Workshop gleichstellen.ch

Do you wish to discuss equal opportunities for women and men to work both full and part-time with your students? Are you keen to uncover any blind spots regarding equal opportunities for women and men in relation to full-time and part-time work? Or would you like to develop specific measures designed to promote equal access to flexible work hours for both genders? Compose a workshop on part-time employment.

You can combine a variety of elements to suit the particular topic, target group, and aim of your workshop. The workshop's total length will be displayed.

Current total duration:

Your workshop

Topic:

You can change the order by dragging the elements of the workshop to the appropriate location. You can remove elements by moving them into the "Additional elements" box. You can add additional elements by moving them from "Additional elements" to "Your workshop".

We can develop and present your workshop in cooperation with you. Carrying out and costs: information on request. Please contact us.

Duration: 00h05min

5

Greeting

Duration: 00h05min

Aims

Explain and clarify the objectives of the workshop

Materials and preparation

We recommend that students do the quiz and the survey in advance. In addition, they should read the background information about Part-time employment.

You can also integrate these items into your workshop, in which case it is helpful if all participants have access to a computer.

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Duration: 00h10min

10

Brainstorming

Duration: 00h10min

Identify and record existing knowledge about the subject, any known solutions, and possibly any reservations or opposition. These posters can be referred back to in the course of the workshop.

Aims

Gathering participants' existing knowledge in order to be open to new input

Variations

Group or individual posters

Materials and preparation

Create posters and hang them somewhere visible in the space

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Duration: 00h20min

20

Show video clip and discussion A

Duration: 00h20min

Discussion questions :

  • What really stood out for you ? Why ?
  • What do you think of Corinne Vitale's statement that her husband would be willing to cut his work hours after the birth of their child, but she would not be willing to do so ?
  • Claude Werder, managing director at her employer Samuel Werder AG, explains the company's open attitude and helpfulness concerning part-time work. Do you think that this is enough flexibility with regard to work hours ?
  • Claude Werder tells the story of a colleague who threatened to quit if he could not work part-time. It worked. What does it mean if this is the only way part-time work can be allowed ? Who can work part-time ?
  • Based on what Mr Werder has said, are you hopeful that fathers might be able to spend more time with their children in the future ?
  • What do you think of part-time work and/or job-sharing in leadership positions ? What would you think of a national right to part-time work or workload reduction ?

Aims

Be inspired by real examples on video

Variations

All in plenary ; small groups


Before showing the video clip, you can also show the entire film. This will make the workshop 30 minutes longer.

Materials and preparation

The video clip is the basis and starting point of the workshop.

Projector, sound system, laptop, video clip

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Duration: 00h30min

30

Show video clip and discussion B

Duration: 00h30min

Discussion question :
Claude Werder outlines a vision for the future in which men will have more time for their families and thus be able to work part-time more often. What would have to happen to allow this ?

Then present results/ideas to the whole.

Aims

The video helps to develop awareness of the challenges involved in developing a non-discriminatory system for work hour flexibility.

Variations

All in plenary ; small groups

Materials and preparation

The video clip is the basis and starting point of the workshop.

Projector, sound system, laptop, video clip

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Duration: 00h45min

45

Role play

Duration: 00h45min

In the video, social researcher Lucia M. Lanfranconi tells of a single father in a management role who did not dare ask if he could reduce his workload. What would have to happen for men to feel free to express their needs ?
Role play a hypothetical conversation between this man (Mr Miller) and his boss (Ms Huber) when he decides to ask her for reduced work hours in each of these three variants :
Outcome 1 : The boss agrees to allow Mr Miller to keep his position while working part-time.
Outcome 2 : The boss points out the difficulties caused by the demands of a leadership while working part-time and suggests a compromise.
Outcome 3 : The boss does not agree to his request and suggests to Mr Miller that he quit his job and find one without management responsibility where part-time work would be more realistic, or else stay on full-time as he is currently doing.
Then discuss in the whole group how the two roles felt in each of the variants and which variant would be most likely to occur in the real world.

