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Face-to-face exercise: Roleplay
In the following exercise, you will be given a series of situations. Each of the participants will be given a role, and they will have to act through said situation following the rules of the given role. There will also be at least two people observing the situation, and they will be in charge of analysing the behaviour of each participant and the situation itself.
At the end, as a group, you will decide whether the way of acting of each participant was the most appropriate, and how could it have been improved.
ROLEPLAY 1
| You are an apprentice in a consulting company. Your in-company tutor is asking you to carry out a market research on Colombia using certain databases, but you have never used them before. However, you are scared of saying so because you fear your tutor will think you are useless. |
| You are in-company tutor in a consulting company. You have asked your apprentice to carry out a market research on Colombia using the databases with the best set of data from LATAM, but you have the feeling your apprentice is not working on it, so you are getting angry. |
| You work on a consulting company. Your workmate is in-company tutor of a new apprentice, and you have heard the given instructions to make a market research on Colombia. However, you have the feeling there is something wrong with the apprentice, although nothing has been directly said, and you believe your colleague is not aware of this. Yet, you are not sure of whether you should say something, or you should let the apprentice take care of the situation. |
| YOU ARE AN OBSERVER |
| YOU ARE AN OBSERVER |
ROLEPLAY 2
| You are an apprentice in a shoe factory. You are working in the internationalisation department of the company. However, you are not very comfortable because some of the workers keep joking about your appearance. |
| You are in-company tutor in a shoe factory. You have an apprentice that seems to be really uncomfortable, but you are not sure of the reason behind it. However, you would like to improve the situation… |
| You work on a shoe factory. There is a new apprentice and you think the way he looks is really funny, so you can’t help making jokes, but you do not think the apprentice takes them seriously; after all, it is just a joke. |
| YOU ARE AN OBSERVER |
| YOU ARE AN OBSERVER |
Exercise: The Respectful Environment Commandments
As we have seen during the module, one of the most interesting things when working with an apprentice is to make sure the environment created in the company is positive and inclusive. This is not only applicable to an apprenticeship relation; it will also serve to improve the relation between the workforce of the company.
In this second exercise, we propose you to create a series of commandments that should be accomplished in your company, to make sure the environment is positive, respectful and inclusive. Before you create them, however, take into account that you should not just copy and paste something you read in other companies; they should be really applicable to your company, so think well before you write!
Tip: you can either complete the template using the available text box, or you can print it and complete it by hand.
Case Study: DEMOLA CANARIAS
The following exercise includes an article from the Government of Canarias, Spain, in which several examples of successful knowledge transfer actions carried out through apprenticeship relations were presented.
Bearing in mind what you have learned about training design and knowledge transfer, try to come up with potential ideas of how the apprenticeship was carried out by one of the companies presented. You should think of the training programme that was followed, the methodologies used, the way in which knowledge transfer was thought of…
Once you have finished, present your ideas to the rest of the group, and if anyone else chose the same example to work with, discuss in which parts you agree and with things do you believe were more accurate in each of your proposals.
| CASE STUDY: DEMOLA CANARIAS
DEMOLA Canarias has proven to be a clear example of success in knowledge transfer, in this case, from the academic classroom to the productive fabric, an open innovation model based on a co-creation process involving the entrepreneur or manager, and a team of university students with multidisciplinary skills, with the aim of developing an innovative solution tailored to the specific need that is required. Some examples carried out were: a system of drying mud with renewable energies, proposed by the company Canaragua; impulse to the Plan of Environment of the Spanish Red Cross in the Canary Islands to extend the participation of entities committed with the environment and its social recognition; proposal of the technological company Inventia Plus to incorporate the use of the electronic ID 3.0 in the different mobile devices; and, finally, a system of management of the information obtained by the “mystery shopper” to improve the quality of the service of sale of the business group Domingo Alonso. The seven challenges presented correspond to ASHOTEL, which needs an ICT tool to distinguish tourist companies committed to the environment as a competitive advantage; COFARTE, which seeks to optimize the delivery service of pharmaceutical products, guaranteeing maximum quality in distribution; Compañía Cervecera de Canarias (CCC) and its demand to empower the team of workers as the main asset for the continuous improvement of the industrial activity; Grupo de Acción Costera de Tenerife, which proposes a creative solution to raise awareness of the impact of poaching on the environment and the local economy; PROEXCA, with the search for actions to promote the internationalization of Canary Islands companies and effectively provide them with information on lines of financing; PROTISA, which explores strategies to increase the domestic use of 100% recycled paper to replace cellulose as an ecological and sustainable product; and finally, the joint challenge of Compañía Cervecera de Canarias (CCC) and Serviagroc which are committed to the circular economy by seeking new uses for organic waste generated in the brewing industry and its reuse in agriculture and/or livestock. (Gobierno de Canarias, 2018) |
Other relevant resources
In the following links you can find further information on how to enter the apprenticeship world, depending on the country:
Also, in case you are interested in learning more about the creation of an apprenticeship programme, you can take a look at this website (in English).