“validation policy for volunteer organisations”€¦ · special attention was paid to...

“VALIDATIONPOLICYFORVOLUNTEERORGANISATIONS”

TRAININGMANUAL

HANDBOOKFORTRAINERS

ErikaNOVOTNÁ

AlicaPETRASOVÁ

2016

TRAINING MMANUAL

1

ThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispublicationreflectstheviewsoftheauthoronly,andtheCommissioncannotbeheldresponsibleforany

usewhichmaybemadeoftheinformationcontainedtherein.

ThecontentofthismanualderivesfromtheresultsoftheValidationPolicyforavolunteerorganisation,Project(KA22014-1-NL01-KA200-000624),whichwasfundedbytheErasmus+Programme.ThecountrieswhichparticipatedinthisProjectweretheNETHERLANDS(EDOSFoundation–projectcoordinator),BELGIUM(EuropeanAllianceforVolunteering–Projectpartner)andSLOVAKIA(UniversityofPresov–Projectpartner).

TRAINING MMANUAL

2

TABLE OF CONTENTS

INTRODUCTION ……………………………………………………………… 3

TRAININGPROGRAMME(CONTENT)………………………………….. 5

HOWTOUSETHISMANUAL……………………………………………….. 6

ETHICSINTHEWORKOFLECTURERS…………………………………… 8

LECTURERS´REGULATIONS…………………………………………………….. 10

HOWTOPREPAREATRAININGCOURSE………………………………… 11

STEPBYSTEPFORTRAINERS………………………………………………. 13

TRAININGCOURSE(EXAMPLE)…………………………………………… 20

Workshop1 Needassessmentprocessinorganisations……………………………. 21 Worskhop2 Policiesandprocedures………………………………………………….. 26 Workshop3 Supportfortherecognitionofthecompetences

ofvolunteers……………………………………………………………….. 31 Workshop4 Competencesofthemanagerofavolunteerorganisation

inrelationtoworkwithvolunteers…………………………………….. 38 Workshop5 Aself-assessmenttoolofacquiredskillsintheframework

ofvolunteering………………………………………………………………… 46

BANKOFMETHODSANDSTRATEGIES……………………………… 49

BIBLIOGRAPHY………………………………………………………………… 56

TRAINING MMANUAL

3

INTRODUCTION

OneoftheoutputsoftheprojectValidationPolicyforVolunteerOrganisations(VaPoVo)wastoprepareeducationaltrainingforthestaffofavolunteerorganisation,sincenotmanyofthemhaveimplemented“recognition”intheirpolicy.Therefore,thereisariskthatonlyofferingtherecognitiontooltovolunteerswillhavelimitedresults.

TheaimoftheVaPoVoprojectwastosupportorganisations indevelopingarecognitionpolicyandstrategy; thus, “recognition” is not limited to the availability of tools but becomes a part of theorganisation’spolicyinrecruitingandsupportingvolunteers.

Specialattentionwaspaidtovolunteeringbystudentsatuniversities,andhowthisvolunteeringcanbelinkedtotheirscientificstudy/development.

We developed the training course – Validation Training Programme (page…). This training aims atdevelopingarecognitionpolicy.Thetrainingcoursecontainedthefollowingsubjects:

- What is recognition? What is non-formal learning? Introduction of terms, backgroundinformationaboutEuropeanpolicies,bestpracticesfromseveralEUmemberstates.

- A little taste of recognition: What are my competences? How can I describe thesecompetences? Why would I like to have external recognition? How can I get externalrecognition?

- Recognition on the level of the organisation:what can the organisation do to support therecognitionoflearningoutcomesofvolunteers?Whataretheadvantages,disadvantagesandrisks?Examplesofrecognitionpoliciesandmodels.

- Linking the training outcomes to the organisation itself: planning, presentation andimplementation.

Thetrainingcoursewasdevelopedandtestedincooperationwithdifferentvolunteerorganisations.Thetrainingcourseisflexible,soformandcontentcanbeadaptedtotheneedsoftheorganisation.Thetargetgroupshouldbepolicymakers/boardmembersofvolunteerorganisations.

VALIDATIONTRAININGPROGRAMME

COURSE/CURRICULLUM=“WHAT?”

Trainingforstaffmembers(boardmembersofavolunteeringorganisation)onhowtodevelopandimplementpolicyandstrategyfortheirorganisationtogetthelearningoutcomesof

volunteersvalidated.

TRAININGMANUAL

LEARNING,TEACHING,TRAININGMATERIAL=“HOW?”

Guidelinesfortrainersonhowtoimplementandadapttrainingintheirownorganisation

wherenecessary

TRAINING MMANUAL

4

Validation training programme consists of four blocks (A – Validation on the level of theorganisation, B – Competence Management, C – Volunteer’s Portfolio, D – European andVolunteeringPolicy).TheValidationTrainingProgrammerepresentsthecontentofthetraining.Thisdimension is a flexible platform for lecturers, who will create educational training courses for aparticularorganisation(orteam).

Training manual – is made up of several parts (how to use the manual, ethics in the work oflecturers,howtoprepareatrainingcourse–stepbystepfortrainers,demonstrationoftraining–5workshops,method and strategy bank). The trainingmanual is a guideline for trainers on how toimplement and adapt the training in the particular organisation where necessary. The trainingmanualisahandbookforlecturers,whichissupposedtohelpthemprepareatrainingcourse,whichwillcoherewiththespecificrequirements,demandsandexpectations(i.e.withtheresultsofneedsanalysisofmembersoftheorganisation).

TRAINING MMANUAL

5

TRAINING PROGRAMME (CONTENT)

VALIDATIONTRAININGPROGRAMME

MODULEAVALIDATIONONTHELEVELOFTHEORGANISATIONINTRODUCTIONSection1Whatcantheorganisationdotosupportthevalidationofthelearningoutcomesofvolunteers?Whataretheadvantages,disadvantagesandrisks?Examplesofvalidationpoliciesandmodels.Section2Linkingthetrainingoutcomestotheorganisation:planning,presentationandimplementation.Section3Whatisimportantformyvolunteers:rewards–‘’thankyou’’–positiononthelabourmarket–linkwithformaleducationSection4ThevaluefortheindividualandfortheorganisationSection5Howdowewanttopromotetheadded-valueofvolunteering(career/education)

MODULEBCOMPETENCEMANAGEMENT(FRAMEWORK)INTRODUCITONSection1Descriptionofcompetences(whataremycompetences,howcanIdescribethesecompetences,whywouldIliketohaveexternalrecognition,howtogetexternalrecognition).Section2EQF/NQF–WhatcanbethecontributionoftheEuropeanQualificationsFrameworktothisprocess?HowcanemergingNationalQualificationsFrameworksbeusedandhowtoinfluencethem?Section3EuropeanValidationinstruments(ValidationGuidelinesandEuropeanSkillsPassport)

MODULECVOLUNTEER’SPORTFOLIO(practicalexperience)INTRODUCTIONSection1PortfoliosSection2Self-assessmenttools,self-concept-whatdoIwanttooffer:certificate,references(suchasCHQ-modelforcompetencemanagement.Establish,assessandrecognisecompetencesandqualifications)Section3PersonaldevelopmentplanSection4Awarenesstools,(self-)assessmenttools,validationmethods,competenceframeworks.

MODULEDEUROPEANANDVOLUNTEERINGPOLICYINTRODUCITONOFTERMSSection1BackgroundinformationaboutEuropeanpoliciesregardingvolunteering.BestpracticesfromseveralEUmemberstates.Section2Whatisnon-formallearninginrelationtovolunteering?Section3VolunteermanagementcycleSection4Whatisvolunteeringpolicyonvalidation?Examplesofvalidationpoliciesandmodels.Section5Stepsinvalidation:awareness-documentation-proof-validationSection6Validationtools

TRAINING MMANUAL

6

HOW TO USE THIS MANUAL

Trainingmanual isadocument–ahandbook–whichprovidesuseful informationonhowtodealwith the training programme named the Validation Training Programme, which is a contentdocument(thefirstbook).

Trainingprogramme(thefirstbook)isasingledocumentthatcontainselaboratedmodules(A,B,C,D),withrecommendedliteratureanddefinedgoalsinrelationtothemodule’stopic.

TheTrainingmanual(handbook)contains8chapters.

Thefirstpartisanintroduction,whichincludesinformationabouttheproject,itsaimsandoutputs.

The second part is the Outline of the training programme (elaborated in the first book) for thepurposeofbetterorientationofreadersandfortransparencyduringpreparationoftheeducationaltraining.Thevalidationtrainingprogrammecontainsacontentplatformforpossiblevariationsandcorrelations in the creation of specific educational programmes in accordance with needs andrequirementsofaparticularvolunteerorganisation.

Thethirdpart,Howtousethismanual, introducestherespectivepartsof thetrainingmanualandincludesinformationonhowtoworkwiththemanual.Itworksasaregulationforlecturers,whowillpreparetrainingcourses.

The fourth part is dedicated to ethics in the work of a lecturer. We believe it is important forlecturers togetacquaintedwith itand to follow itsprinciples in theprocessofcarryingoutof thetrainingcourses.

Thefifthpartpresentstheprinciplesofthelecturer’sworkintheformofanEthicalcodex.Toknowandtoacceptthemisasignoftheprofessionalismofalecturer.

ThesixthpartofthemanualisKnow-howforlecturersonhowtoprepareatrainingcoursestepbystep. This part focuses on the process of the preparation phase of a lecturer. We recommendperformingneedanalysisasthefirststage.Duringthesecondstageitisinevitabletosetgoals,whicharecloselyconnectedtothecontentofthetrainingcourseandtheindividualworkshops(oractivitiesduring the training).During the third stage it isnecessary to chooseappropriatemethods throughwhichthegoalswillbereached.Thereisnowrongmethod,onlyapoorlychosenmethod.Thisiswhyitisimportantforalecturerwhocreatesatrainingcoursetobeaspecialistinthefield,whichisthekeytopicofthetraining.

The seventhpart is themostdominant. It includes theexampleof creatinga trainingprogramme,whichconsistsof fiveworkshops.Webelievethatthistrainingprogrammewillbegood inspirationforlecturerswhencreatingeducationaltrainingcourses.

TRAINING MMANUAL

7

Thistrainingispreparedfor5days.ItwastestedasapilottrainingcourseinthisversionduringtheVaPoVo project in Brussels in February 2016. Individual workshops characterise the methods,procedures,methodologyandtimemanagementoftheworkshops.Lecturerscanusethesemethodsindividuallyinrelationtothegoalsoftheworkshopstheydesign.

The eighth part named Bank of Methods and Strategies is full of methods and strategies, whichlecturerscanchooseandbasedonthemdesignindividualactivitiesandmethodologicalproceduresforworkshops.

Webelievethatthistrainingmanualwillbeaneffectivetoolwhendesigningeducationaltrainingcourses.Weconsiderthisdocumentopenforremarks,commentsandsuggestionsforimprovementorforsupplementinginformation.

TRAINING MMANUAL

8

ETHICS IN THE WORK OF LECTORS CS IN THE WORK OF LECTURERS

ALECTURERisapersonwhomanageseducationalanddevelopmentprogrammeswithintheadult education programmes andwho stands out due to their expertise (Barták, 2008, p. 118. In:Lessayová,2004).

Currentlyothertermsareusedtospecifytheiractivities:

Facilitators–facilitate,influenceconditions,regulatethemotivationofparticipantswiththeaimofoptimisingtheeducationalprocess.

Instructors–expertadvisorswholeadtheoreticalandpracticalpreparation

Consultants–advisors,specialistsinofferingopinions,guidelines,explanations

Coaches–providetrainingdirectlyintheworkplaceforthepersonwhoisundergoingtraining.Theyregulate,stimulateandleadparticipantstowardsself-reflectionandtargeteddevelopment.

Mentors–advisorswhoworkwithpeopleundergoingtraining inthe longtermintheirworkplace.Theyadvise,motivateandimparttheirexperience.

Moderators–workthroughthemoderatingmethod,i.e.throughtheprincipleofteamworkandbymeans of active participation of all concerned with problem-solving at seminars, workshops andconferences.

Trainers–duringtrainingcoursestheymakeuseofspecificmethodsaimedatpracticalacquiringtheskillsandhabitsneededtoincreaseproductivity.

Tutors–advisors,assistantsforpeoplewhoarestudyingorwishtodoso.

“Thequalityof lecturingdemandsdevelopmentofthecompetencesnecessaryfortheexecutionoflecturers’work,whichaimsatachievingtheeducationalgoals.There isapresumptionofacertain“andragogicalmastership”,which can be understood as a high level of theoretical knowledge andpracticalexperiencesupplementedwithlecturingskills(Palán,Langer,2008).

The key aspect is expertise in the field that is being taught. This is usually certified by a degreecertificate,demonstratingtheprofessionalqualificationofa lecturer.However,othercompetencesareimportantaswell.

Ethicsistheabilitytobehaveandthinkmorally.Moralbehaviourinvolvestwogoals:itsatisfiesourneed for self-respect and at the same timewe show thatwe care about others.Moral behaviourrequiresanalysis,understandingandempathy.

TRAINING MMANUAL

9

Lecturers can act as good or bad examples. They influence and inspire. What they inspire isimportant. They should act as natural examples, and they also should know that they impartknowledge bymeans of words but also deeds, too. Lecturers conveywith their whole body theirrelationtowardswhatisbeingsaid.Participantsperceive,maybeevenwithoutrealisingit,whetheryoubelieveyourownwordsandtowhatextentyouconsiderthemimportant.Iflecturersareabletodemonstratethroughtheireffortsthattheylivetheirownwords,theywillinfluenceparticipantsthemostintensely.Theybecomeauthoritative;theybecomeleaders.

