salto – project management · web vieweva einarsdottir: sports and youth council of reykjvik, itr...

SALTO-YOUTHTRAINING COURSE ON

PROJECT MANAGEMENT –CAPACITY BUILDING AT THE

EUROPEAN LEVEL

www.salto-youth.netMidhurst, West Sussex, UK

21-29 April 2001and

Guildford, Surrey, UK19-27 May 2001

REPORT

SALTO-YOUTH Connect Youth The British Council, 10 Spring GardensLondon SW1A 2BNTel : +44 (0) 20 7389 4030Fax : +44 (0) 20 7389 4033Email : [email protected] www.connectyouthinternational.com

http://www.connectyouthinternational.com/

mailto:[email protected]

Introduction

This report is presented first and foremost as a resource for our colleagues in the YOUTH National Agencies, the Euro-Med National Coordinators and for trainers and Multipliers fostering high quality activities within the YOUTH programme.

It documents a training course that was one of four new European level courses offered during the first half of 2001 through the SALTO-YOUTH centres ( Support for Advanced Learning and Training Opportunities) The courses address priority areas in the development of the YOUTH programme. Each one took place twice, had places for 25 participants (50 overall), and ran for 7 full programme days.

The courses are intended to compliment National Agencies’ and Coordinators’ training strategies. The highly motivated participants, who were selected by their Agencies or Coordinators will form part of a growing resource of key youth workers and support persons with skills and knowledge that can be shared with future YOUTH project organisers.

The report layout has been made as accessible as possible to share the ideas and tools that were developed and to transfer the methods and practice. Each report follows a similar logic and contains a ‘Toolbox’, which describes the objectives, timing and resources needed for the methods used, with comments on their application.

Each SALTO-YOUTH centre will be very happy to offer advice or answer questions about aspects of implementing the course in whole or part. We welcome your feedback and reflection on how to project the learning from the SALTO courses as widely as possible.

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ContentsIntroduction

1 Framework 1.1 Course Aims1.2 Trainers1.3 Participants1.4 Evaluation Summary1.5 Venues1.6 Course structure and ethos1.7 Documentation

2 Course Content2.1 Annotated programme2.2 Products2.3 Theoretical models

3 The Course Tool Box3.1 Name games3.2 Expectations and Assumptions3.3 The Dunford Fling3.4 SWOT, Opinion lines and the quality thermometer3.5 Communications exercise (T Game)3.6 MARCOM production exercise3.7 Workshops3.8 Evaluation and action planning3.9 Jigsaw puzzle exercise3.10 Visit simulation3.11 Mission Impossible3.12 Expert Groups3.13 Expert panel

4 Commentary, analysis and outcomes4.1 Evaluation4.2 Overview of results from questionnaire 14.2.1 Key areas of learning identified by the participants4.2.2 Changes in attitude identified by the participants4.2.3 Areas that some participants felt needed more depth or time4.3 Overview of results of questionnaire 24.3.1 Comments of questionnaire 24.4 Overview of the results from questionnaire 34.5 Activity since the training courses4.6 Some conclusions about ‘quality’

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1 Framework

1.1 Course AimsThe overall aim of the courses was to equip project organisers with the skills, knowledge and tools to manage the process of defining, preparing, implementing and evaluating projects within the YOUTH Programme

Course ObjectivesTo consider the role and purpose of project management in YOUTH ProjectsTo formulate clear, realistic, measurable learning objectives for projectsTo understand the different stages of the project lifecycleTo manage the project’s financial and personnel resourcesTo identify and manage riskTo design tools and share working methods which can be put into practice after the courseTo work on and develop the participant’ concrete project ideas during the courseTo document outcomes of the course SALTO-YOUTH The SALTO training courses are taking place within the context of the training strategy for the YOUTH programme, the aim of which is to help youth workers, youth leaders and support staff to develop high-quality YOUTH programme activities.

The four SALTO-YOUTH centres were created in September 2000 - within the YOUTH National Agencies of Flanders-Belgium, Germany, UK & France. They work as part of a flexible network of partners cooperating on training. This means their activities are:- Complementary to the work that is being done within the partnership on training

between the Commission and the Council of Europe.- Developed in dialogue with the network of National Agencies of the YOUTH

Programme.

SALTO-YOUTH also has a range of ‘horizontal’ tasks, such as coordination, evaluation and documentation; it is also active in the training committees and works directly with the Commission. Its tasks are to: Develop, implement, supervise and evaluate training courses related directly to the

implementation of the YOUTH programme; Collect materials and information and provide services and information to the

National Agencies Contribute to the supervision, evaluation and follow-up to the training strategy.

1.2 TrainersThe Project Management courses were run by a team of three trainers; Detta Reagan (UK), Ulrika Eklund (Sweden) and Jonathan Bowyer (UK); The administration and technical matters were managed by Sue Kingsley-Smith of SALTO – Connect Youth International and secretarial and logistic support was provided by Sheila Mykoo in course 1 and Pam Simpson in course 2, from the UK National Agency (Connect Youth International).

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The trainers had a wide range of experience – both of training in the European field and of running European Youth Projects. They had worked with member states, Euromed countries and eastern and central European countries.

Ulrika Eklund, - free-lance trainer working with nationalorganisations, and international bodies. She has workedat the National Council of Swedish Youth Organisations. Additionally,she works part-time work as a volunteer co-ordinator at a women's shelter and rape crisis centre in Stockholm, Sweden. Publications:· Kreativa möten. En handbok för lyckade möten, Stockholm 1999.· Plats för tjejer och killar. Ett metodmaterial för en mer jämställdorganisation, Stockholm 1998. Medskapande ledarskap. Hur vi leder in i framtiden, Norra Skåne 1997.

Jonathan Bowyer - works part-time as the European Liaison Officer for the National Council of YMCAs in England and part-time as a freelance consultant and trainer. He has over 15 years experience as a trainer, facilitator and manager. He has been involved in a wide range of youth projects and training events with people from all over Europe. Jonathan was previously Centre Manager and Marketing Director at the YMCAs National Centre at Lakeside in Cumbria, England and has a particular interest in experiential and adventure based learning. He was also co-author and co-editor of T-Kit No. 1 Organisational Management.

Detta Regan works as International Youth Work Advisor for a local authority, freelance Trainer, Training Coordinator for Connect Youth International South (National Agency Regional Committee), Youth Initiative Project Assessor. She has had experience in a wide range of Youth Work and has organised, led and trained on many Youth Exchanges, Study Visits and Training courses involving every EU Member State and associated countries. Detta has a particular interest in work with Mediterranean countries, especially Israel, Palestine and Turkey and has organised several projects through the (EuroMed) Youth Programme.

1.3 ParticipantsCourse one - 24 participants from 19 different countries, (10 male and 14 female)Course two - 25 participants from 19 different countries, (12 female and 13 male). A list of participants is included at Appendix 1.

