12/05/11office for youth 1 advance professional development seminar 2011 presented by julie...

12/05/11 Office for Youth 1

Advance Advance Professional Professional Development Development Seminar 2011Seminar 2011

Presented byPresented by

Julie TartaggiaJulie Tartaggia

Office for YouthOffice for Youth


HousekeepingHousekeeping

• Acknowledgement of the traditional Acknowledgement of the traditional owners of the landowners of the land

• Welcome and introduction Welcome and introduction • ToiletsToilets• Breaks and finishBreaks and finish• The “Parking Lot”The “Parking Lot”


Introduction to the Introduction to the SeminarSeminar

Seminar Goals:Seminar Goals: • To support you to maximise To support you to maximise

Advance learning outcomes.Advance learning outcomes.• To understand the tools, strategies To understand the tools, strategies

and theories behind and theories behind team team building and increasing building and increasing participation. participation.

• To appreciate the benefits of To appreciate the benefits of focussing on focussing on processprocess (building (building cohesion, learning through doing) cohesion, learning through doing) instead of on perfecting the goal.instead of on perfecting the goal.

Youth Engagement through Youth Participation


ActivityActivity

Getting to know youGetting to know you40 second story. Tell us…40 second story. Tell us…

• Name & schoolName & school• Years as an Advance CoordinatorYears as an Advance Coordinator• Describe your Advance student group this Describe your Advance student group this

year (to form groups with like schools year (to form groups with like schools later)later)

• 2 truths and a lie about yourself or your 2 truths and a lie about yourself or your Advance program last yearAdvance program last year


Revisiting the BasicsRevisiting the Basics• Purpose: Purpose: The Advance framework provides The Advance framework provides

a map outlining a holistic and flexible a map outlining a holistic and flexible approach to nurture young people’s....approach to nurture young people’s....

participationparticipation

( through volunteering)( through volunteering) cooperationcooperation

( through teamwork)( through teamwork) communicationcommunication

(with various audiences)(with various audiences) skill developmentskill development

(through project management & training)(through project management & training)


Advance Framework:Advance Framework:The WHATThe WHAT

• Learning Module 1: CommunityLearning Module 1: Community. . Outcomes = increased self-knowledge & Outcomes = increased self-knowledge & understanding of their community and understanding of their community and volunteering. volunteering.

• Learning Module 2: CommunicationLearning Module 2: Communication. . Outcomes = strengthened communication skills Outcomes = strengthened communication skills and teamwork. and teamwork.

• Learning Module 3: Project ManagementLearning Module 3: Project Management. . Outcomes = Outcomes = increased confidence and capacity increased confidence and capacity to organise and time manage tasks to organise and time manage tasks independently and in groups, to achieve goals.independently and in groups, to achieve goals.

• Training: Training: accredited or community recognised.accredited or community recognised.


The Framework:The Framework:The HOWThe HOW

Community project(s) or series of Community project(s) or series of volunteering activities delivered in volunteering activities delivered in partnership with a community partnership with a community organisationorganisation

Young people are involved in decision-Young people are involved in decision-makingmaking

Celebration and recognition of young Celebration and recognition of young people’s achievementspeople’s achievements

Advance reporting and evaluation.Advance reporting and evaluation.

What can I spend my Advance money on?

• Advance activities and training• $1000 CRT release• $880 Professional Development (including

licenses)• Recognition and celebration activities• Basic skills training for young people• NOT towards wages• NOT on school assets that Advance

students don’t get to access


2. Facilitation Style of 2. Facilitation Style of LeadershipLeadership

Definition: to provide an environment of guidance, support and structure BY taking planned action to bring about increased effectiveness (aka team building).

Method: Gradually give the group increased opportunities to self-organise. Diagnoses problems in task or social-emotional realm and decides what intervention is needed to address problems to increase group cohesion, focus and goal achievement.

Goals: • Team building.• Increased participation (level and kind). • Increased social cohesion and by default, positive

impact on task and goal achievement.

Facilitation style leadership

Quote: In knowing how to intervene to increase group cohesion and productivity, your understanding of what is happening and how it is happening is more potent than any ideas or theories.

Image: The ecologist of self organised human systems. - Support adaptation

- Understand and positively influence the movement of energy in the system

- Motivated to understand what the system needs to thrive

- Accepts chaos and ending as a normal part of the system trimming & re-birthing


BreakBreak

Morning TeaMorning Tea


Objectives of Objectives of ParticipationParticipation

•Empowerment•Capacity Building•Effectiveness•Efficiency•Identifying and targeting participants•Intensity of participation

Levels of Participation

Where is your group on this rung at present (or in the past)?