Howmanyethical rules lecturersknow isnot important,but the intention they teachwith. If theythinkonlyaboutthemselves,abouttheirownperfection,theydonotservetheirparticipants.Theydo serve them, however, if they think above all about the benefits for the participants. Lecturersshould ask themselves before every educational activity: Am I doing this for myself or for theparticipants? If lecturers work for an educational institution, they should think about the triplebenefit:theycannotencourageparticipantsagainstthosewhofarmedoutthejob(ife.g.participantsare not interested in the activity), but they should not enforce the interests of the client at theexpenseoftheparticipants.Theyshouldadheretothemodel:win–win–win.

In the Slovak Republic, The Association of Lecturers and Career Advisors (ALPK) has prepared anethical code,which is applicable to themembersof theassociation, lecturersand careeradvisors.Thiscodeservesasaregulatorofqualitymanagement.

TRAINING MMANUAL

10

LECTURERS´ REGULATIONS

CODEOFETHICS

1. Lecturersguaranteethatbasedontheirexperienceandknowledgetheywillprovidetheir

clientswithsufficientcarewithregardtotheirneeds

2. Theyconducttheirworkwithinthelimitsoftheirowncompetences

3. Iftheclients’needsexceedlecturers’competences,theywillleavethecareforclientstoa

relevantspecialist

4. Lecturersdeveloptheircompetencesandknowledgebyfurthereducation,cooperationwith

colleaguesandbyattendingconferences

5. Lecturersendeavourtosupplyqualityworkandtoobtainfeedbackwiththehelpof

supervision

6. Lecturersacceptonlypositivejoboffers–inthesenseofpositivechangeofposition.The

rulesofthejobaredefinedbyclients.

7. Improvementofpositioncannotbeatanyone’sexpense.

8. Lecturersenforcecreatingandpreservingroomforparticipants.

9. Lecturersrefusetobuildconstellations,ifthereisnotenoughtime.

10. Lecturersrespectthatparticipationineducationalactivityinrolesisoptional.

11. Sentencesutteredbylecturerstowardstherepresentativesinrolesaremeantas

suggestions.

12. Formulatingthesesentencesbylecturersstemsfromexperiencingtherolesofthe

representatives;lecturersavoidmanipulation.

13. Lecturerspayattentiontocreatingsufficientroomneededforreflectionofparticipantsand

theendoftheseminar.

14. Lecturersrespectthesufficientsteppingoutfromtherolesofparticipants.

15. Lecturersprovideparticipantswiththeircontactinformationorcontactinformationof

anothercompetentperson.

16. Lecturershaveacontactforsubsequentprofessionalcareattheirdisposalandshareitwith

participantsifneeded.

TRAINING MMANUAL

11

17. Lecturersremainreticentwithrespecttoinformationaboutparticipants,membersofthe

systemandthesystemitself,whichtheyobtainedduringtheirwork.

HOW TO PREPARE A TRAINING COURSE?

Trainingpreparationisadifficultandtime-consumingprocessforalecturer.Itconsistsof3phases:thepreparation,carryingoutandevaluationphases.

PREPARATIONPHASE

The preparation phase is themost important phase and should not be underestimated. Effectivelecturerpreparation is50%ofsuccess. In termsof timemanagementthisphase is the longestandthemostdifficult.Itincludesallthestepspresentedinthetable“Stepbystepfortrainers”.

The analysis of educational needs is a process aimed at determining the difference between thecurrentstate(ofknowledge,skills,performanceofworkers)andthedesiredstate,whichisexpected.Itisaboutdiscoveringthecurrentproblem,whatitshouldlooklikeafterthechangeandwhatisthemosteffectivewaytoaccomplishthischange(Lessayová,2004).

Toolsandtechniquesmostoftenusedforassessmentofeducationalneeds:

a) ontheindividuallevelanalysis of workload and its description, tests and examination, questionnaire, discussion,observation, critical events, journal method, management by objectives, self-evaluation,careerplanning,assessmentcenters,learningbyaction,performanceassessment

b) onthegrouplevelmanagerial teamsmeetings,groupmeetingsanddiscussions, studygroups,groupprojects,techniquesofcollectivecreativity,simulations,modelingandbehaviouralanalysis

c) ontheorganisationlevelanalysis and evidence of reports, analysis of future trends and options, comparing amongorganisations, benchmarking, company diagnosis, audit of managerial development anddevelopment of HR, survey of attitudes, survey ofmanagerial environment, organisationaldevelopment,programmesforrebuilding,restructuringandincreasingefficiency

If we want to achieve a certain level of effectiveness, it is usually necessary to combine severaltechniques and tools, since every techniquemeasures different aspects from a different point ofview. In case you do not have the option to analyse educational needs, find out the followinginformationinadvance:

Whatshouldbethegoalandoutputoftheeducationalevent?

Isthetopicnewforparticipants,orhavetheyundergonesometraininginthisfield?

Whatisthemotivationofparticipantsforthistraining(didtheychooseitthemselves,weretheysentbytheirsuperior,etc.?)

TRAINING MMANUAL

12

Whataretheexpectationsoftheparticipants?

What is the number of participants, their age, sex, are they experiencedworkers or do they lackexperience,whataretheirpositions?

Willtheeducationcontinue?Ifso,bywhatmeans?

Duringtheplanningofatrainingcourseitisnecessarytoworkwithresultsofanalysisofeducationalneeds, where we acquired answers to the questions: Where are we now? What is the currentsituation?Wheredowewanttoget?Whatcanhelpusonthis journey?Whatobstaclesawaitus?Whatdowehave to change inorder to achieveestablishedgoals?Quality analysisof educationalneedsmeans effective investment of resources into education from an organisation aswell as anindividual.

CARRYINGOUTPHASETheprocessandsuccessofthecarryingoutphasedependsonmanyfactors:theenvironment,moodofparticipants,observingprinciplesofpsychologicalhygiene, levelofdifficultyofthetraining,timetableofthetraining.Theprofessionalismoflecturersisimportantaswellastheirabilitytocapturetheattentionofparticipants,tomaketheminterestedthroughcommunication.Thefirststepuponcontact with participants should be mutual introduction, then clear designation of group rules,consent with regard tomutual addressing (using first names or surnames) andmaking the groupmoredynamicbymeansofactivitiesofnon-formaleducation(ice-breakers, familiarisingactivities).Based on the circumstances and conditions of the training, it is advisable to adapt the trainingprogrammetothesatisfactionofallthoseinvolved.

EVALUATIONPHASEThis phase consists of evaluation of the training by participants in the form of feedback, but alsoretrospectiveevaluationofthetrainingandtheachievingofgoalsbylecturers.

The next part of the manual includes 8 steps which should help lecturers create an educationaltrainingcourse,whichis“tailored”tosuittheeducationalneedsandexpectationsofparticipants(orthosewhoorderthetraining).

TRAINING MMANUAL

13

STEP BY STEP FOR TRAINERS

NEEDSANALYSIS Step1: Basicanalysisandanalysisofparticipants

Step2: DeterminingneedsOBJECTIVES Step3: Objectives

Step4: Contentanalysis-brainstormingStep5: FilteringcontentitemsStep6: ProgrammestructureStep7: Definingpartialobjectives

METHODS Step8: Choosingmethods

THE PROCESS OF PREPARING A TRAINING COURSE

NEEDSANALYSISStep1:BasicanalysisandanalysisofparticipantsA:Notedowntheinitialstate,whichneedstobechanged.Whatproblemswereidentified?Note:thisstepisalwaysperformedtogetherwiththesubmitterofthetrainingandwiththetargetgroup.

TRAINING MMANUAL

14

Step2:DetermingneedsA:BasedontheproblemsstatedinpointA,givereasonswhichledtotheirbeginning

B:Strictlyisolatereasonsfromahigherlevel–theproblemstheycause.Determineneedsbyreversingproblemsintoadesiredsituation(e.g.lackofcommunicationinteam–increasingtheeffectivenessofcommunicationintheteametc.)

B:Whoistheprimarytargetgroupforyourtraining?Whoaretheparticipantsfromthepointofviewoftheusualandprevalentreceivingofinformationandlearning?(e.g.unemployedyoungpeoplewithoutrequalificationaftercompletinghighschool,educatedprofessionalswithuniversitydegreeconcernedwithyourpolitics,instructorsofoutdooractivities,etc.)

OBJECTIVESStep3:ObjectivesInstructions:Addresstheindividualreasonsdefinedinstep2.Createspecificpossibleobjectivesfortheprojectbyreversingreasonsintothedesiredsituation.Theseobjectivesaretoberealisticallyfulfilledthroughplannedtraining(e.g.lackofawarenessaboutdifferentcommunicationstyles–obtainingknowledgeaboutcommunicationstyles).

TRAINING MMANUAL

15

STEP4:Contentanalysis–brainstormingInstructions:Withrespecttothebasicanalysis,analysisoftheparticipantsandobjectives,trytorecordasmanyideasaspossibleaboutthecontentofthetraining–topicsthatshouldbediscussedduringthetraining.Thengothroughthelistagainandidentifyonlythosetopicswhicharenecessaryformeetingtheobjectivesinstep3.Necessary? Brainstorming items Necessary? Brainstorming items

1 .

2.

3.

4.

5.

6.

STEP5:Filteringcontentitems

TRAINING MMANUAL

16

Instructions:Afterselectingthenecessarycontentitems,nowdenotetheitemswhicharenotnecessary,butwhichwouldcompletethetrainingprogrammeandbeaworthycontributionforparticipants(useadifferentsymbolormarker).

STEP6:Programmestructure

Instructions:Arrangetheindividualcontentitemsintoblocks,whichcouldformtheframeworkoftheprogramme.Forthisstep,youneedtoknowthetimeframeavailableforthetraining.Arrangeblocksinalogicalordersotheyconnect.Trytofixonthelogicofparticipantsandmakingthelearningprocesseffective.

TRAINING MMANUAL

17

Day 1 Day 2 Day 3 Day 4 Day 5

breakfast

BLOCK 4

BLOCK 9

BLOCK 14

BLOCK 19

coffee

BLOCK 5

BLOCK 10

BLOCK 15

BLOCK 20

lunch

BLOCK 1

BLOCK 6

BLOCK 11

BLOCK 16

coffee

BLOCK 2

BLOCK 7

BLOCK 12

BLOCK 17

dinner

BLOCK 3

BLOCK 8

BLOCK 13

BLOCK 18

STEP7:DefiningpartialobjectivesInstructions:Writealltheblocksclearlyoneafteranotherintheprescribedform.Foreachblockcreatedetailedpartialobjectiveswhichshouldbemetandthemethodologywhichshouldbeused.

TRAINING MMANUAL

18

BLOCK 1

Partial objective 1

Partial objective 2

Partial objective 3

methodology

BLOCK 2

Partial objective 1

Partial objective 2

Partial objective 3

methodology

BLOCK 3

Partial objective 1

Partial objective 2

Partial objective 3

methodology

BLOCK 4 . . .

TRAINING MMANUAL

19

METHODSStep8:ChoosingmethodsInstructions:Assignmethodstotheindividualblocksthatyouwanttouse.

Information about the block

The name of the block

Objectives (what exactly we want to achieve)

- partial objective 1 - partial objective 2 - partial objective 3

Group (for how many people? In groups? How many in one group?)

Materials - detailed list of materials according to the methods

Length (how much time will be needed for a block)

- total for a block

Description/Conclusion - method 1 (time) - method 2 (time) - method 3 (time) - method 4 (time)

Other information/Source - where to look for the source - where the detailed information about methods can be found

Who (who will lead the block, with whom?)

Description

Method 1 (time)

Detailed description of the method

Method 2 (time)


Method 3 (time)


Method 4 (time)


File

- attach file if necessary (insert – object – create from file – browse – display as icon – ok)

TRAINING MMANUAL

20

THEPROCESSOFPREPARINGATRAININGCOURSEStage Planned

dateDateoffulfilment

1. Basic analysis and analysis of participants

2. Determining needs

3. Objectives

4. Content analysis - brainstorming

5. Filtering the content items

6. Programme structure

7. Defining partial objectives

8. Choosing methods

TRAINING MMANUAL

21

TRAINING COURSE (EXAMPLE)

TARGET GROUP § STAFF MEMBERS AND BOARD MEMBERS OF VOLUNTEERORGANISATIONS

§ BOARDMEMBERSOFVOLUNTEERORGANISATIONS

§ STAFF MEMBERS OF PROFESSIONAL ORGANISATIONSWORKINGWITHVOLUNTEERS

§ BOARD MEMBERS OF PROFESSIONAL ORGANISATIONSWORKINGWITHVOLUNTEERS

OBJECTIVE § ANALYSIS OF TRAININGNEEDS OF COURSE PARTICIPANTS(NEEDSASSESSMENT)

§ PILOTVERIFICATIONANDTESTINGOFSELECTEDSECTIONSOF THE TRAINING PROGRAMME VALIDATION TRAININGPROGRAMME

CONTENT SELECTEDSECTIONSOFKEYMODULESOFTHEVALIDATIONTRAININGPROGRAMME,FOCUSEDONWORK POLICIES AND STRATEGIESOF VOLUNTEERORGANISATIONS INRELATIONTOVOLUNTEERS

ISSUES OF

WORKING SESSIONS

1. NEEDSASSESSMENTPROCESS

2. WHATISVOLUNTEERINGPOLICYONVALIDATION?

[MODULE D: European and volunteering policy]

3. WHATCANTHEORGANISATIONDOTOSUPPORTTHERECOGNITIONOFTHELEARNINGOUTCOMESOFVOLUNTEERS?

[MODULEA:Validationontheleveloftheorganisation]

4. DESCRIPTION OF COMPETENCES – DESCRIBE AND RECOGNISE THESECOMPETENCES

[MODULEB:Competencemanagement(framework)]

5. AWARENESS TOOLS, (SELF) ASSESSMENT TOOLS, VALIDATION METHODS,COMPETENCEFRAMEWORKS

[MODULEC:Volunteer´sportfolio]

METHODOLOGY ANALYSISOFTRAININGNEEDSOFPARTICIPANTS

ACTIVELEARNING,PARTICIPATIVELEARNING,COOPERATIVELEARNING

EVENT

DATE

PILOTTRAINING06-02-2016–10-02-2016

TRAINING MMANUAL

22

MEETING VENUE Brussels,Mundo-J,Ruedel'Industrie10,1000Brussels.