There was a great variation in the level of experience of the participants. Some were very experienced and had clear opportunities to use the learning as multipliers. Others were less experienced and were more likely to use the learning for their own projects. Whilst the variety meant that it was at times difficult to get the level right for everyone, it also meant that there were a lot of different viewpoints for each participant to learn from.

Recruitment of the applicants was undertaken through the National Agencies of the YOUTH programme and the selection of participants, reflected their priorities, as far as possible.

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1.4 Evaluation SummaryA variety of evaluation methods were used during, at the end, and after the courses. A full description is given in chapter 4. At the time of writing a follow up evaluation is in progress – results will be posted on the SALTO – YOUTH web site when they are complete.

The immediate feedback from participants was very positive, both verbally and from all the evaluation forms. There was an enormous feeling of enthusiasm within both groups for building on their cooperation through future projects. There was also a general confidence that the course had provided ideas, skills and knowledge of practical use. For a number of reasons, TC1 was rated more highly than TC2, but the difference is not large overall. The restrictions of the venue for TC2 were a factor, which affected a number of the course dynamics.

1.5 VenuesCourse one, 21 - 29 April 2001, YMCA Conference Centre, Dunford House, in the East Sussex countryside. This was an excellent venue, with excellent facilities and wonderful surroundings.

Course two, Guilford YMCA, 19 - 27 May, 2001. This venue was in the town centre close to the railway station and cyber cafes. However, some of the training rooms were less than ideal and the course had to move rooms several times during the week. On the Sunday, the course used the grounds of Dunford House.

Both venues provided good food, clean and comfortable accommodation with a mixture of single and twin rooms.

1.6 Course Structure and ethosThe course programme was planned from the basis that Project Management is a big subject and that we would not be able to cover all aspects in detail. The focus was on the relational aspects of project management to a greater degree than the technical. This meant that more time was given to managing the needs and aspirations of people involved in projects than to the technical tools available to assist them in this. Hence the programme shows an emphasis on people working together in teams and on developing effective partnerships.

The staff team felt that these were elements that would have the greatest effect on improvement of quality in European Youth Projects. Likewise, the inclusion of subjects such as risk assessment and gaining community support were seen to be significant factors in the building of high quality projects. It is important to stress that these areas were also identified by the participants themselves in their pre-course questionnaire and by National Agencies when they were consulted at an Action 5 meeting in November 2000.

The course programme [figure 1]. shows the different elements. It can be seen that significant time was given to experiential learning opportunities. These took the form of a project, which demonstrated general principals and metaphors of Project

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Management; an exercise involving the group in planning for a real experience; and a direct simulation of a European Youth Project.

These exercises were supported by a number of workshops covering a wide range of subjects within Project Management and using a variety of approaches and methods.

The planned programme for course one was changed so that the simulation exercise took place on the Thursday. This enabled learning from the previous exercises and workshops to be put into practice and left time to review and then develop on other subjects identified by participants and trainers. This change was retained in course two. Two of the inputs added in the Friday of course one (gender awareness and leadership) were introduced on the Monday of course two.

1.7 DocumentationAll flip chart sheets were transcribed onto disc and handouts; workshop notes and details of exercises were also copied onto floppy disc for participants to take away with them.

Participants were encouraged also to keep a diary of the course, working in pairs to write up each day to share with the others. In the event this did not produce a complete record. On course two, one participant had excellent journalistic skills and she put together a daily newspaper for the course.

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SALTO Project Management and Capacity Building Training Course 21-29 April 2001Time

Saturday Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday

08.00

Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast

09.00

10301100

Arrivals Project Management Exercises:

(team building,completing tasks, making decisions)

What is a project?What makes a quality project?Personal SWOTs

Work-shop A

Workshop B

Depart for London

Course Review

Review of Londonvisit

‘Expert Groups’

‘Mission Impossible’(simulation exercise)

Review

Action Plan

Evaluation

Departure

PR & MarketingPippa Ochonski

Planning & FinanceHealth & Safety

12.30

Lunch Lunch Lunch Lunch Lunch Lunch

14.00

15.3016.00

Arrivals

1800 Welcome

Exercises continue

WorkshopA

WorkshopB

Planning & Finance

PR & MarketingPippa Ochonski

All day in Londonexercise: Health and Safety

‘Self-help groups’

‘Mission Impossible’ (continued)

Review of Exercise

Reflecting andContact making

Partnerships

Evaluation

Evaluation Partnerships

Health & Safety

18.30

Dinner Dinner Dinner Dinner Dinner Dinner Dinner

Buffet

Intros Name games Icebreakers

Review ofLearning

InternationalEvening sharing food, drinks, music etc from your local region

Preparation for London Visit

Evening free ‘Self-help groups’ continue

Evening free Farewell Evening/ party

Figure 1

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Feeling 100%

Time

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2 Course Content

2.1 Annotated ProgrammeThe following notes were used as an augmented programme for trainers and were given to participants as an aide memoire. Further details about methods and tools are included in section 3, which is intended to be used as a trainers or multiplier’s ‘toolbox’.

The details are given for the first course, with notes added about any changes made in the second. They do not include minor timing or order changes.

TOD refers to ‘Trainer of the Day’, where each day one of the trainers took responsibility for ensuring that the programme was delivered

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SaturdayTOD: All

Aim: to establish an effective learning group

Objectives: to introduce participants to one another and establish namesto discover interests participants have in commonto develop a course contract building on our expectations of the course, one another and the tutors.

Guided Tours of site. We guide the first participants and then they show the others around

Map with pictures. Ask the participants to draw an overview of Europe. Draw their country border and something that typifies their country.

Ask participants to put up their exhibition materials

1930 Buffet

Introductions and welcome SKSName Games and Icebreakers [Tool Box 3.1] DR/UE/JB- repeating names in a circle- write name and draw a symbol of something you like- personal interview in pairs- stand on a chair, in alphabetical order of the name, organize it

with/without speaking

Expectations and Assumptions [Tool Box 3.2] DR- Expectations. Presenting the expectation from the questionnaires.

Anything missing? Something that would not be fulfilled?

- Avoid. “What would make this to a bad week”, work in pairs and write on post it. Put on a flip chart. Read for all. Is this what we want to avoid?

- Assumptions. Trainers’ main role is to facilitate. Language JB problems, speak slow, ask if you do not understand. Report, but you are also responsible. Persons to do diary, farewell party, icebreakers. Every day evaluation and learning points; program with fever curve.

- What do you have to contribute? Write/draw on post-it and place in the treasure box, work in pairs.

