Contents1) Welcome and Introduction– Housekeeping– Icebreaker2) Part 1: Being a Pioneer3) Part 2: About the Change Force Program4) Part 3: Program Content Overview5) Part 4: Pioneer Training Program6) Part 5: Introduction to Delivery and Facilitation7) Conclusion
Housekeeping• Timing• Questions• Bathrooms• Breaks• Mobile phones• In case of fire or emergency• Video camera to record the workshops so that you are able to:– Review and remember workshop materials– Review and assess your performance– Review and assess, learn from other’s performance– Assess how to improve performance– Track progress from the first few workshops until the end
Icebreaker!• Break up into pairs• IN COMMON– Discover 3 areas of interest that you both share – and why you enjoythem• UNIQUE– Discover 3 areas of interest that are unique to each of you – and whyyou enjoy it• EXAMPLE– In Common: Jessica and Peter both enjoy the beach, travelling andeating good food at restaurants– Unique: Jessica enjoys playing with animals, Vampire movies andastrology. Peter enjoys going to the pub on weekends, karaoke partiesand cycling• PRESENT!
Part 1: Being a Pioneer
What is Change Force?• Change Force is the codename for the ‘NSW YoungSocial Entrepreneurs Program’ for 2013• Change Force is an initiative by One Can Grow, anorganization dedicated to empowering young peopleto think like entrepreneurs about global issues.• The program educates, empowers and inspires a newgeneration of global leaders to find their passion andmake a positive impact in the world while stillremaining financially sustainable.• The Change Force Program consists of online coursesand offline workshops facilitated mostly by youngUniversity students.
What is Social Innovation?• Social innovation refers tonew strategies, concepts, ideas andorganizations that meet social needs of allkinds — from working conditionsand education to communitydevelopment and health — and that extendand strengthen civil society.• http://en.wikipedia.org/wiki/Social_innovation
What is Social Entrepreneurship?• Social entrepreneurship means identifying orrecognizing a social problem andusing entrepreneurial principles to organize,create, and manage a social venture toachieve a desired social change.• http://en.wikipedia.org/wiki/Social_entrepreneurship
What is a Facilitator?• "An individual who enables groups andorganizations to work more effectively; tocollaborate and achieve synergy. He or she is acontent neutral party who by not taking sides orexpressing or advocating a point of view duringthe meeting, can advocate for fair, open, andinclusive procedures to accomplish the groupswork" – Doyle• Michael Doyle, quoted in Kaner, et al., 2007, p.xiii.
What is a Change Force Pioneer?• Change Force Pioneers are Facilitators specially trained in One CanGrow’s Change Force ‘NSW Young Social Entrepreneurs’ Program, aswell as in delivering the program to participants.• Volunteer Facilitators or ‘Pioneers’ are to be trained inentrepreneurial methods of tackling global issues, motivating youngpeople to follow their dreams, and developing the skills needed fora successful and fulfilling career in a variety of disciplines.• As a Change Force Pioneer, you’ll be part of a movement to educatean entire generation of social changemakers, who are able to makemoney to support themselves, make a legitimate positive impact inthe world, and also find their individual passion.• Change Force Pioneers will be engaged in full training in careerdevelopment, business strategy, creative innovation and the criticalappraisal of social issues around the world.
WHY are YOU HERE?
Why are Pioneers important?