NEEDSASSESSMENTNeedsassessmentprocessinorganisations

WORKSHOP1

Blocktitle/topic NEEDSASSESSMENTPROCESSINORGANISATIONS

Maingoal Describeandanalysethetrainingneedsofcourseparticipantsinrelationtothepolicyoftheirorganisation,workwithvolunteersandsupportorrecognitionoftheireducationalresultsandcompetences.

Goals(Whatinparticularwewanttoachieveintheblock)

Partialgoal1:Whatistheorganisationworkingon?Partialgoal2:Whatdoitsmemberswanttoaccomplish?Partialgoal3:Whatdotheyneed(intermsofknowledge,skillsandattitudes)

inordertobecapableofachievingit?

Recommendation: Participantsmayuseposterstopresenttheirorganisations,whichispartoftheirpreparationforthepilottraining(partialgoal1)

Workshopduration

160min

Nameofthemethod

VISITORSANDHOSTS

Descriptionofthemethod

Participantsworkingroups.Therearethreelocationspreparedintheroom.Eachofthelocationsincludestheworkfieldandtasksthatparticipantsshouldcomplete.ParticipantshavetheroleofVISITORSwhomigrateandvisiteachlocation.Theirroleistodiscuss,giveargumentsandsuggestinrelationtothetopicandassignment.HOSTSdonotmigrateandtheyareinthesamelocationduringtheentireactivity.Theirroleistowelcomevisitors,informthemoftheirtask,leadadiscussionandsupervisetorecordthetaskinwriting.Thehostwillinformthefollowinggroupofwhatpreviousvisitorssuggested.


Thelocations–placestobevisited(fourtables–oneforeachpartialgoal)areinthefreespace,wherethereareassignmentsandtasksforparticipantsdefinedonflipchartpaper.Theplacestobevisitedshouldbeatasufficientdistancefromeachothertoavoidanydisturbance.Thenumberoflocations3,thenumberofparticipants14.

- VISITOR/participant,migrates

- -HOST/doesnotmigrate,staysatthetable- 1,2,3-partialgoals,assignmentsandrelatedtasks

1 2 3

TRAINING MMANUAL

23


Buldioski,G.:T-KitonTrainingEssentials.CouncilofEuropeandEuropeanCommission,October2002.Sitná,D.Metódyaktívnehovyučovania.Spoluprácažiakovvskupinách.Praha:Portál,2009.ZamyatM.Klein.100kreatívnychmetódahiernasemináreaworkshopy.Praha:GardaPublishing,2012.

Aids Poster,largesheetsofpaper,markers,3tables,chairs,writteninstructions(goalandtasksforvisitors)forthreelocations

METHODOLOGICALPROCEDURE TIME

INVITATION

LET´SSTART

Welcomingofparticipants,presentationoftheprogrammeandplansforthetraining,timeframe.FOURBEGINNINGSOFSENTENCES(expectations,concerns,refusals).

1. Iwanttoattendthetrainingbecause...2. InthisworkshopIwantto...3. InthisworkshopIdonotwantto...4. Iwillbehappytogohomeif...

Thefoursentencesareassignedfourcolours.Forthispurpose,youpreparedmoderationcardsofthecoloursandgoodmarkers.Participantswillcompletethecardsandthenpostthemonthewall,standorflipchart.Alternative:

1. InthistrainingIwantto......2. InthistrainingIwouldnotwantto......3. Ihavethefollowingdoubts...

15min

30min

WORKSHOPPRESENTATION

POSTERwhichwillgraphicallyillustrate:WHATarewegoingtodo?=needsassessmentWHYarewegoingtodoit?=briefjustificationofneedsassessment*,whatisourgoal?HOWarewegoingtodoit?a)method,briefdescription,b)organisationofwork(visualisation),c)explanationofroles:host,visitor,

principleofturning.TIME?Thelengthoftheblockinminutesandinformationonbreaks.

5min

INTRO-ENTRY *Needsassessmentisthefirststepintheprocessoftraining,andafundamentalone.Itreferstotheinitialanalysisdonetodetermineifthetrainingisnecessaryandwhetherornotitcorrespondstotheperceivedneeds.Thisisacrucialpointthatoftenseemstobeneglectedinyouthorvoluntaryorganisations.Inaneedsassessmenttheemphasisisontheneedsthatthattheyouthorganisations,theiractivemembersandtheirimmediatetargetgrouphaveinordertoimproveandconsolidatetheirwork.Thissectionbrieflyoutlinesseveraldifferentaspectsoftheneedsassessmentprocess.

10min

TRAINING MMANUAL

24

ASSIGNMENT(TOPICANDTASKS)FORLOCATIONS

LOCATION1:Whatistheorganisationworkingon?ISSUE:Organisational analysismeans considering the framework inwhich the training will occur. This involves analysing the youth orvolunteer organisation in context, its ongoing developments, itsmembership,volunteersandstaffcontinuityandturnover.Aneedsassessmentprocessaimsatidentifyingtheorganisation’smainareasof concentration, the needs this highlights, and the necessarystrategytoaddressthehighlightedissues.Abriefexampleisthatofa youth organisation which decides to emphasise human rightseducation during its next semester. Clearly this organisation willneed to acquire more knowledge on the subject and undertakegeneral organisational adjustment to manage the specifics of thesubjectitplanstoprioritise.TASKS:

§ Identifythecoreareasoftheorganisation.§ Describetheactivitiesoftheorganisation.§ Formulatethreekeyprinciples,strategiesandapproachesin

relation to the organisation’s policy with respect tovolunteers.

LOCATION2:Whatdoitsmemberswanttoaccomplish?ISSUE:Taskanalysisidentifiesthetasksthatmustbefulfilledwithintheorganisationinordertoachieveitsgoals. Ifwecontinuetousethe example from the previous paragraph, a relevant task analysiswillidentifyspecifictasks,orworkprofiles,relatedtoitsprogrammeof human rights education. Related to this is an inventory of theskills, knowledge and competences needed to tackle the workprofiles.

TASKS:§ Listthetasksoftheorganisationinrelationtoitsgoals§ Identifyproblemsthatavoidreachingthegoals.§ Characterisetheambitionsthatyouhaveforthefuture.

LOCATION3:Whatdotheyneed(intermsofknowledge,skillsandattitudes)inordertobecapableofachievingit?ISSUE:Personnelanalysisfollowslogicallyfromtheidentificationoftasksandrequiredskills.Itinvolvesaninitialoverviewofthecurrentsuitabilityfortheactivitiesplannedandalsoidentifiesthoseinneedoftraining,acrossthespectrumofvolunteers,boardmembers,stafforprojectofficersandsoforth.Theendpointofthisanalysisisexaminingthereadinessandwillingnessfortrainingwithintheorganisation.TASKS:

- Createahierarchyofspecificfields,inwhichyouwouldneedtoreceivetraining.

- Listtheknowledge,skillsandattitudesthatyouwouldneedtodevelopandimprove.

- Assesstherateofwillingnessandreadinessofthemembersofyourorganisationtogettrainedinworkwithvolunteers.

TRAINING MMANUAL

25

Recommendation:Werecommendprintingissuesandtasksandplacingtheminthecentreofthetablebeforetheworkshopstarts.

STEPBYSTEP

20minx3

1. Thelecturerdividesparticipantsintothreegroups(dependingonthenumberofpresentparticipants.Theidealnumberofmembersinagroupis4-6).

2. Ineachlocationthelecturerwillplacealargesheetofpaperwithadeterminedworkspaceandmarkersforrecords.

3. Thelecturerwillassignindividuallocationstoparticipants.Explainthemethodofthework–howtheywillwork,whatresultsareexpected,whatandhowtheyshouldcomplementeachother,andthetimelimits.

4. Participantsstartworking.Theytrytodiscussandanswerquestionsandtasksinthelocation,createtherequiredinformation,solveaproblem(theydiscuss,givearguments,listen,add).Thehostspecifiesinstructions,observesgroupwork,encouragesparticipants,givesadviceandinspires.

5. Afterthetimelimithaselapsedthelecturerwillaskparticipantstofinishtheworkandmovetothenextlocation(clockwise).However,oneoftheteammembersstaysinthelocationastheHOST.Hewillprovidethenextgroupwiththeinformationaboutthefieldonwhichthepreviousgroupworked,informthemoftheirresults,andtheapproachestheyused.

6. Newvisitorswillgetfamiliarwiththeworkdoneinthelocationandwiththehost.Theywillstartactivities,continuetoworkontheissueandtasks,addnewperspectives,practicaladditions,comments.

7. Afterthetimelimithaselapsedthegroupsofvisitorswillchangeagain.Onlythehost,oneoftheteammembers,butadifferentonefromthefirstexchange,willstay(theoriginalhostwillcontinueworkingwiththenextgroupasitsregularmember).Theintentionofsuchexchangesistoletmostofthemembersplayaroleofhost(spokesperson)ofthepreviousworkgroup.Thenewgroupwillworkagainontheissue.

8. Thegroupswillworkinthiswayuntiltheyreturntotheiroriginallocation.Theretheywillstudytheaddedrecordsonthepaper,reviewwhichadditionalinformationwaswritten,whattheyforgotabout,whatotherrespectsarewritten.

60min

(timeatonelocation20min)

COFFEEBREAK 15min

PRESENTATION Hosts(newlyelectedspokespersons)ofindividualgroupswillread(present)therecordsontheirsheetsofpaper,reviewtheircompletenessandquality,andthelecturerwillchooseamethodforhowtofurtherusethem.Note:Material,asummarymayserveasabasisforneedsassessmentofcourseparticipantsinrelationtothetopicofpilot

15min

TRAINING MMANUAL

26

trainingandfollowingmodificationofitscontents.REFLECTION

Participantswillreviewtheirworkingroups,comparehowdifficulttheworkwasinindividuallocations,sharetheirfeelingsofcooperationwiththenewinformation.

20min

CONCLUSION Thelecturerwillassesstheworkofparticipantsandtheentiregroupaccordingtocriteriapreparedinadvance(cooperationlevel,abilitytoworkinsmallerteams,communication,stickingtogoalsandtasksinindividuallocations,achievementofworkshopgoals).Thelecturerwillsummarisewhattheeducationalneedsofparticipantsareinrelationtothepolicy,strategiesandapproachoftheirorganisationtovolunteers.Thelecturerwilltrytoidentifyproblems,weaknesses,areaswhereparticipantsfeelavacuum.

Thelecturerwillthanktheparticipantsfortheiractivitiesandparticipationintheworkshop.

5min

TRAINING MMANUAL

27

EUROPEANANDVOLUNTEERPOLICYWhatisthevolunteerpolicyonvalidation?Examplesofvalidationpoliciesandmodels.

WORKSHOP2Blocktitle/topic POLICIESANDPROCEDURESMainobjective - Tolearnthedifferentpoliciesrequiredinavolunteerorganisationandthosethat

includetheorganisationandtypes,howtodevelopthepolicyofanorganisation.- Tolearnthebasicprinciplesandproceduresthatplayanimportantrolein

supportingandguidingvolunteers.Goals(Whatinparticularwewanttoachieveintheblock)

- Partialgoal1:What is the difference between a policy and a procedure?- Partialgoal2: Why have policies? Developing of policies and procedures- Partialgoal3:HowcanIimplement policies and procedures in my organisation?- Partialgoal4:Whyandhowyouwillinvolvevolunteersinyourwork–general- volunteerpolicy.

Workshopduration

180min

Nameofthestrategy

Descriptionofthestrategy

MAPPINGOFTERMSAmapoftermsisonewaytovisuallyillustrateandexpressone’sunderstandingandthemutualrelationsbetweentermsandthoughts.Amapoftermsisagraphicalrepresentationoftheparticipant’sknowledgestructureontheworkshop’srelevanttopic.Nodes(points)representtermsandlinks(lines,curves)representtherelationsbetweenterms.Whendrawingamapoftermsonecreatesacertainscheme(diagram).Individualtermsaremanagedsuchthattherelationsbetweenthemmakesenseforthelearner.Thetermsthataremutuallyrelatedareconnectedbylinesandrepresentacertainstatement(proposition).Thecharacteroftherelationbetweentermsisexpressedbyabriefdescriptionabovethelink.Emphasismustalsobeputonproperhierarchicalorderofterms,inwhichspecialtermsareplacedbelowmoregeneralones.Therulesthatmustbefollowedwhendrawingamapofterms:

- Donotstopwritingduringthetimeassigned.- Donotcommentonideas.- Donotbotheraboutthegrammar.

Formoforganisation

- Individual(self-study)onlinelearningresources- Group(drawingamapofterms)- TheworkshopwillbeheldintheformofPARALELLgroups.Werecommend

dividing14participantsintofourgroups(3+3+4+4).- Eachgroupshallworkonadifferenttaskrelatedtotheworkshoptopicandgoals.- Procedure:- 1.Individualworkonacomputer(self-study)withonlineliteraturesources(20

min)- 2.Groupwork(groupmembersdiscussthetaskassignedandproposeawayto

prepareamapofterms(PowerPoint,poster,etc.)Theimplementationofthemapofterms(60min).

