Strategy for learning and
training of AEGEE-Europe
Summary
This strategy proposes a solution for AEGEE-Europe to deal with the problem of nonfunctioning Human Resources management inside of the organisation, namely learning
and training. As it is stated in the introduction, AEGEE members are expected to deliver
results without any kind of training. As we do not have any system how to overcome this
problem and status quo is not helpful in terms of bringing solutions, the aim of this
strategy is to tackle the problem of HR management in structural way.
The system that this strategy creates is based on the definition of different stages of
membership. We identify five main stages of AEGEE membership through Human
Resources Cycle. However, it is not realistic to deal with all of them in one document.
Thus, we chose first three stages named Enter, Learn and Perform. According to them we
can afterwards define what type of knowledge and what kind of training each AEGEE
member needs. These definitions help us to draft learning processes and trainings that
will fit into such framework. This coherent approach then brings more visible results and
is problem-solving oriented.
Important part of the strategy is the definition of trainings in AEGEE and competences of
involved bodies. Local Training Courses and Regional Training Courses are defined by
content, not by geographical scope. Bodies involved in the implementations of this
strategy, namely Comité Directeur, AEGEE-Academy, Network Commission, Human
Resources Committee and AEGEE locals, find in the document their competences and
tasks .This creates clear structure that helps to overcome problems related to learning
and training in AEGEE-Europe.
This strategy does not aim to solve all problems related to Human Resources in AEGEEEurope. It seeks to help locals with learning and processes in the widest range possible.
It does not aim to solve problems that other AEGEE-Europe bodies face (Projects, Working
groups, Commissions etc.). The aim of the strategy is to cover the problem of learning
and training that is related to almost every local antenna.
There are three basic reasons why this system of Human Resources management inside
AEGEE-Europe has been drafted. First, we would like to create clear and coherent
structure of learning processes and training within AEGEE-Europe. Second, we would like
to provide more opportunities for self-development for AEGEE members. Third, we would
like to provide AEGEE locals with more resources for learning and training in order to
conduct these activities on local level.
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Introduction
Motivation
The project draft of AEGEE-Europe on Internal Education from the year 1999 says this: “It
is more or less common ground that one of the weakest points of AEGEE is its Internal
Education. In all levels of the association, active members are expected to bring results virtually
without any training at all.” Regretfully, not much has changed in AEGEE since 1999.
Therefore, for the sake of improvement of our association this strategy should serve as a
first step to overcome this long-lasting problem of Human Resources management inside
AEGEE-Europe.
Purpose of the strategy
The ultimate goal of this document is to set a framework for the system of managing
knowledge and training inside AEGEE. Such a document, that could bring clarity,
coherence and structure, has been lacking so far. It is not intended to solve all AEGEEEurope’s problems related to HR management.
Structure of the document
The main body of the document is divided into four basic categories. First, we define
responsible bodies of AEGEE-Europe, status quo of HR management in AEGEE and
different trainings. The second part contains stages of AEGEE membership together with
the definition of knowledge and training required. The third part deals with different
means of trainings. The last part of the text discusses basic implementation and possible
outcomes if the strategy is working.
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Status quo of learning and training in AEGEE-Europe
Nowadays, there are these types of tools for Internal Education
i.
ii.
iii.
iv.
Members Manual containing different toolkits for AEGEE members
Local Training Courses / Regional Training Courses
European Schools
Sharing best practices during Statutory events (new) and at Network Meetings
Remarks:
i.
ii.
iii.
iv.
This initiative is still unknown for the network and needs to be promoted more.
The toolkits offer guidelines for members. However, there are doubts that they
are used widely in the locals.
LTCs / RTCs lack any kind of general framework. These trainings are organized ad
hoc by local antenna. It would be beneficial for AEGEE as a whole if there is
fundamental common ground across the network about small amount of content
in LTCs / RTCs. This strategy does NOT strive for creating single, one-size-fits-all
framework for the trainings in AEGEE.
Considering the fact that AEGEE-Europe has 13 000 members in 200 cities,
European Schools (with different topic of trainings) with approximately 30
participants each are not sufficient for the needs of AEGEE-Europe. Moreover,
European schools are not suitable for all members, as it requires specific timeavailability that not everyone has.
These types of events have been introduced at Spring Agora Patra 2014. It is early
to evaluate their purpose. However, moderation during the sessions and
collecting feedback from participants should be improved. The same applies to
Network Meetings too.
Definition of relevant bodies and their competences
In order to carry out the aims of the document, the International Board of AEGEE-Europe
– Comité Directeur (CD) is responsible for setting general framework and coordination of
the strategy.
Methodological body related to Human Resources is AEGEE-Academy (ACA). In terms of
this strategy, The Academy drafts the content of training and learning processes inside
AEGEE-Europe. On the other hand, Academy is responsible for high level trainings and
providing trainers for the organisation.