Benefits for Pioneers• VET
Best Counterpart• What you should keep an eye out for:– Your ‘Perfect Partner’ or your Best Counterpart– Do a Strengths and Weaknesses analysis ofyourself– Then find someone in your training group whocomplements you– You will be able to recommend them to becomeyour ‘Perfect Partner’ throughout the duration ofthe Change Force Program if you both meet thestandards and pass as Certified Pioneers
Part 2: About the Change ForceProgram
Agents (Students)• Capped at 10 groups maximum across Sydney• 12 students in each group• 2 Pioneers per group of 12 students (a pair ofPioneers)• Equals 120 students maximum• A mix of students from all different schoolsbased on geographic convenience of students
Locations• Map of Sydney with 10 locations of workshopgroups• 5 groups in Eastern Sydney – Randwick,Woollahra/Waverley, CBD, Marrickville,Kogarah• 5 groups Western – Strathfield, Canada Bay,Parramatta, Blacktown, Baulkham Hills
Costs and Scholarships• Costs– Full-fee: The students’ parents pay the full cost ofthe program– High Achievers Scholarship– Financial Assistance Scholarship
Full-fee• Student applies online via thewww.changeforce.com.au application form• If the student believes they are eligible for eitherof the scholarships, they must submit an‘additional application’ according to thescholarship criteria• The Change Force Application Review Committeereview the application• If the student’s application is successful
High Achievers Scholarship• For those students who perform extremely wellduring the application and interview rounds – theyreceive a $300 discount off the cost of the program
Financial Assistance Scholarship• For those students whose parents are at a financialdisadvantage and whose household income ismeans-tested – the total cost of the program iswaived
Application process for students• Application process for students:– School assemblies, lunchtimes and information sessions atschools– Students apply online via the www.changeforce.com.auapplication form– The Change Force Application Review Committee reviewapplications– Scholarships available:• Financial assistance• High Achievers– Notify candidate that they have been selected to attend aninterview, book interview– Interview with Application Review Committee– Final acceptance into the program, and group allocation
Yearly Calendar• Calendar of 16 weeks starting in July 15th• Ending December with final event
VET Options for motivated Agents• To complete the base level of ChangeForce, they will successfully attain theequivalent of a Certificate II in Business• But for the extra motivated, they can chooseto do:– Certificate II in
Dossiers• 5 main social issues:– Health: physical health– Health: mental health– Social justice: Access to education– Environment: Climate change (rising sea levels)– Discrimination: Women’s rights
Missions and Quests• Mission– Quest 1– Quest 2– Quest 3
Superpowers, Powers and Lenses• Superpowers: Hard skills– Discover, dream, etc• Powers: Soft skills– Interpersonal skills, Intrapersonal skills and cognitive skills• Lenses: Mindsets (Attitudes)– Passion– Purpose– Prosperity (sustainability, longevity)– Proactivity– Begin with the end in mind– First thing’s first– Win-win– Seek to understand before being understood– Synergy– Sharpen the nail
Certified Pioneers• Not ALL of you may progress through the finalround of being a certified Pioneer• You must meet the set standard before youare allocated a group of students• Time Commitment Expectation: Attend 6hours per week of workshops for 10 weeks• Complete all compulsory online modulesbefore their deadlines• Do self-study
Standards• Facilitation and Assessment (Skills)– Delivery and facilitation skills– Asking appropriate questions– Giving constructive feedback– Assessment skills• Content (Knowledge)– Knowledge of the Change Force content– Knowledge of relevant case studies and stories• Attitudes (Mindsets)– Displayed throughout The Experience, online and offline
Cream of the Crop• Superb Pioneers may be selected and invited to become:– A speaker at School assemblies and lunchtimes to speak about and promotethe Change Force program to students– A part of the ‘Change Force Application Review Committee’ who will:• Receive student applications for both Full-fee and Scholarships• Review applications and recommend a shortlist of candidates to the ExecutiveCommittee• Contact shortlisted candidates to book interviews• Conduct interviews and recommend final candidates to the Executive Committee– Promoted to ‘Regional Team Leader’ of a group of Facilitators in subsequentyears– Ambassadors for marketing and media relations– Privileged in regards to submitting preferences for students to be in theirgroups, and location of workshops– Part of the Programs Board and trained up to ‘Level 2’ of TAE in order tocontribute to Program Development
Rules• Let’s set rules about:– If a Pioneer misses a Workshop for any reason, theyneed to…– If a Pioneer doesn’t complete their required Mission,what should happen?– Should the weekly Workshops be set in stone orchangeable? If changeable, how much in advance canthey be changed?– If someone arrives late, what should happen?– If someone leaves the Workshop early, what shouldhappen?
Peer Review• Let’s create our own system!• How do you want to receive feedback fromyour fellow Pioneers?• How would you like to give feedback to them?• If one of them had a great suggestion for you,how would you like to be informed of this?