2130 Finish

SundayTOD: UE

The Dunford FlingAims: to explore the issues of project management

Objectives: to plan and complete a complex projectto develop the learning teamto manage resources and time

0900 Energiser

0915 Full day exercise ‘The Dunford Fling’ JB/DR/UE/SKS[See Appendix 2 and Tool Box 3.2]

1230 Lunch

1715 Free time

1830 Dinner

2000 Review – Learning outcomes

Experience – the factsExpress – the feelingsExamine – how could we have done differentlyExplore – how to apply it to project management

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MondayTOD: JB

Projects and QualityAim: to become aware of organisations and the environment in which they

operate.to develop awareness of quality issuesto get more knowledge of the other participants so there might build an exchange in the future

Objectives: to use a method to analyse the world and the organisationto learn more about my strengths and weaknessesto develop methods for measurement of quality

0900 Energiser

0915 What is a project? And what makes a quality project? UE

Strengths, Weaknesses, Threats and Opportunities (SWOT) and Quality in projects [Tool Box 3.4]

Organisation SWOT .. Make a big common SWOT. Discuss: Pick three things to care about and make even better from S-listPick three you should do something about from the W-listPick three ideas that seems exciting to investigate more from O-listPick three threats that could be a problem for our activities from T-list and “solve” it.

Personal SWOT: You and a youth exchange or EVS project.

Review – learning outcomes

Quality – true and false statements. Participants to stand at a point on a line to indicate whether they agree or disagree with the statements. Discuss why they are standing there.

1230 Lunch

WorkshopsWorkshops A B1400 Partnerships Detta Evaluation Ulrika1530 Tea1600 Evaluation Ulrika Partnerships Detta

PartnershipsObjectives: to overcome problems with partners

to make lasting partnershipsto work democratically as partners

T-exercise on communication, working in pairs [Tool Box 3.5]

Review of exercise. – how did it feel? What are the analogies with communicating with project partners?

Ask about each person’s experience of international projects and then group discussion about things that have gone wrong with partnerships ,or could go wrong.

Split into 3 groups and list on a flip chart under two headings ,‘ things that go wrong’ and ‘how this could be prevented’

Use to prepare a checklist for use by project partners during the Advance Planning Visit or Preparation Visit. [The planning checklist produced is in appendix 7]

EvaluationAim: to make good evaluations

Objectives: to make useful evaluationsto be aware what to evaluateto learn some methods to evaluate

Spread the ‘Fairytale’ pack of cards all over the floor. Ask each person to pick one card which represents their first association with the word ‘evaluation’.Ask each person to explain their choice and open up discussion.

Demonstrate by using Fever Curve method. All do a fever curve to show high and low points during Sunday’s ‘Dunford Fling’ exercises. Discuss individual’s choices.

Divide into groups and work on ‘what makes a bad evaluation’?

Return to discuss, and then turn this around to find what makes an effective evaluation. Produce a checklist for use when planning projects.[The Evaluation checklist produced is in appendix 9]

Demonstrate by using, a quick evaluation method. Everybody closes their eyes and puts up their hand if they agree with series of statements made by the tutor. Eg ‘language was a problem for me during this session’, ‘ I learned a useful method’ etc.

1730 Finish

1830 Buffet and International evening. With Guests

TuesdayTOD: DR

0900 EnergiserWorkshop A B

0915 PR & Marketing Pippa Ochonski

Planning & Finance Jonathan

1030 Tea Tea1100 Continue PR & Marketing Health & Safety

Detta1230 Lunch Lunch1400 Planning & Finance

JonathanPR & Marketing Pippa Ochonski

1530 Tea Tea1600 Health & Safety

DettaContinue PR & Marketing

PR & MarketingAim: to learn techniques for promoting and marketing international projects

Objectives: to introduce a MARCOM plan (Marketing and Communications)to consider audiences, messages and toolsto explore effective ways of dealing with media and gaining support for the project.to identify stakeholders

Why is marketing and PR important?What is marketing?Who are the stakeholders in a project?

Produce a stakeholder map

Discussion on the Marketing Communication mix

Show examples of different newspaper articles and the use of photos, to demonstrate messages intended and unintended.

“Have I got news for You”. A fun quiz in teams

Offering, Message and Positioning – planning appropriate messages Small groups work on a project outline and prepare a Marketing and Communications (MARCOMS) Plan [Tool Box 3.6]

Group exercise to provoke discussion about the timing of events during the project cycle.[The electronic version of this report includes a copy of the presentation used.]

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Planning & FinanceAim: to develop the ability to select, develop and use a variety of planning and

financial management tools for use in European Youth Projects.

Objectives: to understand the essential elements of project planningto explore a variety of planning tools and assess their advantages and disadvantages.to establish some principles for effective financial management and To explore the use of some financial management tools.

1 Some principles for the session2 What is project planning?3 What's included?4 Start with the stakeholders5 Eating the Sandwich6 The W questions7 Critical Path Analysis8 Finances9 Application

[For full session notes see appendix 4]

Health & SafetyAim: to maintain Health and Safety Management on International Youth Exchanges

and EVS placements

Objectives: to explore ‘risk’ using real situations from Youth Exchanges- Understand ‘why’ Risk Assessments are necessary and legal position of

project organiser- To discuss standards relevant to Health & Safety

What is Risk?Why should we worry about risk assessments?What should we do in different situations?

[For full session notes see appendix 5]

1730 Finish

1830 Dinner

2000 Preparation for London visit DR

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WednesdayTOD: All

Aim: to give practical experience of Health & Safety Management on Youth Exchange trips

Objectives: to practice health and safety management of group activities to discuss standards relevant to Health and Securityto explore the place of “participation” in group decision making

0900 Depart for London. DRTreasure Hunt; split into self-selected groups [Tool Box 3.10]

1830 Dinner

ThursdayTOD: DR

‘Mission Impossible’Aim: to experience a simulated exchange which includes Preparation, Negotiation,

Participation, Programming, and Evaluation

Objectives: to practice the proposed model for developing Youth Exchangesto plan for Health and Safety Managementto develop flexibility in order to respond to difficulties that arise

0900 Energiser

0915 Mission Impossible [Tool Box 3.11 and appendix 6] DR

1230 Lunch

1400 Mission Impossible (continued)

Review

1800 Reflecting

1830 Dinner

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FridayTOD: UE

Aim: to discuss and plan future exchanges, links and partnershipsto explore subjects in more depth

Objectives: to give time to explore future links and exchange opportunities or look deeper at a subject or issue.

0900 Energiser

0915 Review of learning still needed DR

Review of London Exercise

1030 Coffee

1100 Expert Groups [Tool Box 3.12] UETheme- “Problems with Youth Exchanges”

1230 Lunch

1400 Leadership and Gender awarenessParticipate in three teamwork exercises that highlight issues around leadership and gender awareness. Introduce participants to some relevant theoretical models. (TC 1 Only)

1630 ‘The Expert Panel’ [Tool Box 3.13]

Aim: to learn more about the YOUTH programme

Objectives: to answer a number of outstanding questions about the YOUTH programme.

1830 Dinner

2000 Free time

SaturdayTOD: JB

Course ReviewAim: Evaluation of our learning outcomes, the effectiveness of the course design and

the achievement of the course aim.

Objectives: Assess how effective the course was for individualsAssess how well EU requirements have been achievedTo create action plans and a basis for future use of this learningTo produce basic information for EU as funder.