- 3.Presentation(eachgrouphas20minforapresentation).

TRAINING MMANUAL

28

Literaturesources

Volunteer procedures and policies.pdf

volunteer_policy_checklist.pdf

volunteer_policy_checklist.pdf

https://www.volunteer.vic.gov.au/manage-your-volunteers/policies-and-procedureshttp://careers.vic.gov.au/exploration/a-fair-workplace

Aids Eachparticipantworksonacomputerinthefirstpart,AnInternetconnectionisrequired.Flipcharts,markers,colouredpaper,tape.

METHODOLOGICALAPPROACH TIME

INITIALPART

WORKSHOPPRESENTATION

Thelecturerwillpresenttheworkshop,topic,goals,methodofworkandtimeframe(posterorpresentation).Theworkshopwillconsistoffourparts.Theparticipantswillworkinfourthematicgroupsinparallel.

Theintroductionandfinalpartarefacilitatedbythelecturer.

INTRODUCTION

There are links to templates and samples that can help the lecturer. • PART1What is the difference between a policy and a procedure? • PART2Why have policies? • Developing of policies and procedures

PART3Implementing policies and procedures. • Ongoing review • PART4General volunteer policy. • Recruitment, selection and induction

FINALPART-bestpractices,exampleofvalidationandpolicies.

10min

INTRODUCTION

Lecturer’s theoretic input. We recommend a lecture, including apresentation.Volunteerpoliciesandproceduresplayan important role insupporting,involvingandguidingvolunteers.Theyhelpeveryoneinanorganisation–volunteers, employees and management – understand why and howvolunteers are involved, what's expected of them and, in turn, whatvolunteerscanexpectfrombeinginvolved.Theverymentionofpoliciesandprocedurescangivesomemanagersaheadache,solet'sstartbydispellingtwomyths:policiesandproceduresdon'thavetobecomplexandwordyandtheydon'ttakeforevertowrite.Policiesandproceduresareoftenaboutwritingdownwhatyouarealreadydoing.Makeitamanageabletaskbykeepingitsimpleanddoingitoveraperiodoftime.Remembertogobacktoitregularlyandupdateitifnecessary.Havingavolunteerpolicyisessentialfororganisationsintendingtoinvolvevolunteers;itunderpinseffectivevolunteermanagement.Avolunteerpolicywillhelpto:

10min

TRAINING MMANUAL

29

• clarifyvolunteerrolesandresponsibilities• establishvalues,beliefsanddirectionforvolunteerinvolvement• strengthengoodrelationshipswithintheteam• ensurecontinuityovertimeandfromstafftostaff• formalisecurrentpractice

DIVISIONOFPARTICIPANTSINTOGROUPS

ASSIGNINGOFTASKSANDINSTRUCTIONS

1. Anindependentindividualworkswithonlinesources.Eachgroupisgivenacertainweblink.

2. Discussionofgroupmembers,preparationofamapofterms.3. Presentationofmapsoftermsgivenbyindividualgroups.

20min

60min

20x4min

PART1 • What is the difference between a policy and a procedure? Policies and procedures relating to your volunteers do not need to becomplicated. Theyare there togive clarity anddirectionaboutwhat todo (andwhat not to do) in relation to your activities and programmesinvolvingvolunteers.This section looks at the kinds of policies you need in a volunteer-involving organisation and gives tips on how to develop policies andprocedures.AVOLUNTEERPOLICYstatesyourpositionand/oryourbeliefaboutsomething.Itgivesdirectionandguidelinesformakingdecisions.Policiestellpeoplewhattodo.Forexample,youshouldhaveapolicyonvolunteerexpenseswhichclearlystatesunderwhatcircumstancesvolunteerswillbeeligibletomakeaclaim.AVOLUNTEERPROCEDUREdescribesthestepsandsequenceofactivitiesthatsupportapolicy.Procedurestellpeoplehowtodoit.Forexample,yourexpensesprocedurewilltellyourvolunteershowtheycanapplyforexpensesandhowmuchtheycanclaim.

PART2 • Why have policies? Developing policies and procedures •

GettingstartedIt'scommontofeelabitoverwhelmedbypolicy-making,soherearesometipstokeepthetaskmanageable:

• Rememberthatpoliciesareoftenaboutwritingdownwhatyouarealreadydoing

• Policiesdon'thavetobecomplicated.Infact,themorestraight-forwardthebetter

• Individualpoliciescanbewrittenoveraperiodoftime• Prioritiseaccordingtowhichpolicyismostneeded• Don'treinventthewheel:iftherearesimilarorganisationswith

establishedpoliciesandproceduresseeifyoucangetacopy.Thinkcreativelyabouthowthetaskcanbeachieved.Onepossibleoptionwouldbetodelegatethetask,orpartsofit,toasmallgroup.Ifyourorganisationalreadyhasvolunteers,involvethemintheprocess,too.

PART1GROUP1

PART2GROUP2

PART3GROUP3

PART4GROUP4

TRAINING MMANUAL

30

Askexistingvolunteersifanyofthemwouldliketobeinvolvedinanewchallengeorrecruitavolunteerwithknowledgeandexpertisetohelpdraftthedocument.Whatshouldbeincluded?Thevolunteerpolicyshouldreflectwhatyourvolunteersandorganisationneed.Whenmakingalistofwhattoinclude,thinkabouttheorderinwhichthepoliciesshouldbewritten.Startwiththepoliciesthatyouneedmostanddon'tavoidthemorecontentiousones.

volunteer_policy_checklist.pdf VolunteerPolicyChecklist

Haveyouapolicyon Yes/No Nextsteps(write/review)

Whyyouinvolvevolunteers Roledescriptions Recruitmentandselection Relationshipsbetweenvolunteersandtheteam/management

Relationshipsbetweenvolunteersandtheclientgroup

Policiesshouldbewritteninthepresenttense,usingclearandconciselanguage.

PART3 • Implementing policies and procedures. Ongoing reviewIntroducingnewpoliciesandprocedurestoexistingvolunteersWhilemostvolunteerswillwelcomehavingpoliciesandproceduresinplace,youmayfindresistancefromsomevolunteers.Theymayseetheirintroductionasthreateningorunnecessary,tooformal,contrarytothespiritofvolunteeringortoocloselyresemblingapaidworksituation.Ifvolunteershaveconcerns,youneedtoacknowledgethemandlookathowyoucanpromotethepositiveaspectsofhavingavolunteerpolicyandminimisetheconcernsofvolunteers.KeepinMind

• Theintroductionofpoliciesandprocedureswillmakethevolunteerprogrammebetterforeveryone.

• Changecanbehardtoimplement.Makesureyoupromotethepositiveaspectsofhavingpoliciesandprocedures.

• Policiesandproceduresareoftenwritteninresponsetounforeseenproblems.Avoidthisbybeingready.

• Involvetheteamindraftingpolicies.Setupaworkinggrouporinvolvepeopleonaninterestbasis.

TRAINING MMANUAL

31

• Startbyintroducingapolicywhichtheteamwillwelcome.• Befirmthateveryonewillhavetofollowpoliciesandprocedures

thatareagreed.• Acceptthattheintroductionofmoreformalvolunteer

managementmayresultinvolunteersleaving.FurtherinformationsourcesAskotherorganisationswithvolunteersforacopyoftheirVolunteerPolicies&ProceduresVolunteerDevelopmentAgency(2001)Asgoodastheygive:planningvolunteerinvolvement,VolunteerDevelopmentAgency:Belfast,NorthernIrelandWebsites

• www.volunteer.ie• www.vds.org.uk(VolunteerDevelopmentScotland)• www.energizeinc.com• www.volunteer.ca/home

PART4 • General volunteer policy. • Recruitment, selection and induction •

GeneralvolunteerpolicyHavingageneralvolunteerpolicyprovidesafoundationforyourvolunteerprogramme.Itsetsoutwhyandhowyouwillinvolvevolunteersinyourwork.Recruitment,selectionandinductionVolunteerscomeintoorganisationswithdifferentmotivesandexpectationsandwithadiverserangeofbackgrounds,interests,skillsandexperiences.Havingaclearoutlineofhowyoufind,appointandinductyourvolunteerswillhelpyoutogetthebestmatchforyourorganisation.Italsohelpstomakeyourvolunteersfeelvalued.Toattractvolunteerswhofitinwellwithyourorganisationandcontributetoyourprogrammesyouneedtoknowwhatsortofvolunteerrolesyouneedand,importantly,thekindofpeoplethatyouwouldliketohaveinthoseroles.Beforeyoustartwritingyourpolicy,youmightwanttoreadoursectiononAttractingandrecruiting.

COFFEBREAKBEFOREPRESENTATIONS 15min

FINALPART Werecommendthatthelecturershouldsummariseandawardtheindividualpresentationsandgiveexamplesofvalidationandpolicies.

Exampleofvalidationandpolicies

https://www.volunteerqld.org.au/policy/volunteer-management

20min

TRAINING MMANUAL

32

VALIDATIONONTHELEVELOFTHEORGANISATIONWhatcantheorganisationdotosupporttherecognitionofthelearningoutcomesofthevolunteers?

WORKSHOP3Blocktitle/topic SUPPORTFORTHERECOGNITIONOFTHECOMPETENCESOFVOLUNTEERSMaingoal Realisetheessenceofvolunteercompetencerecognitionandjustifythe

importanceoftheprocess.Gettoknowandcharacterisevariouswaysofsupportingvolunteercompetencerecognition.


- Partialgoal1:Analysethetermrecognitionanddefineit.- Partialgoal2:Justifytheimportanceofvolunteercompetencerecognition- processwithrespecttoorganisation,employersaswellas- volunteers- Partialgoal3:Listandcharacterisetoolsforvolunteercompetencerecognition.

Workshopduration

Total300min(45+90+45+90+30)

Nameofthemethod


Nameofthemethod


1. BUZZGROUPSParticipantsstartbyworkinginpairs,theythenformgroupsoffourandeventuallytwogroupsofeight.Thiscausesmutualinfluencingandcooperationofparticipantsfromthebeginningoftheactivity.Itisrequiredthatparticipantsknowtheworkshoptopicatleastalittleandhaverelevantexperience.Whenparticipantsworkingroupsofeight,thelecturerwillassignroles(spokesperson,observer,informationofficer,spy).Intheendthelecturerwillaskparticipantstopresenttheirresults.JIGSAWIParticipantswork in teamsof six. Thematerial tobe learned isdivided into sixparts(forexample,acomposer’sCV).Eachteammemberstudiestheirpart.Thenthe teammembers who studied the same part form expert groups to discusstheirpartsof thematerial tobe learned.After some time, they return to theiroriginal groups and teach the other members of their group their part of thematerial. Then there is assessment by testing. It is a cooperative strategy thatdoes not use a cooperative partial structure (it uses a test for individualassessment).However,itusesacooperativegoalstructure,i.e.createsapositivemutualdependenceamongthestudents.


- Group,mass- Preparationofspacedependsonthesizeofthegroupstheparticipantswillwork

in.Theywillstarttheworkinpairs.Descriptionofthemethod

- VOLUEBrochure.pdf VOLUEPoster.pdf

TRAINING MMANUAL

33

VA-Managers-101-Ways-to-Recognise-Your-Volunteers.pdf

UNESCOGUIDELINESfortheRecognition,ValidationandAccreditationoftheOutcomesofNon-formalandInformalLearning.PublishedbytheUNESCOInstituteforLifelongLearning©UIL2012PrintedinGermany.

Aids Tape,colouredpaper,markers,flipchartFlipcharts–terms*(recognition,validation,learningoutcomes,competencesCards–support**).Note:therearetermsononesideofthesheetanddefinitionsofthetermsontheotherside.


INTRODUCTORYPART

TERMINOLOGY

Werecommendbrieflyfocusingtheintroductorypartoftheworkshoponterminology.Inparticular,theterms:VALIDATION-RECOGNITION,LEARNINGOUTCOMES–COMPETENCES.Itisnecessarytomakeclearwhatthespecifictermswillmeantous.Werecommendusing(preferring)thetermsRECOGNITIONandCOMPETENCESandusingthesametermstogetherwiththeparticipants.

Method:THESAURUS–participantswritedownclues,remarks,keywords,mainideasforthetermsandtalkaboutthem.

PROCEDURE:first,participantsoutlinetheirbasicpoints,structure(evocation)andafterthepresentationofparticipantsthelecturerwillrefinetheunderstandingofthetermsandthenconcludeswithaconsensusinterminologytomakethetermsreadyforfurtherwork.

PROCEDURE:eachtermisonaseparateflipchart+relatedquestions.Sheetsforindividualtermsareofdifferentcolours.Thereisadefinitionofthetermonthebacksideofeachsheet(participantsmustnotseeit).Stickthesheetstothewall.

Flipchartsforindividualterms*:

R–RECOGNITIONHowdoyouunderstandthetermRECOGNITION?Whatdoesitmeantoyou?Inwhatrespectdoyouuseit?V–VALIDATIONWhatisVALIDATION?Arethetermsrecognitionandvalidationidentical?LR–LEARNINGRESOURCESWhatdoyouconsideraslearningresources?C–COMPETENCESInyouropinion,whatisthedifferencebetweenlearningoutcomesandcompetences?