Self review• Review your own performance regularly• Your own E-journal that you are to update regularlyReflective E-journal• Students are required to contribute weekly to areflective e-journal via the Experience. The reflection isto cover the previous week’s topics and discussions andany further observations relating the topic to currentsituations in the student’s life are welcomed andencouraged. Marks are awarded for the depth andacuity of the comments and reflection, no marks aregiven for simple reporting of what happened
Review of Facilitator and Workshops
Case studies and Stories Journal• You should have a Journal that documentsdifferent stories and case studies for eachSuperpower.• These can be anecdotes, examples, funnythings,
Structure of Training• 2 pairs of you will be chosen each week to facilitate part of Group 2’s workshop1. Gina: Introduction2. Gina: Learn Discover3. Pair #1A: Lisa and Bart: Present Discover4. Pair #2A: Milhouse and Nelson: Learn Dream5. Pair #3A: Homer and Marge: Present Dream6. Pair #4A: Monty and Smithers: Learn Think7. Pair #5A: Lenny and Karl: Present Think8. Pair #1B: Lisa and Homer: Learn Engage9. Pair #2B: Milhouse and Monty: Present Engage10. Pair #3B: Bart and Lenny: Learn Lead11. Pair #4B: Nelson and Smithers: Present Lead12. Pair #5B: Marge and Karl: Learn Design13. Pair #1C: : Present Design14. Pair #2C: : Learn Sell15. Pair #3C: : Present Sell16. Pair #4C: : Learn Ship17. Pair #5C: : Present Ship18. Gina: Risks, Issues and Challenges19. Gina: Revision and Practice
Pioneer WorkshopsWhen A’s teach B’s• 30 mins: Gina– Intro– Lesson on Facilitation and Learning• 1 hour: Pair– Present• 1 hour: Next Pair– Learn• 30 mins: Gina– Review– Q&A– Wrap up
Extra extra!• You can get extra points for doing thingsincluding:– Helping your peers when they have missed aworkshop, and holding a ‘Peer Make-up Workshop’where you conduct the workshop for them (using thecurriculum guide) and assessing theircompetence, and submitting it– Creating videos displaying your facilitation of a session– Organise and conduct ‘study sessions’ with yourfellow Pioneers to practice
Part 5: Introduction to Delivery andFacilitation
Objective• Objective: By the end of this week (Workshop1 and 2), you will be able to:1. Interpret learning environment and deliveryrequirements2. Prepare session plans3. Prepare resources for delivery
1. Interpret learning environment anddelivery requirements• 1.1. Access, read and interpret learning programdocumentation to determine deliveryrequirements• 1.2. Use available information anddocumentation to identify group and individuallearner needs and learner characteristics• 1.3. Identify and assess constraints and risks todelivery• 1.4. Confirm personal role and responsibilities inplanning and delivering training with relevantpersonnel
What is learning?• Learning itself cannot be observed directly, it isinferred by observing the performance of theindividual.• If an individual performs a new task to the standardsspecified, it is assumed that learning has taken placeand that there has been some change in behavior.• Learning always involves a change in the person who islearning.• This change will involve a change in the knowledge,skills or attitudes of the individual.
Knowledge• Knowledge refers to learning facts, principles,concepts, rules and theories necessary forsolving problems.
Skills• Skills refer to manipulating objects, tools,equipment and machinery.• Skills have both a physical and mental aspect.
Attitudes• Attitudes refer to developing feelings, valuesand emotions.
Knowledge, Skills and Attitudes• In complex learning situations there is alwaysintegration between the learning ofknowledge, skills and attitudes.
How do young adults learn?Young Adult Learning Principles• One of the most dramatic changes in the training ofyoung people in recent years has been the rediscoveryof how young people learn.• Those unfamiliar with the training industry maywonder why it took so long for the industry toacknowledge the fact that they were dealing withyoung adults and not with young school children.• Whether checking the design of a training program oractually observing the training in progress, there are anumber of principles which should be evident.