0900 Energiser

0915 Review JB

Action Plan [Tool Box 3.8] DR

Evaluation UE- Summary of fever curve- Written evaluation- Letter to oneself- flipcharts

1230 Lunch

1400 Preparation for farewell party

1830 Dinner

Farewell Evening

2.2 ProductsCourse participants worked with a number of items included in this list that could be used as planning tools in a variety of situations:

Marcoms Plan: This tool came out of the marketing and publicity workshop and is used to ensure that all communications are planned thoroughly. The tool requires planners to consider the key questions; who is the audience? What is the message we want them to hear? And how will we communicate this message? An example of a Marcoms plan is included in [appendix 3].

Gantt Chart: This tool was introduced in its simplest form in the Planning and finance workshop. The tool requires planners to divide their SMART objectives down into simple tasks and phases, and to identify milestones in the development of the project. All these are then plotted onto a time chart and the relationships between tasks are then assessed to ensure a smooth productive flow of activity. [appendix 4].

Advanced Planning Visit checklist: Course participants produced this checklist in the partnerships workshop, as a very practical tool to use when they are planning activities with other groups. [appendix 7].

Risk Assessment form: In some cases it is now a legal requirement to carry out risk assessments for activities with young people. This form was used in the workshop on risk assessment and on the visit to London. [appendix 5].

Contract with young people: Contracting with young people to establish expected behaviour and ‘rules’ is a popular process and results in a brief document for reference by all. [appendix 8].

Evaluation Checklist: This form was produced using the combined experience and learning of the participants of both courses. It is a practical tool for use in the planning stages and during a project to ensure that the evaluation is complete and thorough.[appendix 9].

2.3 Theoretical modelsTheoretical models were used to give structure to some of the learning on the courses. The models enabled participants to generalise their learning so that they could more easily apply it to their own situations and projects. These are not to be confused with training tools that are designed to enhance the process of learning.

A simple experiential learning model was used throughout the courses. During the review phase of many of the activities, models were introduced to emphasise a point, or to show that others had come to similar conclusions. Often the conclusions which participants were able to draw from their experience on the courses had been observed in much wider fields of work and had been backed up by academic research.

T-Kits produced by the partnership between the Council of Europe and the European Commission contain many such models and these were used during the courses. T-Kit No.1 Organisational Management and T-Kit No. 3 Project Management were used in particular. Each participant was given a copy of the project management T-Kit.

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The following models were used:

Project life cycles Project planning cycles 5Ps, KISS, SMART Action Centred Leadership (Adair) Leadership Styles (Tannenbaum and Schmidt) The Greasy Pole (Tuckman)

In addition the FIRO model (Fundamental Interpersonal Relationship Orientation) was presented. (Schutz, Will, The Human Element. Productivity, Self-Esteem and the Bottom Line. 1994). [More information about this is given in appendix 10].

The session on Gender awareness also considered suppression techniques as suggested by Berit As (Norway) and ‘Gatekeeper’ roles and loyalty issues suggested by Rosabeth Moss-Kanter

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3 The Course Tool Box

This section of the report sets out the methods and tools used during the courses. Time and space do not allow for every detail to be given and trainers planning to replicate the methods should take care to assess the context and objectives of their courses before using them.

3.1 Name games

Aims and Objectives

Aim: to establish an effective learning groupObjectives: to introduce participants to one another and establish namesTo discover interests participants have in common

Time Frame

1 hour

Materials and resources

For number one – nothingFor number two – paper, pensFor number three – chairs

Description No 1 – stand in a circle, ask first participant to say the name, all the others repeat the name. Second person says her name and then all the others repeat that persons name and also the number one persons name. Continue with this until all persons have had the opportunity to say their name.No 2 – give all participants a paper and a big pen. Ask them to write their name on half of the paper. The other half is then divided in two. In those two squares they should draw a symbol for something they like and something they are afraid of. Ask the participants to tell the rest of the group.No 3 – Stand on the chairs. Ask the participants, in silence to arrange themselves in alphabetical order of their first name.

Comments It could be good to do the name game both with hearing and writing the names. Start with the non-touching games and then some touching, but be careful with the touching games because you never know what ‘baggage’ people may have brought with them.

3.2 Expectations and Assumptions

Aims and Objectives To develop a course contract on our expectations of the courseTime Frame

30 minutes


Previously prepared questionnaire Expectations on sticky notes

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Description 1. Questionnaires sent out prior to the course about participants expectationsTo help identify your key learning expectations, please complete the following statements: I want to learn about ………………. I want to understand… I want to develop my… I would like to learn more about…2. All answers collated and written on sticky notes on flip charts and read out for participants to agree/disagree/add to/discuss/make clear what would not be fulfilled3. Flip chart left for the duration of the course and revisited during mid and end of course reviews.

1. In pairs discuss and write on sticky notes What would make this a bad week? What would we like to avoid?5. Put on flip chart and read for the whole group

Comments The preparation of the expectations beforehand saved time as many expectations were similar and could be ‘grouped’. It was interesting to see a dilemma emerging at this stage – most participants wanted to cover many elements of Project Management and yet wanted to go deeply into each subject, not be superficial. So time versus depth was potentially a problem which was pointed out at this stage.

3.3 The Dunford Fling

Aims and Objectives

Aim: to explore the issues of project managementObjectives: to plan and complete a complex project

to develop the learning teamto manage resources and time

Time Frame

A full day event that can be adjusted to fit the time available. Minimum time required is half a day but the extended nature of the project is useful to parallel the pressures and conflicting priorities of real project management. Some exercises took as little as ten minutes whilst others lasted one hour and others were given all day to be completed at the convenience of the group. The written brief needs to have details of timing and there needs to considerable time given to reviewing the learning outcomes.


A number and a range of team exercises are required, all with their specific resources. The project can be adapted to use exercises available. The project was designed specifically for the size of group and the physical surroundings i.e. around 25 people and lots of space. It is possible to run the day indoors but there is a lot to be gained from using the outdoors and the different challenges that brings. Materials are required to run physical, mental and creative problems. Flip charts and pens and blank overhead acetates are useful for the group to use in the planning stages.

Description This is a complex project that requires participants to plan and prioritise, and to execute as many exercises as possible in the given time. For each exercise successfully completed, the group gain resources for a final exercise. Success is measured not only in terms of solving the problem but also in terms of good teamwork and project management. Overall success depends on

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the whole group being involved and the best use of resources available. The detailed briefing pages are given in appendix 2.

Comments Exercises within the project need to combine to provide a selection that meets the needs and utilise the abilities of all the members of the group. In this case the project was used at the beginning of the course. It could also be used later on to consolidate learning and give an opportunity to apply new learning. The Trainer needs to asses how much to push the group into planning and communicating progress. In course 1 the group need very little of this, in course 2 the group needed more.