Two bodies of AEGEE-Europe, namely The Network Commission (NetCom) and Human
Resources Committee (HRC), are responsible for the management of Human Resources
as well. They play crucial role in implementation of trainings and knowledge inside AEGEE.
Network Commission is responsible for management of local antennae and HRC involves
AEGEE members interested in developing the human potential of AEGEE-Europe. The
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cooperation between these two bodies can be set in “buddy” format when every NetCom
has one member of HRC to help him/her out to carry out the tasks related to the
implementation of this strategy. This way we ensure the distribution of the workload
connected to the implementation phase.
Last but not least, every local antenna or contact antenna should be responsible for
delivering basic knowledge and training to its members. Therefore, antennae have also a
stake at the development of Human Resources of AEGEE-Europe. They are partly
responsible for setting their priorities and objectives of these trainings. At the end it is
their members which are being developed to work in their locals. So locals should
promote training and learning inside their structures, bearing in mind the support of all
mentioned relevant bodies. This strategy, together with future documents, will help them
to organize different levels of training.
So, in the end, the structure of bodies might look like this.
CD
ACA
• Coordination
of overall
process
• Coordination
of relevant
bodies
involved
• Defines AEGEE
priorities
NetCom,HRC
• Defines
methodology
for LTCs/RTCs
• Carry on High
level trainings
(ES)
• Provide
trainers
• Train trainers
• coordination of
implementatio
n of LTCs/RTCs
• get feedback
from locals
• provide help
and support
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Locals
• implementatio
n of developed
trainings
• define
objectives
related to
local's
members
development
• promote
training and
learning inside
local antenna
Definition of trainings inside AEGEE-Europe
One of the strong feature of formal education institutions is hierarchy of different levels
of education. According to this hierarchy, it is then possible to define the level of
knowledge required for the entry. This strategy aims to create similar looking structure
that will provide basic information about the purpose of training and its entry
requirements as well as outcomes.
-
-
-
Local Training Courses – The strategy distinguishes between level one and level two
of LTC. These are the places where members should learn new knowledge about
AEGEE after they enter the organisation and skills needed to stay active in local
antenna. Members from other antennae can attend LTC as well without changing
the concept of training into Regional Training Course.
Regional Training Course – Its role is to provide knowledge and training for
members that aspire to be in the board of local antenna. RTC serves as a training
centres for future boards and as an opportunity to network with the people from
similar area. Moreover, this is also a place where active members will learn how
to deliver their LTCs in their locals. Therefore, two requirement should be met.
First, content of the event in line with this strategy. Second, presence of at least
two members from at least three antennae in an area.
European Schools – European training event specifically designed to develop
particular skills. Duration approximately of 6 days.
Training for Trainers – European training event for future trainers inside AEGEEEurope fully in competence of AEGEE-Academy
T4T
ESs
RTC
LTC 2
LTC 1
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Specific definition of the content for trainings:
LTC 1
Aim: LTC 1 serves the purpose of integrating new members in a local antenna.
Compulsory parts:





AEGEE Identity introduction
AEGEE History introduction
AEGEE Structure
Local Antenna introduction + activities
Event management
The compulsory part should take up to a maximum of 50 % of LTC 1. The rest of the
training content is up to an organising local according to its needs and objectives.
LTC 2
Aim: A member who attended LTC 2 will have enough knowledge to get involved in AEGEE
activities either in local or in European level.
Compulsory parts:





Communication channels in AEGEE
Training opportunities
Thematic projects of AEGEE
Project management
Communication inside the team
Again, the compulsory part should take up to a maximum of 50 % of LTC 2. The rest of
the training content is up to an organising local according to its needs and objectives.
RTC
Aim: The outcome of RTC will be members that are prepared to deliver inside a local
antenna as board members.
Compulsory part:


Management of local antenna (Antenna criteria, Membership management,
Financial reports etc.)
Leadership skills OR Strategic planning
Additionally, regional focus will build stronger bonds among neighbouring locals because
of personal relations made during RTC.
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Again, the compulsory part should take up to a maximum of 50 % of RTC. The rest of the
training content is up to an agreement of participating locals according to its needs and
objectives.
European Schools
The aim: To provide extended training in specific field of skills.
This training is in competence of AEGEE-Academy or specific body of AEGEE-Europe that
is having a niche in particular field (ITC organising ITES for example).
Training for Trainers (T4T)
The aim: To train future generation of trainers in AEGEE.
This training is fully in competence of AEGEE-Academy. ACA sets objectives and outcomes
of the training.
Stages of AEGEE membership
In order to precisely define what knowledge and skills our members need it is useful to
draft different stages of AEGEE membership. Then we are able to tailor the structure of
training according to their needs. Therefore, we define five stages of membership in
AEGEE-Europe. The stages come from the general HR Cycle of AEGEE-Europe that serves
as a general framework for HR management inside AEGEE-Europe.