Total

45min

R V LR C

TRAINING MMANUAL

34

METHODICALPROCEDURE

1. THEORETICALENTRYOFTHELECTURER(oraPowerPoint

presentation)Recognition,ValidationandAccreditation(RVA)ofallformsoflearningoutcomesisapracticethatmakesvisibleandvaluesthefullrangeofcompetences(knowledge,skillsandattitudes)thatindividualshaveobtainedinvariouscontextsandthroughvariousmeansindifferentphasesoftheirlives.VALIDATIONOFLEARNINGOUTCOMESWhatdoesitmean?Theoverallaimofvalidationistomakevisibleandvaluethefullrangeofanindividual’squalificationsandcompetences,irrespectiveofwherethesehavebeenacquired(i.e.beitinaformal,non-formalorinformalsetting).Integratedvalidationoflearningoutcomescontributesbothtotherecognitionoftheprofessionaldevelopmentoftheadulttrainersinvolved(inthiscaseastrainees)andtothequalityofthecourses.Validationoflearningoutcomesisalsoofparticularimportanceintheinformalandnon-formaladultlearningsystemingeneral,sincethissectorfocusesonadultlearnerswho,atapossiblylongdistancefromtheiroriginalformalqualifications,needevidenceoftheirfurtherdevelopmentofskillsandsocialandpersonalcompetencesthatarerecognisedintheirhomecountries.Validationofinformallearning(VINFL)isquiteaconfusingterm.Itmaymeanrecognitionofpriorlearning(withtheaimofrecognisingskillsforqualificationpurposes)ORitmaymeanvalidatinglearninginnotformalisedlearningcontexts,e.g.duringwork,involunteeringormobilityactionsetc.Especiallyinadulteducation,thevalidationofkeycompetencesthatareacquiredinpracticallearningcontextsareofmajorimportance.Thosecompetences,suchascommunication,cooperation,flexibility,autonomy,creativity,etc.,cannotbemeasuredagainstexternallysetstandards.http://www.ginconet.eu/content/validation-learning-outcomes-02. SHORTDISCUSSION+instructionsforactivity•Participantswritetheirassociations,knowledge,observationsandopinionsforeachtermonPost-itnotes,andtheystickthemonthepaperfortheparticularterm.

3. THELECTURERWILLSUMMARISEtheparticipants’recordsabouttheindividualtermsandwillask4participantstoreaddefinitionsoftermsfromthebacksidesofpaper.§ RECOGNITIONisaprocessofgrantingofficialstatustolearning

outcomesand/orcompetences,whichcanleadtotheacknowledgementoftheirvalueinsociety.

§ VALIDATIONistheconfirmationbyanofficiallyapprovedbodythatlearningoutcomesorcompetencesacquiredbyanindividualhave

15min

10min

15min

TRAINING MMANUAL

35

beenassessedagainstreferencepointsorstandardsthroughpre-definedassessmentmethodologies.

§ ACCREDITATIONisaprocessbywhichanofficiallyapprovedbody,onthebasisofassessmentoflearningoutcomesand/orcompetencesaccordingtodifferentpurposesandmethods,awardsqualifications(certificates,diplomasortitles),grantsequivalences,creditunitsorexemptionsorissuesdocumentssuchasportfoliosofcompetences.Insomecases,thetermaccreditationappliestotheevaluationofthequalityofaninstitutionoraprogrammeasawhole.

§ COMPETENCESindicateasatisfactorystateofknowledge,skillsandattitudesandtheabilitytoapplytheminavarietyofsituations.

§ LEARNINGOUTCOMESareachievementsofwhatalearnerknows,understandsandisabletodoasaresultofalearningprocess.

4. CONSENSUS,usingthetermsofRandCinrelationtorecognitionandsupportofcompetencesofvolunteers.

5min

TRAINING MMANUAL

36

MAINPART

WHYRECOGNITION?

METHODOLOGICALPROCEDURE

Method:BUZZGROUPS

Thelecturerwillpreparematerial=questionsaboutparticipants’workforeachpair:

Werecommendusingthefollowingsource:THOUGHTSONRECOGNITIONOFCOMPETENCESINVOLUNTARYWORK.

A. Question:Whyisitusefulforvolunteerstoworkonrecognitionofcompetences?

B. Question:Whyisitusefulforvoluntaryorganisationstoworkonrecognitionofcompetences?

C. Question:Howtodeveloparecognitionstrategy?

1. Thelecturerassignstaskstothesmallestgroups(pairs):jointansweringofquestionsA,B,C.Heorshewillsetatimelimitforeachtaskaccordingtohowdifficultitis.Participantsworkontheassignedtaskforabout10minutes.

2. Thelecturercombinespairsintogroupsoffour,participantsworkonthesametask,comparetheirresultsfromthepairs,eliminateshortcomings,inaccuracies,improveformulation,addadditionalinformation,etc.(15min).

3. Thelecturercombinesgroupsoffourintogroupsofeight,assignsgrouproles:spokesperson,observer,informationofficer,spy.Participantsworkonthesametask,mutuallycomparetheirresultsagain,adjust,expandandmakethemmoreaccurate.Participantsworkwithanotherpartofthetext–answerthequestions(source:ValueBrochure.PDF).Comparetheirideasandrecommendationsfromthesourceandprepareapresentation(20min).

4. Thelecturerwillaskgroupstomakeapresentationoftheiroutcomes,groupobserversevaluatetheworkofindividualgroups.

5. Intheend,thelecturerwillsummariseandcomparetheworkoutcomesofallteams,evaluatethecourseofwork,praiseoutcomes,recommendfurtherstepstotake.

Total90min

15min

20min

30min

20min

5min

COFFEEBREAK 15min

TRAINING MMANUAL

37

SUPPORTOFRECOGNITION

REFLECTIONonactivityCARDSINTHEROOM

SHORTDISCUSSION

Method:CARDSINTHEROOMWerecommendusingthesource:SUPPORTFORTHERECOGNITIONOFCOMPETENCESOFVOLUNTEERSThelecturerwillprepare10cards-10toolsforsupportingvolunteercompetencerecognition(APPENDIX–SUPPORTCARDS**)Participantsaresittinginchairsinacircle.Therearecardslyingonthefloorinthecentreofthecircle,withtermswrittenontheirfacesideanddefinitionsonthebackside.Eachpairwillchooseonecard.Oneofthepairhastheroleofreader.Theotherhastheroleoflistener.

1. Thereaderreadsthetermsanditsdefinition.Thelistenerlistensandthenasksonequestion.Thereaderanswers.

2. Thepairreturnsthecardtothefloorandchoosesanothercards.Theyproceedthesamewaybutexchangetheirroles.Thepairhastwominutestoworkwitheachcard.

Important:Thelecturermeasurestime,informsparticipants(e.g.byringing,clapping)thestartandendoftimelimits.Howdidyoufeelintheroleofreader?Howdidyoufeelintheroleoflistener?Thelecturerwillaskparticipantstosharetheirexperience:Whichinstrumentsofvolunteercompetencerecognitiondotheyuseinpracticeandhaveexperiencewith?

Total45min

2x10min

10min

15min

COFFEEBREAK 15min

ALTERNATIVE

METHODOLOGICALPROCEDURE

NAMEOFTHEMETHOD:JIGSAWCooperativestrategy,workwitheducationaltext,informationsharing.Descriptionofthemethod:1.Createsix-memberhomecooperativegroups.

• Eachparticipantisassignedanumber1–6• Theeducationaltextthatwewillprovidetoparticipantsisdivided

intosixparts• Participantswiththenumber1areassignedtext1• Individualreading,studyingofyourpartofthetext.

2.Createexpertgroups–outofthememberswhohavethesamepartofthetext.Cooperationofallexpertswhoareassignedtostudythetextwiththesamenumber.Theirtaskistomastertheirpartofthetext,discussitwithpartnersintheexpertgroup,findasuitablemethodandtacticsforhowtopresenttheirpartofthetexttothehomegroup.3.Createhomegroups–expertssummariseandexplaintheirpartofthetext.Eachoftheirmemberswhoacquired“expert”knowledgeoftheirpartofthetext,summarisesandexplainsittotheothersinthehomegroup.Thegoalistomakeallmembersofthehomegroupfamiliarwiththefulltext.

Total

90min

20min

20min

50min

TRAINING MMANUAL

38

HOMEGROUPSEXPERTGROUPSWerecommendthatyouworkwiththetext:101WAYSTORECOGNISEYOURVOLUNTEERSWedividethetextintosixparts:

1. Celebratenationalvolunteerweek 2. Startoffontherightfoot3. Easyeverydayandcost-freewaystoacknowledgeyourvolunteers4. Waystoshowyouvalueyourvolunteers’input...5. Sometipsthatmayinvolveaslightcost6. Annual/one-offrecognitionideas...

FINALPART

LECTURER’SPRESENTATION

VA-Recognising-Volunteers.pdf

Training Framework.pdf

DiscussionaboutSomewaysthatvolunteerorganisationsmaygiverecognitiontotheirvolunteers.

Werecommendusinglearningresources-Trainingframework,pages7-9.

1. EXISTINGRECOGNITIONTOOLSINTHEBROADERACADEMICANDPROFESSIONALCOMMUNITY

2. INTRODUCTIONTORECOGNITIONTOOLS3. HOWTOUSETHETOOLS4. ADOPTINGTOOLSATTHEORGANISATIONALLEVEL

(ORGANISATIONPRACTICEANDPOLICY)–HOWTOACCOMPLISHTHIS

Total

30min

123

11

123

22

33

44

55

66

TRAINING MMANUAL

39

APPENDIX - WORKSHOP 3

SUPPORT CARDS**

SUPPORTCARDS**FRONT BACK

TRAININGCERTIFICATE

Agoodtrainingcertificatementionsthecontentsofthetraining,howlongthetraininglasted,thelevel(e.g.relatedtotheEuropeanQualificationsFramework),andareferencetothe(websiteof)thetraininginstitute.

TESTIMONIAL Agoodtestimonialgivesadescriptionoftheworkthevolunteerhasdone,hisorherresponsibilitiesandthelevelofautonomy:didhe/sheworkwithsupport,independent,orinanexecutiveposition?It’salsoimportanttomentiontheduration(1year?2years?),thenumberofhoursspentperday/week/month,andacontactpersonwhocanbecalled.

VOLUNTARYWORKONYOURCV

Thingstoconsider:doyouputyourvoluntaryworkunder‘’hobby/freetime’’orunder‘’workexperience’’.Canyoudescribetheimportanceofyourvoluntaryworkforthejobyouareapplyingfor?

COMPETENCEPROFILE

Acompetenceprofileisalistofcompetencesthatyoucanacquirebydoingacertainvoluntaryjob.Ithelpsthevolunteertoreflectonhisowndevelopment.Italsohelpsto‘’translate’’thevoluntaryworktothelabourmarketortovocationaleducation.

SELF-ASSESSMENT

Self-assessmentisdonebythevolunteertogetanimpressionofthecompetenceshe/shehasacquired.Italsohelpshim/hertoexplorehowusefulthesecompetencesareoutsidethevoluntarywork.Self-assessmentcanbedoneintwoways.Onewayistodefineonwhichlevelhe/shehasacquiredthecompetence,theotherwayistocomparethecompetencewithanexternalstandard.

ASSESSMENTBYOTHERS

Assessmentbyothers[360ºfeedback]cansupportandstrengthen,butalsonuanceandrelativise,theoutcomesoftheself-assessment.Itcanbedonebyothervolunteers/teammembershe/shehasworkedwith,themanagerofthevolunteer,theclients/membershe/shehasworkedfor.

RESULTOFTHEVOLUNTEER’SWORK

Oneofthemostimportantstepsintherecognitionprocessisthatyouareabletoshowexamplesoftheworkyouhavedoneasavolunteer.Hereyoucanthinkofreportsofactivities,minutesofmeetings,pictures/moviesofthingsyouhavemadeorofactivitiesyouhaveperformed.Also,signeddeclarationsofyourmanager,‘’thankyou’’lettersfromparticipantsandyourownwrittenreflectionsonthejobyouhavedonecanbeuseful.Besurethatit’sclearwhatyourrolewas:thegeneralprogrammeofasummercamporatrainingcoursethatyouwereresponsibleforisnotenough.

EVIDENCE Criteriaforevidenceare:authenticity(isitreallyaboutyou),relevance(doesitreallysaysomethingabouttheworkprocessandyourlevelofcontrol),topicality(howrecentisit),quantity(howoftenhaveyoudoneit,howmanythingshaveyoumade),andvariety(haveyoudonethevoluntaryworkwithdifferenttargetgroupsand/orindifferentsituations).

PORTFOLIOFORVOLUNTEERS

Aportfolioisanorganisedcollectionofeverythingyouhavelearnedandallthe(voluntary)workyouhavedone.Itcanalsocontainpersonalinformation.Theideacomesfromtheworldofart,whereartistsusetheportfoliotoshowexamplesoftheworktheyhavemade.Itcanbedigital,butalsointheformofacasewitheverythingonpaperinit.

AGREEMENTWITHINSTITUTESFORFORMALRECOGNITION

Institutesforformalrecognitionaredifferentpercountry.Somecountrieshaveawardsystems,insomecountriesyouhavetogetintouchwithschoolsforvocationaleducationand/oremployersinstitutes

TRAINING MMANUAL

40

COMPETENCEMANAGMENT(FRAMEWORK)Descriptionofcompetences(whataremycompetences,howcanIdescribethesecompetences,why

wouldIliketohaveexternalrecognition,howtogetexternalrecognition)?

WORKSHOP4Blocktitle/topic COMPETENCESOFAMANAGEROFAVOLUNTEERORGANISATIONINRELATIONTO

WORKWITHVOLUNTEERS

Main goal Justify why management competences are fundamental for building humanresourcedevelopmentsystems


Partialgoal1:Identifythekeycompetencesofamanagerofavolunteerorganisationinrelationtoworkwithvolunteers.