3.4 SWOT, Opinion lines and the Quality Thermometer

Aims and Objectives

Aim: to become aware of organizations and the environment in which they operate.to develop awareness of quality issuesto get more knowledge of the other participants so they might build an exchange in the future

Objectives: to use a method to analyse the world around and the organization

to learn more about my strengths and weaknessesto develop methods for measurement of quality

Time Frame

SWOT and Opinion lines – at least 1 hour each if you want to have the discussion Quality Thermometer – at least 1 hour


Paper and pens. White Board Post it notes

Description SWOT grid (strengths, weaknesses, opportunities and threats) Explain the Strengths and the Weaknesses part in the

SWOT. Ask participants to look at their organisation; they should write one/three S and one/three W, one on each post-it. Work in trios.

Let them put the post-it on the big SWOT on the wall. Explain the Opportunities and the Threats. Ask again

participants to look at their organisation and the society/surroundings and to again write down one/three O and T, one on each post-it.

Discuss - Choose three things to encourage and to make

even better from S-list- Choose three things you should do something

about at once from the W-list- Three ideas that seem exciting to investigate

more from O-list- Three threats that could be a problem for our

activities from T-list

SWOT and you: Do a personal SWOT & also use the undeveloped competencies

Opinion lines Have the group stand on a broad line to indicate how much

they agree or disagree with statements. Ask people to discuss with those standing near to them why they are

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there and to debate with those further away why they are there. The following are examples of the statements used.

Quality projects always succeed. The best way to make decisions in a project is majority

decisions. To have many people involved is important for a good

quality project. A good report is evidence of a quality project. As soon you fulfilled the aims/objectives you have a high

quality project. Participants always learn in high quality projects. Quality is the responsibility of the leader. High quality projects are more expensive than low quality

projects. Projects should be part of an organisations strategic plan.

Quality Thermometer Take the temperature of the quality of the organisation or

project. Number one is not good, number six is excellent quality. First make it individual and then make it in the whole group.

My score Common scoreSatisfied participants 1 2 3 4 5 6 1 2 3 4 5 6

Good activities 1 2 3 4 5 6 1 2 3 4 5 6

The result 1 2 3 4 5 6 1 2 3 4 5 6

Participation from participants 1 2 3 4 5 6 1 2 3 4 5 6

Communication 1 2 3 4 5 6 1 2 3 4 5 6

Information 1 2 3 4 5 6 1 2 3 4 5 6

The leadership 1 2 3 4 5 6 1 2 3 4 5 6

Action plan Three areas that work well:

Three areas we should improve:

Comments These methods work well together and generate a lot of good discussion with very little equipment.

3.5 Communications Exercise (T Game)

Aims and Objectives

To develop communication (including listening) skills.

Time Frame

Very short – allow two minutes per try.


Paper, pen and scissors

Description Sitting back to back, one partner has the complete ‘T‘ and the

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other has only the mixed-up pieces. See appendix 11Review of exercise. – how did it feel? What are the analogies with communicating with project partners? [see appendix 11 for the T game template]

Comments Try first with only the person who has the complete ‘T’ talking, then allow questions with yes/no answers, then allow questions with full answers.

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3.6 MARCOM Production Exercise

Aim

Objectives

To provide a tool which helps project managers to plan an effective approach to marketing and to stress the importance of marketing and public relations as part of project preparation

To identify stakeholdersTo consider appropriate messages and tools for different target groupsTo explore effective ways of dealing with media and gaining support for the projectTo produce an outline Marcoms (Marketing and Communications) Plan

Time Frame

Within a 2 ½ -3 hour workshop, the groups need about 45 minutes to prepare their Marcoms plan


Flip chart paper, pens, several working spaces.In order to stress the need to build support for projects with a ‘professional’ (serious) approach, a PowerPoint presentation was used(An orange can be a useful aid for explaining market segmentation!) [The electronic version of this report includes a copy of the presentation used.]

Description

1.Explain the purpose of marketing in the commercial context, drawing appropriate parallels to the world of international youth projects. ie there are stakeholders rather than ‘customers’ and the need to gain support both financial and non-financial rather than ‘profit’.2. Ask the group to identify the stakeholders and construct a stakeholder map for an international project – segment the market and consider the different profiles of the various stakeholders.3. Consider the different communication tools available for sending messages eg events, e-marketing, PR etc and when and for whom they might be appropriate.4. PR issues- show examples of press cuttings portraying different views of international work and discuss the messages that are being sent.5.Divide into 2 teams for a quiz about dealing with the press to highlight key points about public relations.6. Consider what elements of a project will appeal to different groups eg funders, parents, young people to emphasise the different messages to stress. 7.Divide into groups of 4 with flip chart paper and the tasks of : - agreeing the basic outline for a project to be used as an example (need to have project theme, countries, target group of young people , what funding sources will be) - produce a Marcoms plan showing the appropriate tools and messages for each of the target audiences (stakeholders). [see appendix 3 for an example of a Marcoms plan.]8. Each group has 5 minutes to make a presentation of their Marcoms plan to the rest of the group. Scheduling exercise: Give each member of the group a sheet with a different task on it eg ‘ issue press release’, ‘present evaluation of project’ , ‘fundraising’ etc and ask the group to form a time-line for when the various activities should (could ) happen..

Comments

The Marcoms plan can take a long time to do, so each group can be asked to concentrate on one particular target group first eg consider the communication tools and messages appropriate to recruiting a group of young people for the project or the approach to use with a potential funder.

The group can then present their approach to the rest of the group for discussion and feedback from the trainer.

It is useful to give a limited time for presentation (say 5 minutes per group) both to ensure time for feedback and also to give practice in short, focused presentations.

3.7 Workshops

Aims and Objectives

The aims and objectives of each workshop are given in section 2.1. As a general tool or methodology, the workshops had the aim of imparting knowledge and enabling discussion about a specific and distinct topic or theme.

Time Frame

In the case of these courses, each workshop was either one and a half hours or two and a half hours. Workshops are normally short periods of time.


As described below, the SALTO Project Management workshops used a variety of techniques that used a number of different resources. These included laptop computer and projector, flip charts and white boards, Pre-printed discussion questions, case studies and of course the knowledge and opinions of the group members.

Description Workshops were run on Quality issues, Planning and Finance, Evaluation methods, Partnership development and Health and Safety. Each workshop leader brought their own style and approach. Techniques used within the workshops included; Formal PowerPoint and OHP based presentations Discussion groups (in pairs or in larger groups) Product led activities (leading to the creation of a specific

tool or resource for use in real planning situations) SWOT (Strengths, Weaknesses, Opportunities, Threats)

analyses - personal and organisational Opinion lines (participants stand on a line to indicate their

response to statements prepared by the trainer. Pictures, in this case “Story play card”. Participants were

asked to choose a picture representing the subject.

Comments Variety of techniques used is essential to the success of workshops: Whist many of the approaches were not new or particularly innovative, they were appropriate to the objectives of the workshop and the overall needs and aspirations of the group. Formal presentations were used in particular to highlight the professional standards expected when communicating with the commercial sector to gain their support. The formal business suit and PowerPoint presentation may have seemed slightly out of context but it made the point very strongly. The workshops were intensive learning experiences, which resulted in some participants getting very tired. If the programme had allowed for it, it may have been preferable to space them out over the course.

