Advance Professional
Development Seminar
2011
Presented by
John Kouvelas & Julie Tartaggia
Office for Youth
12/05/11
Office for Youth
1
Housekeeping
• Acknowledgement of the traditional owners of
the land
• Welcome and introduction
• Toilets
• Breaks and finish
• The “Parking Lot”
12/05/11
Office for Youth
2
Introduction to the Seminar
Youth Engagement through Youth Participation
Seminar Goals:
To help you maximise Advance learning
outcomes through providing you with the
information, resources and strategies for
increasing student participation in group
work.
12/05/11
Office for Youth
3
Activity
Getting to know you
40 second story. Tell us…
•
•
•
•
Name
School
Years as an Advance Coordinator
Describe your Advance student group this year with the detail
that enables you to form groups with like schools later.
• Tell us about an Advance highlight for you.
12/05/11
Office for Youth
4
Activity comment guide
• White (Mintie) = the story was informative
• Red = the story moved you; your reaction was
emotional
• Brown/Black = you found a risk or a negative to the
story
• Yellow = the story made you feel cheerful and positive
• Green = the story demonstrated creative teaching
• Blue = the story demonstrated respect for process and
logic in looking at the bigger picture
12/05/11
Office for Youth
5
Revisiting the Basics
• Purpose: The Advance framework provides a map
outlining a holistic and flexible approach to nurture young
people’s....
 participation
( through volunteering)
 cooperation
( through teamwork)
 communication
(with various audiences)
 skill development
(through project management & training)
12/05/11
Office for Youth
6
Advance Framework:
The WHAT
• Learning Module 1: Community.
Outcomes = increased self-knowledge & understanding of their
community and volunteering.
• Learning Module 2: Communication.
Outcomes = strengthened communication skills and teamwork.
• Learning Module 3: Project Management.
Outcomes = increased confidence and capacity to organise and
time manage tasks independently and in groups, to achieve goals.
• Training: accredited or community recognised.
12/05/11
Office for Youth
7
The Framework:
The HOW
 Community project(s) or series of volunteering
activities delivered in partnership with a community
organisation
 Young people are involved in decision-making
 Celebration and recognition of young people’s
achievements
 Advance reporting and evaluation.
12/05/11
Office for Youth
8
Break
Morning Tea
12/05/11
Office for Youth
9
Objectives of Participation
•
•
•
•
•
•
Empowerment
Capacity Building
Effectiveness
Efficiency
Identifying and targeting participants
Intensity of participation
12/05/11
Office for Youth
10
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…
2. Facilitation Style of Leadership
Definition: to provide an environment of guidance,
support and structure BY taking planned action to
bring about increased effectiveness (aka team building).
Method: Facilitation style of teaching combined with the
provision of structure.
Goal:
Increase participation (level and kind), support task
achievement and increase social cohesion in team
building.
12/05/11
Office for Youth
12
Activity
Leading the blind
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
12/05/11
Office for Youth
13
Facilitation Style of Leadership:
Creating cohesion through
facilitating process (Crawley 1978)
12/05/11
Office for Youth
14
Facilitation Style of Leadership:
Facilitating structure for
the 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.
Introduce techniques to structure tasks/goal achievement
Check in regularly – where are we on our map? Where to
from here? How? And how are we travelling?
Upgrading or streamlining task or meeting procedures
Acquiring additional or better resources
BALANCE WITH MAINTENANCE STRUCTURE….
12/05/11
Office for Youth
15
Facilitation Style of Leadership:
Facilitating structure for
the Maintenance realm
•
•
•
•
•
•
Aim: to facilitate effective communication to promote
social cohesion.
Introducing and practising interpersonal behaviours/values
Modifying the beliefs, attitudes and behaviours of
individuals
Altering particular elements of the group structure
Changing the leadership and conflict management style
Learning additional creative problem solving techniques
Driven by students, establish team ground rules and other
strategies to facilitate communication, decision making and
problem solving.
Task & Maintenance Structure Tools
The Nominal Group Technique: Develop a list of the
problems, issues or actions that need to be ranked.
Highest ranking = P.T.