- Partialgoal2:Acquaintyourselfwiththewordingof“TheEuropeanQualifications- Framework(EQF)”.- Partialgoal3:ReviewtheEuropeanQualificationFramework(EQF)inconnection- tocompetencesofavolunteerorganisationmanagerinrelationto- workwithvolunteers.

Workshopduration

130min+30min

Nameofthestrategy

Descriptionofthestrategy

K–W–L(Know–Want–Learned)

TheKWLchartwascreatedbyDonnaOglein1986.AKWLchartcanbeusedforallsubjects in a whole group or small group atmosphere. The chart is acomprehension strategyused toactivatebackgroundknowledgeprior to readingand iscompletelyparticipant-centred.The lecturerdividesapieceofchartpaperintothreecolumns.Thefirstcolumn,'K',isforwhattheparticipantsalreadyknowabouta topic.Thisstep is tobecompletedbeforethereading.Thenextcolumn,'W', is forparticipants to listwhat theywant to learnabout the topicduring thereading.Thisstepisalsotobecompletedbeforethereading.Thethirdcolumn,'L',isforwhattheparticipantslearnedfromthereading.Thisstep,ofcourse,isdoneafter finishing the reading. The KWL chart can also be used for reading theinstructionatthebeginningofanewunit.

HereiswhataKWLchartmightlooklike:

K

WhatIknow

W

WhatIwanttoknow

L

WhatIlearnedWriteinformationaboutwhattheparticipantsknowinthisspace.

Writeinformationaboutwhattheparticipantswanttoknowinthisspace.

Aftercompletionofthelessonorunit,writeinformationthattheparticipantslearnedinthisspace.

Practice:Inthe'K'column,thelecturerhastomakesurethatshe/hehasallthequestionsready for the participants to brainstorm on the particular idea that needs to beaddressed in that class. The questions help prompt the participants to think in

TRAINING MMANUAL

41

Nameofthemethod


specificdirections thatwill lead themto the first stepof thebrainstorming.Alsoask theparticipants the reason for their answers. In thisway the lecturermakesthemawareof theirassociations to theanswers.Questions like"whatmadeyouthink like that?" should guide them well. In the 'W' column, ask associatedquestionsorsimilarquestionstobringthemtotheidea.Questionslike,"whatelsewouldyou like to learnabout this idea?"canhelp themanalyseand thinkmore.Thelecturerherehastocomepreparedwithher/hisownsetofquestionsthatwilllink the participants' questions to the idea in the text. This is done so that theparticipants don’t lose the flow of the text or lose sight of the purpose of theactivity. In the last column 'L', help the participants come up with their owncreative ideas and analyses. Also, in this column, the lecturer should ask theparticipants todifferentiatebetweentheanswers to theirquestionsand ideas intheothercolumnsandanideatheyfoundinteresting.Finally,thelecturershouldhelp the participants consult other sources which would answer their questionsbutwhicharenotmentionedinthetext.

AKWLchartcanbeusedtodriveinstructionintheclassroom.Thelecturercan create lesson plans based upon the interests and inquiries of theparticipantsand theirneeds.Using this strategy, the lecturercan increasemotivation and attention by activating the participants' prior knowledge.Thisallowsthelecturertounderstandtheparticipants’priorknowledgeandtheparticipants’interestsinthetopic.

PurposeforusingaKWLchartAvariationoftheK–W–LisK–W–L–W–H.ThepreviouseducationalstrategyhasbeenexpandedwithtwomorestepsWandH.Phase4:W–WhatelseIwanttolearn?Phase5:H–HowIwillfindthatinformation?INSERT(InteractiveNotationSystemforEffectiveReadingandThinking)INSERTisaneducationalprocedurethatencouragesparticipantstoreadactively.Itisamethodtomonitorunderstanding.Thenumberofsignsthatparticipantsusemaybedifferent,dependingontheirage,maturity,purposeofreadingandtheirexperiencewithasignsystem.INSERT–asanotationsystemforeffectivereadingconsistsof threesigns that the reader shouldmarkaside the text.However, it isnot necessary tomark each line or idea in the text. In general, the sign shouldreflectontherelationwiththeselectedinformation.√ thissignconfirmswhatweknowtheinformationisinaccordwithourknowledge.+ thissignshowsthatwehavelearnednewinformation.? thissignshowsthattheinformationisinterestingandwewanttolearnmoreaboutit.Practice:AllowparticipantstouseINSERTindependentlybyprovidingthemwithatextforthem topractice the steps. Encourageparticipants to spend time thinking aboutthe title of the text and trying to gather any background information or priorknowledge that they have to create a brainstorm list. Monitor participants and

TRAINING MMANUAL

42

check for their understanding of how to use INSERT by assisting as needed andasking participants to allow you to review some of the symbols they have usedduringthereading.

Formoforganisation

- individual- group

Literaturesources

- Petrasová,A.:Prácasnáučnýmtextomna1.stupniZŠ.Kto,aknieja?Kedy,aknieteraz?Prešov,Mercury-Smékal2003.

- https://ec.europa.eu- https://en.wikipedia.org/wiki/KWL_table

Aids - asheetofpaperwiththeKWLchart- text“The European Qualifications Framework (EQF)”


INTRODUCTORYPART

Task1

Inthebox“WHATIKNOW”writewhatyouknowaboutthemeaningoftheterm“managementcompetences”.

WHATIKNOW

Task2

a)Discusswhatyouwroteinpairsorwiththeentiregroup.

b)Readtheintroductiontext.

By working in organisations managers significantly influence thecompetitiveness and achievements of their organisation.Managementdevelopmentisoftentheanswertoanacuteproblemandisnotbasedonalong-termstrategythatshouldbeensuredbymanagers. Thus, organisations are exposed to the risk that theirmanagers will not become leaders capable of focusing onstrategically important matters, learning from their ownperformance,continuously improvingthesystemsthattheycontrolandeffectivelyusingtheintellectualandemotionalcapitalgivenbythepeopletheymanage.

In the past two decades we have seen growing efforts to use theconceptofmanagementcompetencesasafoundationforbuilding

10min

10min

10min

TRAINING MMANUAL

43

human resource development systems. Experts on humanresources use competence models because specific competencesconditioninghighperformanceareidentifiedinthem.Thefollowingtwofactshadanimpactonthegrowinginterestinthecompetenceapproachtothedevelopmentofhumanresources:

- great organisational changes that at the moment manycompanies are undergoing have not brought expectedchangesatthelevelofbehaviourofindividuals;

- growing evidence that business results are directlyproportionaltothemanagementabilitiesandthattheycanbeexpressedbycompetences.

In order to make management competences a reliable strategicbasis of human resource development, it is required to respectseveral principles of applying a competence approach inorganisations.Therearea lotof skills,knowledgeandabilities thatmanagers need in their work, but just a small part of them reallydistinguishes between excellent and mediocre managers. Despitethat, organisations are often forced to take over the preparedmodelswithoutanypossibilityofverifyingifthemodelsreallyapplyto their organisation. This goes especially for multinationalcompanies. If the cultural differences and especially theenvironmentinwhichtheorganisationworksarenotrespected,thebenefitsofthecompetencemodelandsubsequentdevelopmentareunnecessarily decreased. This is closely connected to the need toaccurately define competences that form the competence model.The qualities of behaviour must be observable, measurable andthusabletobefurtherdeveloped.

Task3

Write in thebox “WHATDO IWANTTOKNOW?”what youwouldliketoknowaboutthekeycompetencesofamanagerofavolunteerorganisation in relation to work with volunteers (make threequestions).

WHATDOIWANTTOKNOW?1.2.3.

10min

MAINPART

Task4

Read the text “theEuropeanQualificationsFramework (EQF)” (SeeAppendix 1). While reading note down signs according to thefollowinginstructions:

45min

TRAINING MMANUAL

44

√ usethissigntomarktheinformationthatyouknewbeforereadingthetext;+ usethissigntomarknewinformation;? usethissigntomarktheinformationthatyoufindinterestingandthatyouwouldliketoknowmoreabout.Task5

Inpairs/ingroupdiscusswhatyoureadandmarked.

15min

FINALPART Task6

a) in thebox “WHAT IHAVELEARNED”writewhatnew things youhavelearned.

WHATHAVEILEARNED?

b)Inpairs/groupsnameandjustifywhichofthecompetencesoftheEuropean Qualification Framework (EQF) are required for themanager of a volunteer organisation in relation to work withvolunteers.

DESCRIPTORSDEFININGLEVELSINTHEEUROPEANQUALIFICATIONFRAMEWORK(EQF)

Ideaforanadditionalactivity

Task7

Complete the boxes “WHAT ELSE I WANT TO KNOW” and “HOWWILL I FIND NEW INFORMATION”. Discuss them with the entiregroup.

10min

20min

30min

TRAINING MMANUAL

45

APPENDIX–WORKSHOP4

TheEuropeanQualificationsFramework(EQF)

TheEuropeanQualificationsFramework(EQF)isatranslationtoolthathelpscommunicationand comparison between qualifications systems in Europe. Its eight common Europeanreference levels are described in terms of learning outcomes: knowledge, skills andcompetences. This allows any national qualifications systems, national qualificationsframeworks (NQFs) andqualifications in Europe to relate to the EQF levels. Learners,graduates, providers and employers can use these levels to understand and comparequalifications awarded in different countries and by different education and trainingsystems.DESCRIPTORSDEFININGLEVELSINTHEEUROPEANQUALIFICATIONFRAMEWORK(EQF)

Each of the 8 levels is defined by a set of descriptors indicating the learning outcomesrelevanttoqualificationsatthatlevelinanysystemofqualifications.

EQFLevel Knowledge Skills Competence

InthecontextofEQF,

knowledgeisdescribedastheoreticaland/orfactual.

InthecontextofEQF,skillsaredescribedas

cognitive(involvingtheuseoflogical,intuitiveandcreative

thinking),and

practical(involvingmanualdexterityandtheuseof

methods,materials,toolsandinstruments)

InthecontextofEQF,competenceisdescribedintermsofresponsibilityand

autonomy.

Level1 Basicgeneralknowledge Basicskillsrequiredtocarryoutsimpletasks

Workorstudyunderdirectsupervisioninastructuredcontext

Level2Basicfactualknowledgeofafieldofworkorstudy

Basiccognitiveandpracticalskillsrequiredtouserelevantinformationinordertocarryouttasksandtosolveroutineproblemsusingsimplerulesandtools

Workorstudyundersupervisionwithsomeautonomy

Level3 Knowledgeoffacts,principles, Arangeofcognitiveand Takeresponsibilityfor

TRAINING MMANUAL

46


InthecontextofEQF,




thinking),and




autonomy.

processesandgeneralconcepts,inafieldofworkorstudy

practicalskillsrequiredtoaccomplishtasksandsolveproblemsbyselectingandapplyingbasicmethods,tools,materialsandinformation

completionoftasksinworkorstudy;adaptownbehaviourtocircumstancesinsolvingproblems

Level4Factualandtheoreticalknowledgeinbroadcontextswithinafieldofworkorstudy

Arangeofcognitiveandpracticalskillsrequiredtogeneratesolutionstospecificproblemsinafieldofworkorstudy

Exerciseself-managementwithintheguidelinesofworkorstudycontextsthatareusuallypredictable,butaresubjecttochange;supervisetheroutineworkofothers,takingsomeresponsibilityfortheevaluationandimprovementofworkorstudyactivities

Level5

Comprehensive,specialised,factualandtheoreticalknowledgewithinafieldofworkorstudyandanawarenessoftheboundariesofthatknowledge

Acomprehensiverangeofcognitiveandpracticalskillsrequiredtodevelopcreativesolutionstoabstractproblems

Exercisemanagementandsupervisionincontextsofworkorstudyactivitieswherethereisunpredictablechange;reviewanddevelopperformanceofselfandothers

Level6

Advancedknowledgeofafieldofworkorstudy,involvingacriticalunderstandingoftheoriesandprinciples

Advancedskills,demonstratingmasteryandinnovation,requiredtosolvecomplexandunpredictableproblemsinaspecialisedfieldofworkorstudy

Managecomplextechnicalorprofessionalactivitiesorprojects,takingresponsibilityfordecision-makinginunpredictableworkorstudycontexts;takeresponsibilityformanagingprofessionaldevelopmentofindividualsandgroups

Level7

Highlyspecialisedknowledge,someofwhichisattheforefrontofknowledgeinafieldofworkorstudy,asthebasisfororiginalthinkingand/orresearch

Criticalawarenessofknowledgeissuesinafieldandattheinterfacebetweendifferentfields

Specialisedproblem-solvingskillsrequiredinresearchand/orinnovationinordertodevelopnewknowledgeandproceduresandtointegrateknowledgefromdifferentfields

Manageandtransformworkorstudycontextsthatarecomplex,unpredictableandrequirenewstrategicapproaches;takeresponsibilityforcontributingtoprofessionalknowledgeandpracticeand/orforreviewingthestrategicperformanceofteams

Level8 Knowledgeatthemostadvancedfrontierofafieldof

Themostadvancedandspecialisedskillsand

Demonstratesubstantialauthority,innovation,

TRAINING MMANUAL

47


InthecontextofEQF,




thinking),and




autonomy.

workorstudyandattheinterfacebetweenfields

techniques,includingsynthesisandevaluation,requiredtosolvecriticalproblemsinresearchand/orinnovationandtoextendandredefineexistingknowledgeorprofessionalpractice

autonomy,scholarlyandprofessionalintegrityandsustainedcommitmenttothedevelopmentofnewideasorprocessesattheforefrontofworkorstudycontextsincludingresearch

TRAINING MMANUAL

48

VOLUNTEER´SPORTFOLIO(PRACTICALEXPERIENCE)Awarenesstools,(self)assessmenttools,validationmethods,competenceframeworks.