What can you think of that you can do immediately to go up a rung?

Share…


ActivityActivity

A good facilitator • 1. Does not leave his/ her group to their

own devices • 2. Does not force others into his/her own

plans • 3. Gives sensible and timely explanations,

does not threaten others, but does not hide constraints either

• 4. Acts in accordance with the capabilities and emotions of the group s/he is facilitating

• 5. Delegates those tasks and responsibilities that can be accomplished by other members of the group

Leading the Leading the blindblind


Facilitation Style of Leadership:Facilitation Style of Leadership:

Tuckman’s stages of team Tuckman’s stages of team developmentdevelopment

GUIDE/DIRECTGUIDE/DIRECT

COACH & COACH & SUGGEST. SUGGEST. Keep group focussed.Keep group focussed.

FACILITATORFACILITATOR(More hands-on) (More hands-on) Reinforce what isReinforce what isgood team behaviour.good team behaviour.

FACILITATORFACILITATOR(Less hands on. Establish criteria for (Less hands on. Establish criteria for decisions, but back off)decisions, but back off)

Facilitation Style of Leadership:Facilitation Style of Leadership:

Creating cohesion through Creating cohesion through facilitating process facilitating process

(Crawley 1978)(Crawley 1978)



Facilitation Style of Leadership:Facilitation Style of Leadership: Facilitating structure for Facilitating structure for

the Task realmthe Task realm

Aim: to facilitate organised information and techniques for students regarding what they are aiming for and some idea of how to get there.

Strike a BALANCE with structure in the Maintenance realm….

Facilitation Style of Leadership:Facilitation Style of Leadership: Facilitating structure for Facilitating structure for the Maintenance realmthe Maintenance realm

Aim: to facilitate effective communication to promote social cohesion.

Task & Maintenance Task & Maintenance Structure ToolsStructure Tools

• Team building exercises (throughout if necessary).

• Role plays to practise weak skills or demonstrate impact of behaviour.

• Regular self reflection time/meditation time (guided or with suggestions for focus).

• Dialogue Vs Structured team meetings.• Emerging roles Vs Allocated roles. • Ground rules created by the young people for

the young people. Blow up and put on display.

• Discuss examples of ground rules – i.e. values

• Discuss definitions of values – eg. brainstorm respect.


ActivityActivityWhat tools do you use for task and What tools do you use for task and

maintenance structure? maintenance structure?

Think about:Think about:

• How will group members express their How will group members express their grievances?grievances?

• How will they gather different How will they gather different perspectives? perspectives?

• How will they make fair decisions?How will they make fair decisions?• How will they ensure everyone has a say?How will they ensure everyone has a say?• How do we remember what we agreed How do we remember what we agreed

about last week?about last week?• The tools to develop, plan and implement The tools to develop, plan and implement

the project the project • What are the different ways of providing What are the different ways of providing

guidelines, time management and guidelines, time management and organisation to the group?organisation to the group?


Activity – cubby houseActivity – cubby houseTask focus • The first 5 minutes must be used on planning the

task.• Draw a visual or written map of the plan.• Build it in 13 steps only.• 4 of those 13 steps must be non-functional -

beautifying the cubby house. • Do not use any materials that are red or green.• Two people must be selected as supervisors to

address issues and risks throughout and contribute nothing else.

Maintenance (relationship) focus • Use a talking stick. • Select a rotating chair every 3 minutes throughout

the task.• Each member must make a suggestion • Each suggestion must be voted on prior to starting. • All successful suggestions must be implemented • Everyone complements every contribution made • Any non complement (even constructive criticism)

must be sandwiched.

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Activity – cubby house lesson

• These two realms that seek to co-exist with as little conflict as possible.

• Too much structure in the task or maintenance realm is not conducive to creating cohesion.

• You should try to strike a balance.• Understanding group development

theories enables you to better recognise the source of a problem and adapting an effective strategy for change.


Rich Pictures:Purpose: Use symbols, pics or words. To

make a pictorial representation of all the things that need to be taken into consideration or are important to a particular situation. Mark all the interactions and connections between different stakeholders and issues.

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The Nominal Group Technique: Develop a list of the problems, issues or actions that need to be ranked. Highest ranking = P.T.