3.8 Evaluation and Action Planning

Aims and Objectives

Aim: Evaluation of our learning outcomes, the effectiveness of the course design and the achievement of the course aims

Objectives: Assess how effective the course was for individualsAssess how well EU requirements have been achievedTo create action plans and a basis for future use of this learning

To produce basic information for EUTime Frame

Half a day


Letter to one self – envelop and paper.

Description Fever curve – during the training course the participants had a schedule. Under the schedule the participants should draw a graph how they felt from 1-100%. A large version could have been used on flip chart paper or bigger, where all the participants put their graphs on the same paper.

Written evaluation – we used three different forms and gave the participants time to fill them in. [see appendices 12-14 for the questionnaires used.]

Letter to oneself – Participants were asked to write a letter to themselves. The letter is just for them and they put it in the envelope, write the address and paste it. The letter is sent to them some months later. They are asked to write: something they should do in the future, something they learnt and something they are good at.

Action planning – they were asked to make a plan for the future: What shall I do? How shall I do it? When shall I do it? Together with whom? Recourses needed? First step?

Comments One of the written evaluations was sent to the participants before the TC and then they filled in the same at the end of the TC to see the development.

3.9 Jigsaw Puzzle Feedback exercise

Aims and Objectives

To illustrate how the whole group is more than the sum of its parts and to provide each participant with a personal set of messages from the rest of the group

Time Frame

Quite a long time!


Large piece(s) of strong card, felt pens

Description A very large jigsaw puzzle with the same number of pieces (around 20cm x 20cm each) as the whole team of participants, trainers and any other organisers. Everybody takes a piece and the group have to complete the puzzle. It makes a sentence or picture related to the TC (eg the name of the training course). Each person then takes a piece and writes each other messages to take home.

Comments Creative and effective method, reinforcing the sense of a learning community and giving a ‘keep sake’ for all to take home. Need to be able to trust the group to be sensitive to each other.

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3.10 Visit Simulation

Aims and Objectives

To give practical experience of Health & Safety and Risk Assessment on Youth Exchanges.To practice Health & Safety management of group activitiesTo discuss standard relevant to Health & SafetyTo explore the place of ‘participation’ in group decision making

Time Frame

45 minutes - Introduction to Risk Assessment and filling in forms and Treasure Hunt gameWhole day – Visit to ……………… with Treasure Hunt


Risk Assessment forms Contact cards with all emergency contact numbers and

meeting time and place Treasure Hunt questions and map

Description 1. Introduce practical aspects of day, including Treasure Hunt as useful way of seeing the sights in a fun way2. Introduce Risk = Likelihood + Consequence Why do we need to think about Risk? Use the day as though you are on a Youth Exchange and have responsibility for a group3. Split into groups of four and think of all the ‘risk’ especially when visiting a big strange city. Assess the risk using the form, appendix 5. Identify the Hazards Identify who is at risk Evaluate the likelihood of the risk and its seriousness What are the control measures you have to put into place4. Groups feed back on potential risks and control measures5. Groups decide on plan for exercise next day, how they will split, timing of the day, contingency plans for hazards, ensuring all group have contact cards6. Feedback from exercise: How did groups work together? Did they achieve the task of the Treasure Hunt? The value of the Risk Assessment, observations on the

accuracy? Relevance to leadership of Youth Exchanges

[see appendix 5 for notes and sample risk assessment form.]

Comments The discussion on Risk Assessment in the introduction worked well and the group agreed that a visit to a big city is one of the riskiest activities on a Youth Exchange. Few participants had used Risk Assessment forms before.

The success of the exercise in London differed on the two courses, rain on one and sunshine on the other

3.11 Mission Impossible

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Aims and Objectives

Aim: To experience a simulated exchange which includes: Preparation, Negotiation, Participation, Programming and Evaluation

Objectives: To practice the proposed model for developing Youth

Exchanges To develop flexibility in order to respond to difficulties that

arise To work together as a group to manage all elements of a Youth

Exchange To plan for Health & Safety Management

Time Frame

A full day event, which can be adjusted to fit time available. Strict timing is essential throughout the exercise


Room for each group and one for Mission Impossible task forceAir Mail Envelopes, Envelopes 1,2,3,4 for each groupDifferent coloured paper for number of groupsPrepared tasks, problemsFlip chartsColoured Marker Pens, Blu tacTV and Video, Mission Impossible VideoDarkened Plenary Room

Description This is a complex simulation exercise involving groups working together to plan and organise one or more international experiences – bi-, tri-, or multi-lateral. Trainers take on the role of National Agency staff, parents, postal service etc and the exercise culminates in the submission of applications for support from the YOUTH Programme.

[see annex for the full ‘Mission Impossible’ project brief.]Comments A busy and hectic exercise that pulls together all the different

elements of project management. There is a real sense of pressure – created by the groups themselves – and a large number of issues are raised. Significant time should be allowed for reviewing and cooling down if the most is to be made of this exercise.

3.12 Expert Groups

Aims and Objectives

Aim: to provide an opportunity to learn the things we still do not know about project management

Objectives: to exchange experiences in the group to search for the answers

to learn a working methodTime Frame

Anything from one and a half hours


Post-it sticky notes, paper and pens

Description 1. Formulate a problem, a question that you want to find solutions to.

2. Participants should sit in islands/groups of around 5-8 persons.

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3. Ask participants to name their group.4. Explain the method, the objective with the work.5. Brainstorm in the groups around the question. Things they

want to know about the subject, problems they have related to the question. Write on post-it paper, one problem on each paper.Remember to remind about the rules when brainstorming:1. Nobody is wrong, 2. All ideas are worth writing down.3. Forbid the automatic no.4. Look for the positive in the ideas.

6. Arrange the post-it paper in groups related to each other.7. Ask participants to “vote”. This is the question that is most

important for me/the one I would like to have an answer on. They can for example have three marks and put maximum two on one group.

8. Time to formulate two good questions. Use the result from the vote you just did. A good question is not something you already have an answer to, it is more interesting to learn more. It is better to ask: “Five methods to get more girls into the organisation” than “Why do we have so few girls in the organisations?”

9. Time for the hunt. Choose two persons in the group – they are the “knowledge hunter”. The people remaining are the experts.

10. The knowledge hunters take the questions and go the other group. Two knowledge hunters come to the experts. They ask the question and the experts answer. The knowledge hunter does not argue, they just ask for clarification if needed.

11. The knowledge hunters change groups again. And again. As many time you want.

12. The knowledge hunters go back to their ordinary group and report the answers in the group.

13. Find a way to present the answers to the other groups.Comments The method is created by Lena Börjesson, Metoda

Participants on both of the courses produced an amazing number of answers to their own questions.

3.13 Expert panel

Aims and Objectives

To answer participants’ outstanding questions about the YOUTH Programme

Time Frame

1 and 1/2 hours


‘Users Guide’, plus updates. Facilitators with knowledge and experience of project applications under different Actions of YOUTH programme

Description Whole group exercise. The participants put their questions to ‘the panel’. They can be about any aspect of the YOUTH programme. Other participants also contribute their own experience of submitting projects.