1) Young adults learn by doing• Young adults retain both knowledge and skillsbetter if they have the opportunity to act on whatthey have learned.• Skills should be practiced and knowledge used forsome intelligent purpose such as problemsolving.• Learning activities should be structured tofacilitate this.• Therefore, as knowledge and/or skills are gained,there should be immediate opportunity forapplication.
2) Young adults learn when they havea need to learn• Young adults like learning things which relate to theircurrent needs – the “what’s in it for me?” syndrome.• They want to learn what is relevant to them, not what isrelevant to other students or the presenter.• This means that the trainer has to make considerable effortto find out what the students want to learn.• This learner-directed model of training is very differentfrom what most inexperienced trainers feel comfortablewith.• Their preference is often for a teacher-directed programbecause it gives them a feeling of control and security.• Unfortunately, this approach is least likely to engage thelearners and makes learning a rather haphazard affair.
3) Young adults learn by solvingproblems• Training is about improving the capacity to dowork and the most challenging part of any jobis its problem-solving aspects.
4) Different young adults learn indifferent ways• Not everyone learns in the same way.• There are differences in
5) Young adults like variety in learningactivities• Young adults have a low tolerance formonotony; they also have a
Different Learning StylesWhat types of learning styles are there?• According to learning style theory, there are 3distinct ways that people learn.• Moreover, a person may be a visual learner, anauditory learner, a kinaesthetic learner(VAK), or a combination of all three.
Visual learners• Visual learners need to see what is going on.• Visual learners can be identified because theylike reading and watching television and enjoylooking at
Your Mission for next Workshop• Go online• Log onto www.changeforce.com.au/experience• Research the definitions of ‘Social Innovation’ and‘Social Entrepreneurship’– Find the 5 most prominent organisations addressing eachof these topics, and define what those organisations doand how they are different from each other• Memorise each of the 8 Superpowers in the Gener8Toolkit, because you will be explaining all of themwithin 80 seconds in total during the next Workshop.
In order to successfully complete the nextWorkshop, you need these required Skills:• Skills– presentation skills to ensure delivery is engaging and relevant, including:• synthesising information and ideas• preparing equipment, such as data projectors and computer presentation applications• speaking with appropriate tone and pitch• using language appropriate to audience• encouraging and dealing appropriately with questions– group facilitation skills to ensure that:• every individual has an opportunity for participation and input• group cohesion is maintained• behaviour that puts others at risk is observed, interpreted and addressed• discussion and group interaction are enhanced– conflict resolution and negotiation skills to:• identify critical points, issues, concerns and problems• identify options for changing behaviours– oral communication and language skills to:• motivate learners to transfer skills and knowledge• engage with the learner– interpersonal skills to maintain appropriate relationships and ensure inclusivity– observation skills to monitor individual and group progress
In order to successfully complete the nextWorkshop, you need this required Knowledge:• Knowledge– introductory knowledge of learning theories– sound knowledge of learning principles– sound knowledge of learner styles– industry area and subject matter of the delivery– learner group profile, including characteristics and needs of individual learners in the group– content and requirements of the learning program and/or delivery plan– different delivery methods and techniques appropriate to face-to-face group delivery– techniques for the recognition and resolution of inappropriate behaviours– behaviours in learners that may indicate learner difficulties– organisational record-management systems and reporting requirements– evaluation and revision techniques– specific resources, equipment and support services available for learners with special needs– relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state orterritory legislation that may affect training and assessment in the vocational education and training sector– OHS relating to the facilitation of group-based learning, including:• assessment and risk control measures• reporting requirements for hazards• safe use and maintenance of relevant equipment• emergency procedures• sources of OHS information• role of key workplace persons– policies and procedures relevant to the learning environment
Assessment during next Workshop• In order to meet the standards, you need todisplay the ability to:– facilitate group-based learning by preparing anddelivering a series of training sessions, including:• at least two consecutive sessions, of a durationcommensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs• at least one session delivered to a different learnergroup, with evidence of how the characteristics and needs ofthis group were addressed– identify and respond to diversity and individual needs– access and use documented resources and supportpersonnel to guide inclusive practices.