Workshop Design: Emotional, Cultural Intelligence, and Diversity

This document presents a detailed workshop design aimed at introducing participants to emotional intelligence, cultural intelligence, and cultural diversity. The workshop is structured across four sessions over seven days, each lasting four hours. Session activities include icebreakers, IQ tests, discussions on multiple intelligence theories, Gardner's video, and learning style assessments. The workshop incorporates interactive activities like generating fire with stones, and quizzes to keep participants engaged. The design also emphasizes the importance of applying the learned concepts in real-life scenarios, with an emphasis on the integration of cultural diversity to facilitate a more inclusive learning environment. The program's final goal is to introduce the participant to the concepts and guide them to apply the learning in their lives. This assignment is a response to the brief that requires the student to create a Professional Development Workshop on one of the topics discussed in class during weeks 1 to 12.

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Layout for the workshop designed for “ Emotional intelligence, cultural intelligence,
and diversity”
Purpose of the workshop: To introduce the participants with the main concepts related to
emotional and cultural intelligence along with a purview of cultural diversity.
Duration of the workshop: Four sessions during a span of seven days, each session will last
for four hours excluding the breaks.
The list of the activities during the session
Details Duration Purpose
Session 1
Ice Breaking One hour Familiarization
session
Why intelligence is
important
Two Hour Participants will try
to do certain tasks
that primitive man
was doing with an
intention to survive.
An introduction of
the primary concept
of the intelligence
A lecture about the
evolution theories
One hour Familiarization
with the single
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intelligence theory
and other theories
covering the
journey of the
evolution.
Session 2
IQ test for the
participants and the
distribution of the
results
One hour Participants will
perform in an IQ
test, apart from the
results they will
come to know about
the role of IQ in
handling issues of
life, creativity, and
success in career.
The historical
significance of the
IQ tests, how they
were useful in
picking up people, a
brief overview of
the IQ test related
theories.
One Hour Participants will
familiarize with the
concept of the IQ,
they will be inspired
to train their brains
for attaining better
IQ levels.
The debate for
checking the fact
One Hour The debate will
program the minds
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that IQ is a trait
that comes in
inheritance or we
can cultivate IQ
with the help of
training.
of the individuals
for the cultivation
of new IQ related
faculty in their
mind
Session 3
The Show of
Gardner’s video
and introduction to
the multiple
intelligence theory
with the help of a
lecture
One and Half Hour The video and
discussion will allow
the participants to
rethink about the
levels of the
intelligence all over
again, they will be
able to think about
their status as a
team player and
their ability to think
logically during a
problem situation.
Introduction to the
concept of the
intelligence style.
Half Hour Participants will
know about their
intelligence style
Quiz One One hour It will allow the
participants to go
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The leader of the
group will give
some hints about his
intelligence style
and the group has
to explain it. other
group members can
also participate
actively.
for introspection of
based on their
intelligence style
Quiz 2
Multiple
intelligence quiz
and the analysis of
the results
One hour Participants will
take part in an
online quiz related
to multiple
intelligence
quotient. After the
procurement of the
results, we will
discuss the role of
multiple intelligence
in the problem-
solving exercise.
Session 4
Workshop about
the learning style
Two hours The purpose of this
exercise is to create
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theory, first we will
introduce them to
the learning styles
and later on tell
them to Reflect on
the virtues and
shortcomings of
their personal
learning styles
an orientation
towards the
learning of new
theories. This
exercise will allow
them to reflect on
the learnings that
he gained during
the previous session.
Importance of
intelligence in the
realm of the
intelligent
One and a half hour Multiple
intelligence, high IQ
and problem-
solving tricks form
the essence of the
leadership.
The relevance of the activities and the order assigned to each activity
Session 1
Section one of our programs will be dedicated to establishing a proper introduction of the
participants and the introduction the subject matter, since we are discussing a topic related to
the evolution of the intelligence it is very important for us to give them a hands-on activity.
Most of the theories related to the evolution of intelligence can be described with the help of
the simpler examples set by the primitive people.