Comments Participants found this a useful ‘clearing –up’ exercise. Caution has to be exercised as National Agencies operate differently in terms of their priorities, procedures, per diem rates for projects and in their interpretation of criteria to some extent.

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4 Commentary, analysis and outcomes 4.1 Evaluation

Evaluation was one of the elements of good practice in project management emphasized during the training courses. Naturally this emphasis has to be reflected in the evaluation of the courses themselves!

The objectives of evaluating the training can be stated in quite simple terms: To find out whether the course provided participants with new learning

(Changes in skills, knowledge or attitudes) To assess whether the learning can be usefully put into practice after the course

(Changes in behaviour)

Finding evidence for whether these objectives have been achieved is not so simple. The first can in principle be answered by asking the participants at the end of the training course. This was done formally through questionnaires. However, the second objective above requires long-term follow-up. This section deals only with the immediate or ‘hot’ evaluation results. Information about the longer-term impact will be available later.

A number of informal evaluation methods were used during the courses, such as fever curves, personal diaries, mid-course feedback, ‘chatting’, flip charts etc. (See section 3.8) The evaluation information recorded here, is a summary from three questionnaires:

Questionnaire 1 (appendix 12) was used before and after the training to identify learning. It asked participants about their main learning needs (and afterwards what they had learned). It also asked how they felt about their capacity to manage projects before and after the training, to gain some impression of any change in participants’ attitudes. Questionnaire 2 (appendix 13) asked whether the stated objectives for each activity in the programme had been achieved and if participants’ personal objectives in that area had been met. Questionnaire 3 was a scale for rating the organisation/methods/trainer team/venue etc (appendix 14). The immediate feedback from participants was very positive, both verbally and from all the evaluation forms. There was an enormous feeling of enthusiasm within both groups for building on their cooperation through future projects. There was also a general confidence that the course had provided ideas, skills and knowledge of practical use. For a number of reasons, TC1 was rated more highly than TC2, but the difference is not large overall. The restrictions of the venue for TC2 were a factor, which affected a number of the course dynamics.

A summary of the particular results from each questionnaire follows below.

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4.2 Overview of results from Questionnaire 1

4.2.1 Key areas of learning identified by the participantWhat quality is in projects and how to improve quality Assessing and planning for, health, safety and cultural risksInvolvement of young peopleUsing planning tools such as Marcoms plan and Gantt chartHow to market projects and PR and community involvementStyles of leadership and how to build the team/group dynamicsHow to prevent misunderstandings and manage multilateral partnershipsEvaluation tools

Some of the participants pointed out that they could not yet say exactly what they had learned until they put it into practice in their work

Many participants also mentioned they were more aware of their own strengths and weaknesses; had developed their communication skills, or improved their listening skills, learnt how to trust partners or to be more tolerant and how to learn from others, how to work with ‘some personalities’ etc. These were not areas identified as learning expectations or needs before the training.

4.2.2 Changes in attitude identified by the participantsParticipants were asked to rate their feelings about their capacity to manage international projects. The statements included: ‘being prepared’, ‘having the skills’, ‘knowing what to do’, and ‘having the confidence to go ahead’, with a score of 1 for the most positive feelings and 6 for the most negative. Both training courses showed a very positive change in attitude across all the statements. Before the training course there was an average of 61% of participants giving their feelings a score of 1 or 2. After the course this average had risen to 90%.While this is not, of course, very scientific, it is a good indication of a general rise in confidence and feeling equipped to manage YOUTH projects. It also has to be remembered that before the course , some participants may have felt ‘over’ confident as they may not have been fully aware of gaps in their experience or knowledge.

4.2.3 Areas that some participants felt needed more depth or timeFinance generally –budgets, co-financing and fundraisingMore specific PR or marketing issues, such as press conferences, or how to market to the EUMore evaluation methods/more in-depthMore planning toolsHow to transfer the knowledge (to train) other project organisersTwo days on the ‘Mission Impossible’ simulation exercise (instead of one)More breaks or free time

4.3 Overview of results from Questionnaire 2(the purpose of each activity is described in section 2.1 Course Content)

Training Course 1 Training Course 2

Activity

Aims and objectives of

activityachieved

(%)

Personal objectives

satisfied by activity

(%)

Aims and objectives of

activity achieved

(%)

Personal objectives

satisfied by activity

(%)

Introduction and name games

100 95 85 76

Project management exercises

97 90 83 74

SWOT/What makes a quality project?

93 90 92 89

Partnerships 88 85 88 92Evaluation 91 82 86 85PR and Marketing 93 71 88 72Planning and Finance 81 69 83 74Health and safety 95 86 100 94London visit 65 65 63 90‘Mission Impossible’ 95 89 89 88Project planning/contact making

81 95 84 73

Leadership and gender*

93 92 - -

Funding presentation* 77 59 - -Expert groups 95 77 94 79The panel 95 95 93 79Evaluation and actions plans

85 92 89 87

Overall % 89 83 87 82

* These sessions were separate inputs on TC 1 only (in response to participants’ requests)

Note on the calculations of the % response:i. For a few questions, some individuals commented but did not tick either ‘yes' or ‘no’, and one TC1 participant was ill on the last day; so

the total number of replies for each question is not always 23 for TC1 and 25 for TC2 ii. Some participants put a cross in both ‘yes’ and ‘no’ boxes on some questions. These replies have been divided equally between the

‘achieved’ and ‘not achieved’ scores.

It is probable that the higher personal satisfaction shown by TC2 participants after the London visit is largely accounted for by the weather being sunny and warm that day (it rained that day on TC1) and because a longer stay in London was possible as we used the trains instead of a coach.

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4.3.1 Comments from Questionnaire 2

For each of the 16 programme activities, comments were invited to amplify the ‘yes’ ‘no’ answers. The following is a small sample of the kind of comments made about the main programme areas; the two major experiential learning opportunities, which were the project management exercises (the ‘Dunford Fling’) and ‘Mission Impossible’, and the workshop topics (Partnerships, Evaluation, PR and Marketing, Planning and Finance and Health and Safety).

The comments represent a variety of views, but the majority of comments for all activities were positive.

Activity Comments

Project management exercise ‘The Dunford Fling’

showed all aspects of a project management very clearly; fun , interactive and helpful; learned a lot about myself and group dynamics; showed our strengths and weaknesses; good for team spirit; activities very well planned; showed importance of keeping the aim in mind. projects were not really complex; too many activities

‘Mission Impossible’

realistic; many practical insights; learned from both good and frustrating moments; learned from experience of others in the group; using all previous knowledge you can learn much much more; made me reflect deeply; crazy; everything included; loved the stress. unrealistic time pressure –needed 2 days; wanted more analysis.

Partnerships

good exchange of ideas/information about real partner issues; opportunity to develop a useful tool (APV checklist) ourselves; learned some things I was doing wrong with partners; know more about lasting partnerships and effective planning now. more time and depth needed; more on partner-finding.