Aims

Using examples from the video, play out a plausible scenario in order to uncover any blind spots you may have

Variations

All do the role play in groups of two ; two students do the role-play while the others watch. Then discuss in the whole group how the two roles felt in each of the variants.

Materials and preparation

The video clip is the basis and starting point of the workshop.

Projector, sound system, laptop, video clip, name tags for the role play

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Duration: 00h30min

30

Panel discussion

Duration: 00h30min

At the beginning of the video clip, you were introduced to social researcher Lucia M. Lanfranconi. As part of her research, she has found that part-time work in managerial positions is often taboo and not claimed. Would a possible solution be a general right to part-time work or workload reduction, for example, for mothers and fathers ? Have a panel discussion where students play the following roles :

  • Employer representatives : categorically against a right to part-time work or workload reduction, for example, for mothers and fathers.
  • Representatives of a fathers' organisation : in favour of a right to part-time work or workload reduction, for example, for mothers and fathers.
  • Equality expert : in favour of measures to put women in leadership positions in as many companies as possible.

Then discuss in the whole group how the two roles felt in each of the variants.

Aims

Put yourself in different positions in order become aware of difficulties that might arise implementing the measures

Materials and preparation

Possibly nameplates for the role play

Students can be asked to research current real-world position papers and opinions reflecting their assigned positions in advance.

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Duration: 01h30min

90

Creative tour

Duration: 01h30min

Step 1 :
Word associations : Participants each have 30 sec. to write down on individual post-it notes as many words as possible that they associate with a phrase suggested by the facilitator (random words such as spring, solidarity, or having to do with the focus of the workshop). Quantity over quality here ! The post-its are collected after each round and then hung on an "inspiration board" poster.

Step 2 :
This is where the actual tour of the three posts begins. Participants have 5 minutes at each post and then move on until they have visited them all. The objective is to develop as many new and creative measures to improve part-time working in a company as possible.
Inspiration board : The post-it notes generated in step 1 can be rearranged or added to.
Random input : On the basis of random objects presented to them, participants write or draw associations related to the focus of the workshop.
Idea map : This is a brainstorming session where the idea is passed around a circle, with each new participant providing new concepts, references and links.

Step 3 :
Inspired by the material provided around the room and the elements on the poster, participants draft 3-4 ideas each on achieving more equal access to flexible hours within a company. This is done in pairs selected by the facilitators. Duration : 20 minutes.

Step 4 :
The pairs present their results in brief. Then the participants are given 5 glue dots each with which they can individually evaluate the ideas ; all of their points can be awarded to a single idea or split among the ideas as they wish.

Aims

Generate as many associations and ideas as possible in an opening phase, and then reduce them and make them more precise

Step 1 : Inspiration in a relaxed mood
Step 2 : Generate new associations for the workshop focus
Step 3 : Develop ideas from (combinations of) associations
Step 4 : Evaluate ideas

Variations

For more information about these and other creative methods, see http://becreate.ch/

Step 2 :
Depending on the number of students and available time, the tour can be done individually or in groups of 2.

Materials and preparation

  • Reserve a large space and set up before the workshop
  • 2 boxes with enough pens, post-its, adhesive dots
  • Flipcharts (2 each for inspiration board, random input and idea map) and pin boards (for hanging the flipcharts for the inspiration board and idea map), enough A3 sheets to sketch out ideas
  • Tables to facilitate random input
  • Random objects for random input

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Duration: 00h10min

10

Evaluation and conclusion

Duration: 00h10min

Aims

Receive impressions and feedback about the workshop

Materials and preparation

The e-learning box contains a template for the evaluation of the workshop which you can use to conclude your event.

Please adapt the template to your workshop.

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Additional elements

Additional elements can be added to your workshop from this field.