WORKSHOP5Blocktitle/topic A SELF-ASSESSMENT TOOL OF ACQUIRED SKILLS IN THE FRAMEWORK OF

VOLUNTEERINGMain goal Propose for your own organisation a tool for self-assessment of volunteer skills

acquiredinvolunteeractivities


Partialgoal1:ReflectyourownskillsrequiredformanagingavolunteerorganisationPartialgoal2:BecomefamiliarwiththematerialEmpoweryourself!Partialgoal3:Prepareaquestionnaireforself-assessmentofskillsacquiredbyvolunteers

Workshopduration

185min

Nameofthemethod


Freewriting

Freewritingisaprewritingtechnique inwhichapersonwritescontinuouslyforasetperiodoftimewithoutregardtospelling,grammarortopic. Itproducesraw,often unusable material but helps writers overcome blocks of apathy and self-criticism.Itisusedmainlybyprosewritersandwritingteachers.Somewritersusethe technique to collect initial thoughts and ideas on a topic, often as apreliminarytoformalwriting.Freewritingisnotthesameasautomaticwriting.

Thegoalofthisactivityistoneverletyourpenorpencilstopwriting.

Unlikebrainstorming,where ideas are simply listed, in freewriting one writessentencestoformaparagraphaboutwhatevercomestomind.

Thetechniqueinvolvescontinuouswriting,usuallyforapredeterminedperiodoftime (often five to fifteenminutes).Thewriterwriteswithout regard tospelling,grammar,etc.,andmakesnocorrections.Ifthewriterreachesapointwheretheycan'tthinkofanythingtowrite,theywritethattheycan'tthinkofanything,untilthey find another line of thought. The writer freely strays off topic, lettingthoughtsleadwheretheymay.Attimes,awritermayalsodoafocusedfreewrite,letting a chosen topic structure their thoughts. Expanding from this topic, thethoughtsmay stray tomakeconnectionsandcreatemoreabstract viewson thetopic. This technique helps a writer explore a particular subject before puttingideasintoamorebasiccontext.

Rules:

Herearetheessentialrulesthatareoftenformulatedforthebeginners:

• Giveyourselfa time limit.Write foroneor tenor twentyminutes,andthen

TRAINING MMANUAL

49

stop.• Keepyourhandmovinguntilthetimeisup.Donotpausetostareintospace

ortoreadwhatyou'vewritten.Writequicklybutnotinahurry.• Pay no attention to grammar, spelling, punctuation, neatness, or style.

Nobody else needs to read what you produce here. The correctness andqualityofwhatyouwritedonotmatter;theactofwritingdoes.

• Ifyougetoffthetopicorrunoutofideas,keepwritinganyway.Ifnecessary,write nonsense or whatever comes into your head, or simply scribble:anythingtokeepthehandmoving.

• If you feel bored or uncomfortable as you're writing, ask yourself what'sbotheringyouandwriteaboutthat.

• Whenthetimeisup, lookoverwhatyou'vewritten,andmarkpassagesthatcontain ideasorphrases thatmightbeworthkeepingorelaboratingon inasubsequentfree-writingsession.

Formoforganisation

- Individualwork- Groupworkinfivehomegroups

Literaturesources - https://www.scout.org/sites/.../empower_yourself.pdf- https://en.wikipedia.org/wiki/Free_writing- https://en.wikipedia.org/wiki/Questionnaire

Aids - penandpaper- text“UserManualEmpowerYourself!”

(source:www.scout.org/sites/.../empower_yourself.pdf)


INTRODUCTORYPART

Task1

Group1Using the freewriting technique reflect in the area ofOrganisationalskillsonyourownskillsrequiredformanagingavolunteerorganisation.

Group2Using the freewriting technique reflect in the area ofResponsibility,senseof initiativeandanalyticalskillsonyourownskills required formanagingavolunteerorganisation.Group3UsingthefreewritingtechniquereflectintheareaofRelationshipskillsonyourownskillsrequiredformanagingavolunteerorganisation.

Group4UsingthefreewritingtechniquereflectintheareaofInterculturalskillsonyourownskillsrequiredformanagingavolunteerorganisation.

Group5Using the free writing technique reflect in the area of Technical andartist skills on your own skills required for managing a volunteerorganisation.

10min

TRAINING MMANUAL

50

Task2Withinyourgroupdiscussthereflectionandbrieftheotherparticipantsofthetrainingofthestrengthsofyourmembersinthearea

20min

MAINPART

Task3

Ineachhomegroup:

- BecomefamiliarwiththeintroductorytextEmpoweryourself!- Individually work with the sheet andmark the level of your

skillsinindividualareas.- Discusstheskillswithinyourarea.

Task4

Individually prepare a questionnaire draft for self-assessing volunteerskillsacquiredwithinvolunteerworkinyourorganisation.Aquestionnaireisoneofthemostusedresearchmethods.Itisusedinsocial sciences for mass and fast collection of facts, opinions,approaches,preferences,values,motives,needs,interests,etc.Whendesigningthequestionnaireproceedasfollows:1.Proposeatleastthreetopicareas.2.Ineachoftheareaproposeatleast5items/skills.Theitemsofthequestionnairemustmeetcertaincriteriathatmustberespectedfortheirconstruction:

a) Itemsshouldbeshort.b) Itemsshouldbeclear.c) Inoneitemaskjustaboutonematter.

3.Anassessment scale shouldbe incorporated into thequestionnairetomeasurethelevelofacquiredskills.Thescaleoffersanopportunitytoleantowardonepoleandexpressyourinterestdifferentiated.Suchanassessmentscaleisameasuringtoolthatenablesthedetectionof personal qualities, frequency or intensity of various aspects ofhuman personality or their activities. You can choose an even or oddnumberofdegrees.However,thescalesusuallyhaveanoddnumberofdegrees–three,five,sevenornine.Arespondentmaylikelyanswerallthe items in the same way. In order to avoid this, we can alternatepositiveandnegativewordingofstatements.

10min

25min

15min

60min

FINALPART Task5

Withinahomegroupbrieflypresentalldraftsforquestionnaires.Justifythe selection of topic areas and individual items in the context oforganisationalfocus.

Task6

15min

TRAINING MMANUAL

51

BANK OF METHODS AND STRATEGIES

APRACTICALGUIDETOCOOPERATIVELEARNINGTECHNIQUES

Cooperation is a concept of education which makes it possible to include participants in jointthinking,commonformationofthoughtandsharedcognitiveactivity.Cooperationmeansteamworkonacommonproduct,asharedprojectoracommontask.Theparticipants’individualvariabilityinsolvingtasksallowsseveralviewpointsonthesameproblem,whichopensuptheneedfordialogue,argumentation and reasoning. This type of education contributes toward increasing certaincharacteristicqualitiesinparticipants,suchastheabilitytocooperate,asenseofsolidarity,asenseof tolerance, etc. It suppresses the excessive application of competitiveness in education and theemphasisonrivalryattheexpenseofcooperation.Cooperative education is oneof themeans applied in the creationof anenvironment suitable forthinking.Vygotsky(1978)explainsthatintellectualdevelopmentistheproductofinternalaswellasexternal(i.e.social)processes.Hepointsoutthatahigherlevelofthinkingarisesfromrelationships,i.e. dialogue between people. He highlights that individuals form and discuss ideas together;therefore, the thoughts that come into existence in thisway exceed the efforts of one individual.People together, as well as individually, express various viewpoints, their agreement ordisagreement;theypointoutdifferences,lookforsolutionsandconsidervariousalternatives.ConstructivistswhofavorVygotsky’stheorysuggestthatsocial interaction is importantfor learningbecausehighermental functions,suchasreasoning,comprehension,andcriticalthinking,originatein social interactions and are then internalised by individuals. Participants can accomplishmentaltasks with social support before they can do them alone. Thus cooperative learning provides thesocial support and scaffolding that participants need to move learning forward (Woolfolk, 2001,p.44).Oneofthemostinnovativeandwidelyprescribedstrategiestomanageandbuilduponthestrengthof the increasing diversity found in classrooms is the use of cooperative learning techniques.Cooperative learning involves small teams of participants of varying academic achievement levelsemploying a variety of learning activities that promote academic success for each teammember.Researchontheeffectsofcooperativelearninghasconsistentlyfoundthattheuseofsuchmethodsimprovesacademicachievementaswellasintergrouprelations(Kasíková,2009).According to Johnson, Johnson, Holubec (1998), cooperative efforts have three major positiveresults:

From each home group, give a presentation on one of the proposedquestionnairestoallparticipants.

30min

TRAINING MMANUAL

52

1. Greater efforts to achieve, including higher achievement by all participants, long-termretention, intrinsic motivation, more time spent on task, development of higher-orderreasoningandcriticalthinking.

2. More positive relationships among participants, including “esprit-de-corps”, caring andcommitted relationships, personal and academic social support, valuing of diversity, andcohesion.

3. Greater psychological health, “general psychological adjustment, ego-strength, socialdevelopment, social competencies, self-esteem, self-identity, and the ability to cope withadversityandstress”.

In many cases, cooperative learning provides participants an opportunity to begroupednotonlyheterogeneouslybyacademicperformance,butalsobyrace,genderandlanguageproficiency. When using cooperative learning methods, participants are asked to work inheterogeneousgroupstosolveproblemsandcompletetasks.Theintentofcooperativeworkgroupsis to enhance the academic achievement of participants by providing them with increasedopportunityfordiscussion,forlearningfromeachotherandforencouragingeachothertoexcel.Cooperation is working together to accomplish shared goals. Within cooperative situations,individuals seek outcomes that are beneficial to themselves and beneficial to all other groupmembers. Cooperative learning is the instructional use of small groups so that participants worktogethertomaximisetheirownandeachother’slearning.The terms “group learning” and “cooperative learning” are often used as if theymean the samething.Infact,groupworkmeansseveralparticipantsworkingtogether,andworkingtogetherdoesn'tnecessarilyinvolvecooperation.“Cooperativelearningisanarrangementinwhichparticipantsworkinmixedabilitygroupsandarerewardedonthebasisofthesuccessofthegroup”(Woolfolk,2001,p.340).Siltala(2010)discussesfivecriteriathatdefinetruecooperativelearninggroups:1. Positive interdependence (participants must fully participate and put forth effort within theirgroup; each group member has a task/role/responsibility therefore must believe that they areresponsiblefortheirlearningandthatoftheirgroup).2.Face-to-FacePromotiveInteraction(memberspromoteeachother'ssuccess;participantsexplainto one another what they have or are learning and assist one another with understanding andcompletionofassignments).3. Individual and Group Accountability (each participantmust demonstratemaster of the contentbeingstudied;eachparticipantisaccountablefortheirownlearningandwork,thereforeeliminating“socialloafing”).4.SocialSkills(socialskillsthatmustbetaughtinorderforsuccessfulcooperativelearningtooccur;skills include effective communication, interpersonal and group skills: leadership, decision-making,trust-building,communicationandconflict-management).5.GroupProcessing(everysooftengroupsmustassesstheireffectivenessanddecidehowitcanbeimproved).

TRAINING MMANUAL

53

The theoryof cooperative learninghas identified three typesofgroups: formal, informalandbasegroups:

- Formalcooperativelearninggroupsrangeinlengthfromoneclassperiodtoseveralweeks.The team leader can structureanyacademicassignmentor course requirement for formalcooperative learning. Formal cooperative learning groups ensure that participants areactivelyinvolvedintheintellectualworkoforganisingmaterial,explainingit,summarisingit,andintegratingitintoexistingconceptualstructures.Theyaretheheartofusingcooperativelearning(Johnson,Johnson,Holubec,1998).

- Informalcooperativelearninggroupsaread-hocgroupsthatmaylastfromafewminutestoa whole class period. The team leader uses them during direct teaching (lectures,demonstrations) to focus participant attention on thematerial to be learned, set amoodconducive to learning, help set expectations about material, what the lesson will cover,ensure that participants are cognitively processing the material being taught and provideclosuretoaninstructionalsession.

- Cooperativebasegroupsare"long-term“(lastingforat leastayear)heterogeneousgroupswith stable membership whose primary purpose is for members to give each other thesupport, help, encouragement and assistance each needs to progress academically. Basegroups provide participants with long-term, committed relationships (Johnson, Johnson,Holubec,1998).

Key elements of cooperative learning include: value of learning, shared governance, groupaccountability and participant-generated construction of knowledge. All these elements permit amoreopenandevendiscussionofissuesfromavarietyofperspectivesandculturesratherthanthelearning settingbeingdominatedby thecourse team leader,whomay representonlyoneculturalperspectiveandoftenthatofthedominantcultureinsociety.Thereareagreatnumberof cooperative learning techniquesavailable. Somecooperative learningtechniques utilise participant pairing, while others utilise small groups of four or five students.Hundredsoftechniqueshavebeencreatedintostructurestouseinanycontentarea.Cooperativelearningtechniquescanbelooselycategorisedbytheskillthateachenhances,althoughitisimportanttorecognisethatmanycooperativelearningexercisescanbedevelopedtofitwithinmultiple categories. Categories include: discussion, reciprocal teaching, graphic organisers, writingand problem solving. Each category includes a number of potential structures to guide thedevelopmentofacooperativelearningexercise(http://serc.carleton.edu).Think-pair-share: As probably the best known cooperative learning exercise, the think-pair-sharestructure provides participants with the opportunity to reflect on the question posed and thenpractice sharing and receiving potential solutions. Its simplicity provides instructors with an easyentryintocooperativelearning,anditisreadilyadaptabletoawiderangeofcourseconstructs.Thisstrategycanbeusedbeforeintroducingnewconcepts.Itgiveseveryoneintheclasstimetoaccesspriorknowledgeandprovidesachanceforthemtosharetheirideaswithsomeone.Think-Pair-Sharehelpsparticipantsorganisetheirknowledgeandmotivateslearningofnewtopics.HowtoTeachUsingThink-pair-share:

TRAINING MMANUAL

54

TherearethreestepstoThink-Pair-Share,withatimelimitoneachstepsignaledbytheinstructor.(1)Participantsareaskedtobrainstormaconceptindividuallyandorganisetheirthoughtsonpaper.(2)Participantspairupandcompilealistoftheirideas.(3)Eachpairwillthensharewiththeentireclassuntilallideashavebeenrecordedanddiscussed.