This does not mean that the development of our members only progresses along these
lines. A member is not necessarily confined to a certain stage, but it helps us to target
their needs adequately. Below is the visualisation of HR Cycle stages.
1. Enter
2. Learning
3.
Performing
4. Giving
back
5. Exit
The purpose of the strategy is to deal with first three stages of membership, namely
Entering, Learning and Performing. These stages involve learning and training. Therefore,
it is natural focus of the strategy.
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Definition of knowledge and skills according to first three stages of
membership
First stage – Enter
The aim of the stage: Integration of new member into a local antenna.
It is often the case that new members do not get introductory information about AEGEE
during the time they are new in a local antenna. They are forced to look for information
on their own or slowly loose interest in the participation on local level. Therefore, in order
to prevent loss of motivation of new members, the concept LTC 1 has been developed.
The purpose of LTC 1 in this stage of membership is to offer basic introduction into a
realm of AEGEE-Europe and specific local antenna. It should answer two basic questions.
What type of organisation am I part of? And what can I do in my city? It is an introduction
into a learning process of AEGEE members.
Moreover, in ideal case, organisation of LTC 1 is synchronised with the recruitment
process of AEGEE local. Every local antenna has its recruitment process in different time
and it is NOT an intention of this strategy to unify it across the Network. However,
according to observation there are two main recruitment waves in AEGEE correlating with
starts of academic semesters in autumn and spring. According to this fact, we propose
that organisation of LTC 1 is supposed to happen 60 days after recruitment process of
the specific local antenna. In the end, it can look like this.
Enter Autumn
LTC 1 Spring
• Join of new members in
Winter semester
(September/October)
• LTC 1 for members which
joined in Spring
(March/April)
LTC 1 Autumn
Enter Spring
• LTC one for new
members which joined in
autumn
(October/November)
• for members which joined
in Spring
(February/March)
This structure serves as example how local antenna can integrate its new members into
the AEGEE.
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Who is responsible?




CD (Coordination)
Academy (Content Development of LTC 1)
Network Commission and HRC (Communication with locals and support for them)
AEGEE locals (Content Development and Implementation)
Second stage – Learning
The aim of the stage: A member has enough knowledge to get involved in AEGEE
activities.
After getting to know basic information about AEGEE-Europe and local antenna, members
need to get knowledge about how to actively participate in AEGEE activities either on local
or European level. The concept of LTC 2 provides the framework to learn this knowledge.
LTC 2 is supposed to answer two basic questions. What can I do in AEGEE and where can
I get involved? And how will I handle the work in the team? If LTC 2 gives sufficient answers
for these questions, then a member is ready to contribute into AEGEE activities.
As it is stated above, LTC 2 includes development of knowledge as well as skills. Regarding
skills development, LTC 2 aims to tackle general set of skills that every active AEGEE
member needs – basics of project management, team dynamics and cooperation,
communication tools. It is fundamental to train our members how to work together
before than we develop specific skills in fields of PR, FR or HR. LTC 2 , therefore,
approaches skills development in a general way that benefits everyone, not only specific
group of people.
In ideal case, organising LTC 2 is synchronised with the recruitment activities of local
antenna as well. If we take into an account previous LTC 1, then LTC 2 will happen in the
period of one year since member joined a local antenna. It can look like this.
Autumn
Spring
•LTC 2
•Members that joined local antenna in spring
(February/March)
•LTC 2
•Members that joined local antenna in autumn
(September/ October)
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Related to specific skills (PR, FR, HR) development, there are European Schools that aims
to offer extended training for specific topic. Moreover, there are other means how to
develop these specific skills. The strategy discusses them in the next part of the text.
Who is responsible?




CD (Coordination)
Academy (Content development of LTC 2)
Network Commission and HRC (support for locals and communication with them)
AEGEE locals (Content development and implementation).
Third stage – Performing
The aim of the stage: Prepare member to take responsibility in the board either on local
or European level.
After getting through the learning process a member should have advanced level of
knowledge about AEGEE activities and opportunities to get involved. However, being in
the board requires another type of knowledge and skills than the previous learning
process.
This is a place where concept of RTC fits in. As it is defined above, RTC serves the purpose
of training of future board members. This is backed by two reasons. First, AEGEE-Europe
does not have any sufficient platform where to train board members1. Therefore, RTC
can be suitable alternative to develop. Secondly, RTC with its regional scope fulfils the
need of networking as well. Creating bonds between people from different locals helps
to create more common initiative, better communication and exchange. Therefore, it fits
the prerequisite of successful local board.