12/05/11
Office for Youth
17
Task & Maintenace Structure 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.
12/05/11
Office for Youth
18
Task & Maintenance Structure Tools
Objective Tree
Taking the problem tree as your base, invert all the
problems in order to make them into objectives. This
process then 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.
12/05/11
Office for Youth
19
Task & Maintenance Structure Tools
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.
Task & Maintenance Structure Tools
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. Start by
putting down all the physical entities, for example, people, orgs
or aspects of the landscape that are important. Mark all the
interactions and connections between different stakeholders and
issues.
12/05/11
Office for Youth
Activity
Discuss the handout (tools for task and maintenance
structure)
• Have you used any of these? What were the outcomes?
Which will you go back and try?
• Any others to share?
Think about:
• How will group members express their grievances?
• How will they gather different perspectives?
• How will they make fair decisions?
• How will they ensure everyone has a say?
• How do we remember what we agreed about last week?
• The tools to develop, plan and implement the project
• What are the different ways of providing guidelines, time
management and organisation to the group?
12/05/11
Office for Youth
22
Discussion
1) Group feedback on activity.
2) a. Which can be used to monitor and/or
evaluate Advance? At what stage of group
development?
b. Which can be used to assist planning for the
current or following year? At what stage of
group development?
12/05/11
Office for Youth
23
Break
Lunch
12/05/11
Office for Youth
24
Facilitation Style of Leadership:
Tuckman’s stages of team
development
GUIDE/DIRECT
COACH &
SUGGEST.
Keep group focussed.
FACILITATOR
(More hands-on)
Reinforce what is
good team behaviour.
FACILITATOR
(Less hands on. Establish criteria for
decisions, but back off)
12/05/11
Office for Youth
25
Facilitation style of leadership:
Key Messages
Provide structure around the task and maintenance
realms, appropriate to the stage the group is at...
...that is, more so at the beginning but gradually
handing over the stick and ownership of the program
planning and implementation.
Why? To achieve the benefits of full participation to
improve the process and the outcomes of Advance
implementation in your school.
12/05/11
Office for Youth
26
Basic planning principles: The Project
Planning Cycle
EVALUATING
- Take an honest look
at the process and the goal .
- Self reflection.
- Feedback from the
community groups/beneficiaries.
DOING
- Implement the project tasks
- Monitor the project timelines,
group effectiveness etc.
DEFINING
-Understand the problem
- Identify Options
-Select option
PLANNING/DESIGN
Identify:
- the goal
- the objectives to achieve the goal
-the activities/tasks to achieve the objectives.
Allocate tasks as you work
through each objective
12/05/11
Office for Youth
27
Activity
Group sharing. 5 minutes each to initiate a discussion on one or
more topics below or anything else you would have liked to
have the opportunity to share/discuss with others today:
a.
b.
c.
12/05/11
Share different ways of displaying a project plan (goal,
objectives, tasks) or other good task/maintenance tools and
strategies.
Brainstorm Advance projects not currently being implemented
by the group, based on you instinct, passions, experiences or
knowledge of gaps in your community, or potential
community activities.
Discuss similarities and differences in student group
experiences – troubleshoot issues/difficulties.
Office for Youth
28
Activity
Snakes & Ladders
Highlights the potential advantages/benefits to students
future employment opportunities, learning and
development including personal, social and civic
development
12/05/11
Office for Youth
29
On-line forum (aka Wikispace)
12/05/11
Office for Youth
30
Summary
1. Advance learning outcomes are maximised through increased
student participation.
2. The learning outcomes are harder to fulfil if the group is
dependent upon the teacher and unable to take responsibility for
its learning.
3. In a facilitator role, you manage the task and social cohesion
(maintenance) realms through an understanding of group
process. Close observation of group dynamics and process will
inform you when and how to influence the group to increase
group cohesion and outcomes.
4. In sum, facilitator’s manages the time, task and territory, thus
encouraging participants to take-up their full authority.
Questions??
Where 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 for
Science Education: http://www.wcer.wisc.edu/nise/CL1/CL/ default.asp
12/05/11
Office for Youth
32