Three-step interview: This structure can be used both as an ice-breaker which introducesparticipantstooneanotherandtoprovideparticipantswithavenueforsolicitingopinions,positionsorideasfromtheirpeers.Participantsarefirstpairedandtaketurnsinterviewingeachotherusingaseriesofquestionsprovidedbytheinstructor.Pairsthenmatchupandparticipantsintroducetheiroriginalpartner.Attheendoftheexercise,allfourparticipantshavehadtheirpositionorviewpointsonanissueheard,digestedanddescribedbytheirpeers.

Round Robin: Participants are placed in heterogeneous teams of four. Each participant has anopportunity tospeakwithoutbeing interrupted.Thediscussionmovesclockwisearoundthe team;everyonemustcontributetothetopic.Theteammayuseanitemtopassaroundasavisualaidtodeterminewhohas the floor.RoundTable isanotherversion.Thedifferencebeing thatapieceofpaperispassedaroundandeachmemberwritesinsteadofspeaksaboutthetopic.Note-takingpairs:Poornote-takingleadstopoorperformance.Designinganexercisewhichrequiresparticipants to summarise their understanding of a concept based on notes taken (with directedquestions such as what is the definition of a concept, how is it used, what are the three mostimportant characteristics of a topic) and receiving reflective feedback from their partner providesparticipantstheopportunitytofindcriticalgapsintheirwrittenrecords.

Group grid: Students practice organising and classifying information in a table. A more complexversionof this structure requiresparticipants to first identify theclassification scheme thatwillbeused.

Sequencechains:Thegoalofthisexerciseistoprovideavisualrepresentationofaseriesofevents,actions,rolesordecisions.Participantscanbeprovidedwiththe itemstobeorganisedoraskedtofirstgeneratethesebasedonapredeterminedendgoal.Thisstructurecanbemademorecomplexby having participants also identify and describe the links between each of the sequencedcomponents.

Peerediting:Asopposedtotheeditingprocessthatoftenappearsonlyatthefinalstageofapaper,peer editing pairs up participants at the idea-generation stage and peers provide feedbackthroughouttheprocess.Forexample,therelationshipbeginsaseachparticipantinthepairdescribestheir topic ideas and outlines the structure of their work while their partner asks questions, anddevelopsanoutlinebasedonwhatisdescribed.

Send-a-problem: Participants participate in a series of problem solving rounds, contributing theirindependently generated solution to those that have been developed by other groups. After anumberofrounds,participantsareaskedtoreviewthesolutionsdevelopedbytheirpeers,evaluatetheanswersanddevelopafinalsolution.

TRAINING MMANUAL

55

Three-stay, one-stray: Even participants working in groups can benefit from the feedback ofadditionalpeers.Inthisstructure,participantsperiodicallytakeabreakfromtheirwork(oftenatkeydecision-makingpoints) and sendonegroupmember toanother group todescribe theirprogress.Theroleofthegroupistogaininformationandalternativeperspectivesbylisteningandsharing.Thenumber of times the group sends a representative to another group depends on the level ofcomplexityoftheproblem.Thismethodcanalsobeusedtoreportonfinalsolutions.

Jigsaw:Formorecomplexproblems,thisstructureprovidesparticipantstheopportunitytodevelopexpertiseinoneofmanycomponentsofaproblembyfirstparticipatinginagroupsolelyfocusedonasinglecomponent.Inthesecondstageoftheexercise,groupsarereformedwitharepresentativefromeachexpertgroup,who togethernowhave sufficientexpertise to tackle thewholeproblem.The jigsaw is an effective way of engaging participants both with course material and with eachother.Thepeerteachingaspectrequiresthateachparticipantunderstandsthematerialwellenoughto teach it to others (individual accountability), and each participant is required to contributemeaningfully to a group problem-solving component (group goals). Research on this and othercooperativelearningtechniquesshowssignificantbenefitsforparticipantsnotonlyintermsofleveloflearningbutalsointermsofpositivesocialandattitudinalgains.

JigsawI:Cooperativeactivity Jigsaw I isbasedontheteamworkofallmembersofagroup,whereeverymemberbecomesanexpertonacertainpartofatext.

HowtoteachusingJigsawI:

1. Createhomecooperativegroups2. Assign everymember a number according towhich part of the text they are supposed to

read,studyandexplaintoothers(e.g.thefirstparticipanthasatextonpage1,thesecondonpage2,thethirdonpage3).

3. Create expert groups consisting of members who have the same part of the text (e.g.participant from the home group A, who was assigned part 1 will work together withparticipants from other home groups, whowere also assigned part 1 etc.). The task is tomaster the assigned part of the text. After reading individually they must discuss it withpartnerstomakesuretheyunderstandit.Duringthefinalstagetheyagreeonhowtoteachothersoncetheyreturntotheoriginalgroups.

4. Createoriginalhomegroups.Everymemberwhoacquiredexpertknowledgeaboutacertainpartofthetext(insequence)presentsasummaryandexplainsthesubject-matter.Thegoalisforeverymembertobefamiliarwiththewholetext.

Picture1:RepresentationofthebasicproceduresofJigsawI(Meredith,Steele,Temple,1998)

TRAINING MMANUAL

56

JigsawII:ThistechniqueisanadaptedversionofJigsawIbyR.Slavin(In:Meredith,Steele,Temple,1998).Itdiffersfromthepreviousmodelbybeingmorecontrolled.

Everymemberreadsallpartsofthetextbutbecomesanexpertonlyononepart.Participantsworkwithanexpertsheetwhilereading.Itcontainsquestions,whichaccompanythemduringreading.

HowtoteachusingJigsawII:1. Divideparticipantsintohomegroupsconsistingof4-5members2. Distributecopiesofthetextdividedintoasmanypartsastherearemembersofagroup3. Everyparticipantreadsthewholetextbutpaysspecialattentiontothepartwhichtheyhave

questionsabout4. Createexpertgroupsinwhichthemembers’taskistolookforanswerstothequestionson

theexpertsheet.5. Createoriginalhomegroups.Everymemberwhoacquiredexpertknowledgeaboutacertain

partofthetextpresentsasummaryofwhattheyread.

T-scheme:Thisisagraphicschemewithwiderangeofapplication.Itservesthepurposeofrecordingreactions to discussed questions,which are of a binary character (yes - no, for – against, agree –disagree)orwhichrequirecomparison(contrast).TheT-schemeisatoolforcomparingtwosidesofaconcept.

Procedure1. Readaconfrontationaltext,suitablefordiscussion2. Notedownindividuallyasmanyreasonsandargumentsforandagainst3. Comparerecordsinpairs,oreveninsmallergroups4. CreateandcomparetheT-schemeofthewholegroup

Debates:ActuallyavariationoftheT-scheme,formaldebatesprovideanefficientstructureforclasspresentations when the subject matter is easily split into two opposing views or Pro/Conconsiderations.Participantsareassignedtodebateteams,givenapositiontodefendandthenaskedtopresentargumentsinsupportoftheirpositiononthepresentationday.Theopposingteamshouldbegivenanopportunitytorebutargument(s)and,timepermitting,theoriginalpresentersareaskedto respond to the rebuttal. This format is particularly useful in developing argumentation skills (inadditiontoteachingcontent).

TRAINING MMANUAL

57

PanelDiscussions:Paneldiscussionsareespeciallyusefulwhenparticipantsareaskedtogiveclasspresentationsorreportsasawayofincludingtheentireclassinthepresentation.Participantgroupsareassignedatopic toresearchandaskedtopreparepresentations (notethat thismayreadilybecombinedwith the jigsawmethodoutlinedabove). Eachpanelist is thenexpected tomakea veryshortpresentation,beforethefloorisopenedtoquestionsfrom"theaudience".Thekeytosuccessis to choose topics carefully and to give students sufficientdirection to ensure that they arewell-preparedfortheirpresentations.Youmightalsowanttopreparethe"audience",byassigningthemvarious roles. For example, if participants are presenting the results of their research into severalforms of energy, you might have some of the other participants role play as concernedenvironmentalists,transportationofficials,commuters,andsoforth.MindMapping:MindMapping is theprocessof visuallydepictinga central conceptwith symbols,images, colours, keywords and branches. This is a fast and fun way to take visual notes, fostercreativity, stretch students' visual thinking skills, make learning contextual and meaningful andpromote active involvementwith the learning content. Pairs of participantsmay create their ownmindmaportheymaysimultaneouslyaddtotheteamand/orclassmindmap.

Snowballing: this technique is reminiscent of creating a snowball by layering new knowledge. Itenables the reviewing of already acquired knowledge. Participants are given individual time forconsideringacertaintopicandthendiscussit,firstinpairs,theningroupsoffour,theningroupsofeight,etc.Groupsarejoineduntilallmembersareparticipating.Snowballingenablesallmemberstosharetheiropinionsandtoacquirenewknowledgefromothers.Role-PlayingExercises:Inmostrole-playingexercises,eachparticipanttakesontheroleofapersonaffectedbyanissueandstudiestheimpactsoftheissuesonhumanlifeand/ortheeffectsofhumanactivitiesontheworldaroundusfromtheperspectiveofthatperson.Morerarely,participantstakeon the roles of some phenomena to demonstrate the lesson in an interesting and immediatemanner.Role-playingissimultaneouslyinterestingandusefultoparticipants,becauseitemphasisesthe "real-world" side of science. It challenges them to dealwith complex problemswith no single"right"answerandtouseavarietyofskillsbeyondthoseemployedinatypicalresearchproject.Inparticular, role-playingpresents theparticipantavaluableopportunity to learnnot just thecoursecontent,butotherperspectivesonit.HowtoTeachUsingRole-Playing:Theinstructorneedstodecidethecontextfortheexerciseandtherole(s)thattheparticipantswillplay. If theparticipantsare takinghumanroles, thecontext isgenerallyaspecificproblemsuchasglobal warming or dealing with an active volcano. Lessons need to be carefully explained andsupervisedinordertoinvolvetheparticipantsandtoenablethemtolearnasmuchaspossiblefromthe experience. However, a well-done scenario never runs the same way twice, teaches peoplethingstheymightnotordinarilyhavelearnedandtendstobefunforallinvolved.Inside-Outside Circle: This is a cooperative learning strategy in which participants form twoconcentric circles and take turns upon rotation to face new partners to answer or discuss theinstructor’squestions.Thismethodcanbeusedtogathervarietyofinformation,generatenewideasandsolveproblems.

TRAINING MMANUAL

58

Games -Manywill scoffat the ideathatonewould literallyplaygames inauniversitysetting,butoccasionallythere isnobetter instructionaltool. Inparticular,therearesomeconceptsortheorieswhich are more easily illustrated than discussed and in these cases, a well-conceived game mayconvey the ideamore readily. For example, when participants are introduced to the concepts of"laws of nature" and "the scientific method", it is hard to convey through lectures the nature ofscientificworkandthefallibilityof inductivehypotheses. Instead,participantsplayacoupleroundsoftheInductionGame,inwhichplayingcardsareturnedupandeitheraddedtoarunningseriesordiscarded according to the dealers pre-conceived "law of nature". Participants are asked to"discover"thenaturallaw,byformulatingandtestinghypothesesasthegameproceeds.

BIBLIOGRAPHY

1. JohnsonD.,JohnsonR.,HolubecE.,Cooperationintheclassroom,Boston1998.2. KasíkováH.,Welearn(the)cooperationCooperation,Kladno,Slovakia,2009.3. LessayováT.,Thelecturerfurthereducation.Modulartrainingprogram.Brochure.

NationalInstituteofLifelongLearning,Slovakia,2014.4. NONFORMALEDUCATIONMANUAL.InformationCollectionandExchangePublication

No.M0042. PEacE corPs 2004. information collection and ExchangePublicationNo.m0042.Online:http://files.eric.ed.gov/fulltext/ED521841.pdf

5. PetrasováA.,ThecontentandProcessofEducation,in:AnswerstoQuestionson(de)SegregationofRomaStudentsinSlovakEducationSystem,Bratislava,Slovakia,2011.

6. Siltala R., Innovativity and cooperative learning in business life and teaching, Turku2010.

7. SlavinR.,EducationalPsychology:theoryandpractice,Boston2000.8. Training of Trainers: Designing and Delivering Effective Human Rights Education

TrainingManual. 2007. Equitas – International Centre for Human Rights Education.ISBN 2-921377-79-7. On Line: https://equitas.org/wp-content/uploads/2010/11/Equitas_Generic_TOT_2007.pdf

9. T-KitonTrainingEssentials.CouncilofEuropepublishingF-67075StrasbourgCedex.Council of Europe and European Commission, October 2002. On line: http://pjp-eu.coe.int/documents/1017981/1667921/tkit6.pdf/459e262b-11f9-4af8-834f-c10c4cf4d30a

10. Vygotskij L. S.,Mind in society: The development of higher psychological processes,Cambridge1978.

“validation policy for volunteer organisations”€¦ · special attention was paid to...

Documents