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The introduction of the single intelligence theory will bring them in the loop of the main
course of the event when we will discuss other topics related to the multiple intelligence and
its tangents that can be applied in the real life. The purpose behind the introduction of activity
like generating fire with the help of the stones, maintain the fireplace with simple fuels,
carving of a wooden tool with the help of the stones will bring them in the right kind of
environment for the learning. It will create a kind of connection in their mind where they will
be able to think more imaginatively about the application part associated with the theory.
Session 2
IQ plays a crucial role in the development of the intelligence, in recent time's many
organizations came up with this idea of checking the EQ or the emotional quotient of their
employees. We dedicated an entire session to the IQ because IQ is the first parameter of
judging the intelligence of a person. We deliberately kept it as an interactive session towards
the end because we want active participation of the participants. Every session or workshop
should strike a balance in the activities. Otherwise too much theory can make it a dull affair.
In a similar fashion, too many activities can also kill the potential of the learning material.
This is why we divided the session into four parts. The first part creates curiosity in the mind
of the people. The second and the third part gives them knowledge on the topic and the final
part of the session gives them an opportunity to apply the knowledge on a forum. The final
discussion part of the session also fulfills the principles of cognitive learning where we
present an opportunity in front of the subjects so that they can learn from the experiences of
the others (Olawoyin,2017).
Session 3
Session 3 is designed to kill the monotony of the first two days of the training. In the starting
we present a video which serves as a visual break for the participants, in the later part we
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move ahead with an interactive activity and two quizzes. This is also known as an activity
break, during the seminars and a workshop, sometimes organizers deliberately fix a day
where they can involve the participants into various types of activities. This type of exercise
can break the monotony and increase the involvement levels along with the belongingness of
the participants. Session 3 makes one such day for the participants. It allows them to reflect
on their own personalities. This is the most important part of the exercise. The theories
related to the intelligence are based upon the systematic studies of the human subjects that the
generalization of the findings. Learning them in a reflective environment certainly help them
in generalizing the findings in their personal context. We can apply the Gibbes model of
learning in this case. The Gibbes model promotes a methodology where a reflective analysis
of the events completes the circle of learning for an individual. The placement of session
three in the activity plan allows us to fulfill this mandatory condition quite effectively
(Jefferis, 2011).
Session 4
Session four of the event serves as an epilogue for all the three sessions. The main focus of
this session is related to the orientation of the participants. Apart from presenting the brief of
all the learning materials this session inspires an individual to apply these learnings in his day
to day life and attain new goals on the personal and professional frontiers.
Final Comments
Cultural diversity can be utilized to speed up the process of learning. In, order to achieve this
objective we can design certain programs where interaction among the groups and subgroups
can be facilitated. This facilitation of the interactive sessions or the inclusion of an interactive
activity in each session can allow the participants to share multiple points of views on a
similar problem. It is true that sometimes this interaction can deviate the students from the
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main topic, however, an instructor can sum up the issue and support a generalization of the
facts while considering multiple variables.
However, sometimes it can become difficult for an instructor to handle the cultural diversity
because he cannot formulate a universal message associated with it. It is two-way traffic, the
learners should respond to the teachers and teachers should respond to the queries. When we
design a program related to STEM subjects, the objectives of the learning can be defined
much more easily, however, when we respond to humanitarian subjects then the addition of a
reflective part an interactive part in the education can help the instructor in bringing the class
on the same page.
The current schedule is designed with an intention to strike this balance where theoretical
content and the practical aspects associated with the content can go hand in hand in order to
complete the curve of the learning in an effective way. On the final note, we can say that the
current program is a balanced program that creates a path which has three milestones of
Introduction, familiarization, and orientation towards the application of the learnings in the
life. The addition of the cultural diversity I the classroom is a beneficial point and it increases
the spectrum of the learning for the participants.
References
Jeffries, F. L. (2011). Predicting safety related attitudes in the workplace: The influence of
moral maturity and emotional intelligence. Journal of Behavioral and Applied
Management, 12(3), 200.
Olawoyin, R. (2018). Emotional Intelligence: Assessing Its Importance in Safety
Leadership. Professional Safety, 63(08), 41-47.
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