The content of RTC thus is designed to train board members. This is mainly connected to
the management of locals. The members should know the rights and responsibilities of
locals, administrative processes, work with the visual identity of AEGEE-Europe and IT
resources of AEGEE-Europe, get acquainted with the Strategic Plan and Action Agenda of
AEGEE-Europe and the basics of impact measurement.
At this stage it is also important to define the role of the Network Meetings in the
structure. A Network Meeting (NWM) is not a place that should duplicate the purpose of
the RTC. As its name says, it is a place for networking and meeting active people from
local level of AEGEE-Europe. However, this is not a place where training should take place.
This is the place where active members can come up with new initiatives and share best
practices. NWM, therefore, fits to the purpose of knowledge sharing and networking than
European School 1 covers only minimal amount of members. This is not sufficient for the needs
of AEGEE-Europe where there is approximately 1200 board members.
1
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skills development. In the end, if we are able to combine skills development through RTC
and knowledge sharing through NWM, then we create the environment where board
members will be prepare to conduct their tasks inside a local antenna.
Who is responsible?




CD (Coordination)
Academy (content development of RTC)
Network Commission and HRC (content development of RTC and support for
locals)
AEGEE locals (content development and implementation).
Means of learning and training
After the definition of three stages of membership we can sufficiently set up the means
how to achieve the learning process and skills development. However, the reality of
AEGEE-Europe is that not everybody has the same access to the resources and training
in the organisation (because of geographical distances, study responsibilities or financial
problems). Therefore, we need to come up with the means of learning and training that
are able to include big amount of members.
That is why we are going to work on the structure of Online trainings inside AEGEE. They
should serve a purpose of complementary platform for AEGEE members where they can
learn knowledge about AEGEE without being present somewhere in training. Of course,
the content on Online trainings will be in line with this strategy.
Therefore, these means of learning and training are of three types
Text-based
publications
•accessible to every member
•supported by AEGEE Wiki, consistent with the strategy
Online
trainings
•accessible to every member
•added value to text-based publications, consistent with
the strategy
Training
events
•people-to-people contact
•consistency with this strategy
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These means will provide a framework for learning and training inside AEGEE-Europe that
is more inclusive and coherent with this strategy. Benefits of these means are more
accessibility for members of the organization, more learning opportunities, coherent
structure of training and better management of human resources on the local level.
The aim of setting these means of learning and training is to ensure that members can
develop their knowledge about AEGEE-Europe and the skills needed in their life through
various ways.
Every stage of membership, as stated above, will contain at least two means of learning
and training (except of stage Exit, which is the final phase of AEGEE membership).
Through such support we can provide locals with the help in human resources
management. For better understanding, here is the visualisation.
Enter
•Text-based document in line with LTC 1 concept
•Online trainings in line with LTC 1 concept
•LTC 1
Learning
•Text-based document in line with LTC 2 concept
•Online trainings in line with LTC 2 concept
•LTC2
•Text-based document in line with RTC concept
•Online trainings in lin with RTC concept
Performing •RTC, European Schools
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Implementation
Practical implementation will follow after Agora Cagliari. That means drafting documents,
setting online trainings and creating content for them. Communication with locals and
possible translation into more languages will accompany the process. The goal is to get
everything ready until Agora Oviedo in April. However, more concrete document about
implementation process will be drafted after Agora Cagliari.
Timeline
1. Discussion and collecting feedback about the overall HR strategy for AEGEEEurope before Autumn Agora Cagliari 2014. At the Agora there will be a progress
meeting about it.
2. After Autumn Agora Cagliari. Drafting the materials for locals in the field of training
and knowledge learning. Implementation phase with all relevant actors involved.
3. Setting objectives and content for online trainings and setting up the online
platform. Launching the platform before Spring Agora Oviedo 2015.
4. At Agora Oviedo presentation of the whole strategy and voting about it as an
official document of AEGEE-Europe.
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Outcomes
The benefits of implementing such system of learning and training inside of AEGEEEurope are as follows.
Clear structure of learning processes and trainings. This helps members to understand what
is expected from them and which opportunities they have for the self-development in
AEGEE-Europe. Moreover, their progress in the organization will be coherent in the sense
that they will be ready for positions they are about to take.
More opportunities for self-development inside AEGEE-Europe. Above mentioned means of
training and knowledge learning ensure broader scope of opportunities for AEGEE
members. When they decide to improve their knowledge or skills, they will have choices
that are not arbitrary. That means we create a structure where everyone in AEGEE-Europe
can learn without physical borders.
More resources for AEGEE locals. Local antennae will be provided with more materials and
guidelines that will help them to follow this strategy. It is unwise to think that locals will
put up with the new system on their own. In the end, we would come back to the initial
problem stated in the introduction about delivering outcomes without any guidance or
training. Therefore, the objective of this strategy is also to create materials for local
antennae that could help them to overcome problems of HR management.
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