awareness of hierarchy structures is also
featured in the curriculum lesson plan of Module 5 –Rights & Responsibilities, Professional
Conduct.
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2.4.1 Vocational Skills: Job Development, Personal, Basic Level
C. Developing work related competences (Fellow work colleagues: cultural specifics and
differences)
Having good interpersonal relations with other colleagues and having an awareness of differences
in various work cultures helps to create a good atmosphere in the workplace.
Activity 3
In the initial period of resettlement, people tend to work and act according to their own (national)
attitudes, values and norms. Being aware of the difference or similarity between one’s own work
culture and a “new” work culture can assist in gaining employment and reduce
misunderstandings.
Please note: The Curriculum Module 3 - Intercultural Communication also examines this aspect.

The trainer should ask the students to consider the following work-related skills:
motivation, reliability and a positive attitude.
Motivation
Reliability
Good attitude
Example
Be able to work
Have a coffee together
Punctuality
independently
with colleagues
Actively take part in
team meetings
Meet deadlines
Don't use the telephone
of the company for
private calls
Inform your manager if
you are ill
5
Say “good morning”
when entering an office
2.4.1 Vocational Skills: Job Development, Personal, Basic Level

The trainer should ask the students which of the following are prioritised amongst the
various cultures present within the class. Students should also consider and discuss how
motivation, reliability and a positive attitude are shown from culture to culture. Students
should use the grid on the activity 3 worksheet.
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2.4.1 Vocational Skills: Job Development, Personal, Basic Level
Activity 2 Worksheet

Students should write on the organisational plan below the various actors / positions
within a company/organisation (i.e. director, superior, accounting officer, human resources
officer, etc.) for a company/organisation. If the structure differs for the company or
oganisation you imagine, please add more boxes if necessary.
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2.4.1 Vocational Skills: Job Development, Personal, Basic Level
Activity 3 Worksheet
Students should consider the following work-related skills: motivation, reliability and a positive
attitude.

Which of the following are prioritised in your cultures and why?

Can you fill in more of the grid with your own examples?

Discuss with a partner (preferably of another nationality) any differences in priorities.
Motivation
Reliability
Example
Be able to work independently
Punctuality
Positive attitude
Have a coffee together with
colleagues
Actively take part in team
Inform your manger if you are
Say “good morning” when
meetings
ill
entering an office
Don't use the telephone of the
company for private calls
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