BreakBreak

LunchLunch


Task & Maintenace Task & Maintenace Structure ToolsStructure Tools

Problem Tree: allows participants to see both the range and extent of the problems. For each cause, ask what causes it; for each effect, ask what the consequences are. Helps us to understand the interrelationships b/w problems and causes. “If /Then” arguments. Select cause = O.T.



Objective TreeTaking the problem tree as your base,

invert all the problems to make them into objectives. This process leads into an "objectives tree" with the central objective simply being the inverse of the central problem. Ask participants then to look at these objectives and discuss which of these can be tackled by the project.

Means = methodEnds = outcomes

OBJECTIVE

MEANS

ENDS


SWOT Analysis

Visioning

Purpose: To develop a shared vision of what a group would like the outcome of a project or evaluation exercise to be. This helps people think creatively and let go of immediate problems. It is also a way of finding common ground between conflicting interests.


Activity: visual representations Activity: visual representations of the Project Planning Cycle. of the Project Planning Cycle.

DEFINING-Understand the problem

- Identify Options-Select option

DOING- Implement the project tasks

- Monitor the project timelines, group effectiveness etc.

EVALUATING- Take an honest look

at the process and the goal .- Self reflection.

- Feedback from the community groups/beneficiaries.

PLANNING/DESIGNIdentify: - the goal

- the objectives to achieve the goal-the activities/tasks to achieve the objectives.

Allocate tasks as you work through each objective


Facilitation style of leadership:Facilitation style of leadership:

Key Messages Key MessagesThe facilitator role is team building to enable The facilitator role is team building to enable

self organisation.self organisation.

• How? Provide structure around the task and How? Provide structure around the task and maintenance realms, appropriate to the stage the maintenance realms, appropriate to the stage the group is at...group is at...

...that is, more so at the beginning but gradually ...that is, more so at the beginning but gradually handing over the stick (i.e. ownership of the handing over the stick (i.e. ownership of the project).project).

• Why? To achieve the benefits of full participation.Why? To achieve the benefits of full participation.

In sum,In sum, Facilitators focus on the process Facilitators focus on the process to to increases group cohesion and team building increases group cohesion and team building THUS positively impacting the efficiency and THUS positively impacting the efficiency and effectiveness of goal/project outcomes.effectiveness of goal/project outcomes.


ActivityActivity

Group sharing. Group sharing. 5 minutes each to initiate a 5 minutes each to initiate a discussion discussion on one or more topics below or on one or more topics below or anything else you would have liked to have the anything else you would have liked to have the opportunity to share/discuss with others today:opportunity to share/discuss with others today:

a.a. Share different ways of displaying a project Share different ways of displaying a project plan (goal, objectives, tasks) or other good plan (goal, objectives, tasks) or other good task/maintenance tools and strategies. task/maintenance tools and strategies.

b.b. Brainstorm Advance projects not currently Brainstorm Advance projects not currently being implemented by the group, based on you being implemented by the group, based on you instinct, passions, experiences or knowledge of instinct, passions, experiences or knowledge of gaps in your community, or potential gaps in your community, or potential community activities.community activities.

c.c. Discuss similarities and differences in student Discuss similarities and differences in student group experiences – troubleshoot group experiences – troubleshoot issues/difficulties.issues/difficulties.


On-line forum (aka On-line forum (aka Wikispace)Wikispace)


ActivityActivity

Snakes & LaddersSnakes & Ladders

Highlights the potential Highlights the potential advantages/benefits to students advantages/benefits to students future employment opportunities, future employment opportunities, learning and development including learning and development including personal, social and civic personal, social and civic developmentdevelopment


Questions??Questions??

Where to Get More InformationWhere to Get More Information• Barbara Gross Davis’s excellent site on group work and study

teams: http://teaching.berkeley.edu/bgd/collaborative.html

• Tuckman’s model, on a page, and including his fifth stage:http://www.chimaeraconsulting.com/tuckman.htm.

• A teamwork questionnaire based on Tuckman’s model: http://www.nwlink.com/~donclark/leader/teamsuv.html

• Thiagi.com’s “Secrets of Successful Facilitators”

http://www.thiagi.com/article-secrets.html

• Small Group Learning page from the National Institute forScience Education: http://www.wcer.wisc.edu/nise/CL1/CL/ default.asp

12/05/11office for youth 1 advance professional development seminar 2011 presented by julie...

Documents

advance learning outcomes

learning module

advance program

advance coordinatoryears

youth6 advance framework

advance student group

youth slide

community recognised