SKILL2E Enterprise Handbook
SKILL2E Enterprise Handbook (Version 1)
This handbook provides the sustainable and effective measure of cultural mentoring to leverage the diversity of today’s workforce and the necessity to collaborate and cooperate across national and cultural boundaries. Enterprises can thus distinguish themselves as attractive employers to a workforce increasingly sensitive to this issue and attract and retain talent from a much larger recruitment pool as well as utilizing otherwise unnoticed potential . Additionally client structures are needs are also increasingly diverse and can thus be catered for more appropriately.
The SKILL2 Cultural Mentoring Concept was designed by a consortium of 7 universities and 5 enterprises comprising all major European cultural clusters and has diversity built in with respect to size, sector and background of experts involved. Additionally, the current state of the literature and results of over 150 enterprise interviews have been integrated.
The handbook is intended as a guide for those responsible for implementing the measures in the organization, most likely human resources and organizational development departments but also CEOs as the size of the enterprise is not a relevant factor for its successful implementation.
The handbook sketches the context in which the concept is set, describes the consortium set-up and presents a definition and the enterprise benefits of cultural mentoring. It then details the six steps involved in the process of cultural mentoring and exemplifies these with examples from pilot implementations across the consortium. Two special case studies exemplify the potential of cultural mentoring. In Case 1, the Salzburg-based Porsche Interauto AG demonstrates the potential of this measure in addressing the cultural issues of apprentices with migratory backgrounds. In Case 2, the SME Copdata recognizes the potential of cultural mentoring as a sustainable measure to build organizational intercultural competence.
The appendix provides a number of supportive documents such as guiding questions for self-assessment of one’s suitability as mentor, a sample mentoring contract or useful references and links.
Enterprise Workshop Brochure
Final Cultural Mentoring Report
Fabricius, S., Tigerstedt, C. (Arcada University of Applied Sciences) - Final Cultural Mentoring Concept (DEV0302)
This report explores and deepens the understanding of the concept of cultural mentoring. We would like to define the concept and more specifically look at the tasks and the roles of a cultural mentor. We also suggest what kind of preparation is seen as essential for both the mentor and the mentee. We present the results from the SKILL2E project pilot phase with sample implementation cases and finally outline recommendations for implementing a cultural mentoring program.
Assessment Instrument Selection Report
Abermann, G., Eder, R. (Salzburg University of Applied Sciences) - Assessment Instrument Selection Report (DEV0102)
Globalization has an apparent effect on employment. This mainly results in a challenging competition on the job market and requirements of new qualifications such as competencies on foreign languages, flexibility, open-mindedness, intercultural empathy or sensitivity. Therefore, transnational placements become more and more an important part of curricula in many higher education fields. In line with this reality, the SKILL2E project addresses the need for preparing higher education graduates for their future work environments with respect to multi-cultural, cross-organisational and cross-sectoral collaboration. As part of the whole project this report provides a critical analysis towards the selection of an appropriate method and implementation scenario to assess the intercultural competence gain in the transnational student placements. First, based on a comprehensive literature research, different intercultural competency assessment instruments used to gauge the intercultural competence gain in transnational placements are reviewed, and arguments supporting the choice of the assessment tool most suitable for the purpose of this project are discussed. Second, the report details the implementation scenario throughout the consortium including the interrelationship with the intercultural diary and report analysis. Finally, the role of the selected assessment tool is discussed with respect to the overall SKILL2E concept.
Final Pre-Placement Training Concept
Tabuenca-Cuevas, M. (Universidad de Alicante), Abermann, G., Eder, R. (Salzburg University of Applied Sciences) - Final Pre-Placement Training Concept (DEV0203)
This report focuses on pre-departure training for transnational work placements. Firstly, research on culture and cultural dimensions will be discussed. Then, the theoretical basis behind double loop learning, which is essential to achieving intercultural competence, will be presented. The aims of pre-departure training will be discussed and as well as different types of exercises and strategies for intercultural training will be presented. The specific framework for the SKILL2E setup will then be shown. Finally, a proposed model for pre-departure training will be presented based on the project experience.
Final Evaluation Concept
Henderson, S. (Southampton Solent University), Eder, R. (Salzburg University of Applied Sciences) - Final Evaluation Concept (DEV0601)
The objective of evaluation is generally twofold. Firstly, the evaluator seeks to assess the degree to which the interventions of a project have attained the stated targets or objectives. Since the evaluation team is generally independent or at least removed in some sense, from those making the intervention then the judgement of the evaluator carries a strong quality assurance measure. Secondly, and in most cases more importantly, the evaluation team must hope to shed light on the reasons why certain interventions have had, or have failed to have, the desired effect. In this way the evaluation is part of a continuous, or even radical improvement process of the intervention specifically, but also in identifying the critical elements of context in which the intervention succeeded (or not).
With the support of the Lifelong Learning Programme of the European Union
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.