Evaluation now see evaluation in a more positive light; learned a lot about preparing a useful evaluation; understand the practical value of evaluation; checklist good; provided new tools, ideas, methods. wanted more exercises, examples, games etc; wanted to know how to follow-up – to use it to make a project better.

PR and Marketing

well structured, step by step; didn’t have any skills in this area before; new ideas; good coverage of the essentials/ importance of marketing; various techniques stimulated us to see the practical application; good combination of theory and practice too basic; wanted more/ to focus on specific areas of PR

Planning and Finance

well focused; practical tips and advice; useful checklist; learned a lot in the exercises; Gantt chart good for planning; realised how many things to consider; inexperienced in this area so useful principles. needed more time; wanted more on co-financing/ financial planning/EU funding.

Health and Safety went to the heart of the practical problems of cultural difference, health, drugs, alcohol, sex; real life; hadn’t thought consciously about planning it before; very interesting to hear views, norms, expectations, of other cultures; methods of searching for solutions very helpful.. too short; needed more on legal aspects.

4.4 Overview of results from Questionnaire 3

The scale used for replies was from 1 (very poor) to 6 (excellent). This table shows only the percentage of responses scoring 5 or 6.

Training Course 1 Training Course 2

Criteria

Participants rating5 or 6 out of 6*

(%)

Participants rating 5 or 6 out of 6*

(%)

Communication before the course 75 61Course programme 78 68Course content 87 68Methods 91 67Timetable process/order 86 74Exercises 91 55Organisation during course 96 86The training team 100 86Participants 91 77Location 87 52Facilities 96 50Food 81 14Course length [Participants rating course about the right length (%)]

77 76

Overall 87 64

*Note on the calculations of the % response:Some participants did not ring a score on some questions, so the total number of replies for each question is not always 23 for TC1 and 25 for TC2

NB TC 2 venue. While the food in particular was not rated highly (‘too many sandwiches for lunch’), as explained in section 1.6, a different, less well suited venue meant too many room changes and because there was no bar, fewer opportunities for socialising as a group in the evenings.

4.5 Activity since the training coursesWhile we can not yet say a lot about the longer-term impact of the training, it is clear that there is still a lot of communication between the participants and that they have been involved in a variety of projects over the summer. Several members of each group have been in touch to let us know they have been able to use things they learned on the course.

Following the courses, both groups set up email groups and these were very active in the weeks after the training. Now, 4 or 5 months later the amount of communication has fallen, but there is a core group from each course who are still regularly in touch. They are sharing information about useful web sites, seeking project partners, and keeping each other up to date with their activities.

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Examples of different types activities where knowledge and skills gained on the courses have been used include: A national level training initiative in Latvia involving two participant from TC1 organised in cooperation with the National Agency, using methods, materials and activities from the course. Two multilateral youth exchanges in Germany during which evaluation methods and name games from the course were used.

An Advance Planning Visit from Sweden to Latvia, when the checklist and in particular the health and safety risk assessment tools were used.

The preparation for a summer camp, in the Netherlands used some of the working methods from the course, such as project management exercises, and the ‘expert groups’ method.

Future activities planned include: TC1 participants preparing an application for a follow-up training course to take forward some of the topics dealt with on the course in more depth

TC2 participants will meet in October in Germany to take forward ideas of how they can cooperate in a network for future projects.

A women’s project involving participants from Euromed countries

A follow-up questionnaire is now going out to the (nearly 200) participants of all the 2001 SALTO training courses, to help capture more of the impact of the SALTO training courses so far.

4.6 Some conclusions about ‘Quality’The SALTO training courses are part of the European training strategy to improve the quality of projects in the YOUTH programme. How is ‘quality’ in projects to be defined and identified?

The NeedsNational Agencies and the applicants for the SALTO course, identified common issues that were barriers in developing effective projects. These were connected with managing the relationships in projects:

- establishing and maintaining strong international partnerships, during the planning stage- team buildingtask sharing- problem solving- clear communicationas well as the more traditional planning and finance skills.

In developing the content of the course, we also wanted to address two other key areas that project organisers need to manage and are often neglected: marketing & public relations; and health & safety.

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The marketing of projects is often considered only in terms of fundraising, but is equally important in gaining other types of local support for projects, and for the political visibility of the programme. Articulating more clearly the benefits that young people gain from participating in these activities is increasingly important.

The health, safety and security of young people involved in international projects needs to become a more systematic part of project planning. This means more than attention to insurance and procedures for medical emergencies. More broadly, it is a fundamental part of good project planning - it has to involve young people in the decision-making process and is a part of open, effective partnership building.

It is not that these are new ideas, or that project organisers do not consider them at all. Often though, they are dealt with in an ad hoc way, or instinctively, as they arise.

During the training course, all these areas were tackled and where possible, simple tools were offered, or developed, with the participants, to help make it easier to plan these elements in a systematic way.

Key AreasThese key areas could be identified as building blocks that need to be actively managed as part of the preparation for a high quality YOUTH programme project. Perhaps the use of associated tools and checklists (examples below, or others) could offer sources of evidence to help indicate whether and in what way, project organisers have addressed these areas. (Of course, it is not the use of the tools themselves, but the outcomes of the process followed that is important to see).

Managing for Quality

Active intervention Possible sources of evidence

Effective partnership buildingtask sharing / clear communication

Results of Feasibility/Planning Visit checklist Strengths and Weaknesses (SWOT) analysisIdentified roles and responsibilities

Health and safety and risk managementRisk AssessmentPlanning Visit checklist

Marketing and Public Relations

Local Community involvement

Marketing and Communication plan (Marcom plan)Stakeholders identified

Involvement of young people

SMART objectives which identify how young peoples’ capacities, skills, creativity etc will be developed within the project Young peoples’ contractSWOT analysisIdentified roles and responsibilities

Evaluation of project outcomesSMART project objectives Evaluation checklist

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Appendices

1 List of participants with information about their organisations2 The Dunford Fling3 MARCOMS Plan 4 Planning and Finance session notes including example of Gantt chart5 Health and safety session notes including risk assessment form6 Mission Impossible poster7 Advanced Planning Visit checklist8 Contracts with Young People9 Evaluation checklist10 The FIRO model11 The ‘T’ Game12 Questionnaire 113 Questionnaire 214 Questionnaire 3

Annex: MISSION IMPOSSIBLE PROJECT BRIEF

Appendix 1TC 1 ‘PROJECT MANAGEMENT –

CAPACITY BUILDING AT THE EUROPEAN LEVEL’21-29 APRIL 2001

PARTICIPANTS

Radovan Sikula: Alienteam Jilemnice (Czech Republic)A youth organisation that promotes cultural and sport activities among young people. Its intention is to draw young people into free-time activities and provide them with the opportunity to travel, meet new people and spend their spare time actively with their counterparts from other regions and countries.

Gwenaelle Renaud: Association francaise du conseil des communes et regions d’Europe (France)The AFCCRE is an organisation composed of French local authorities. ‘Europe du citoyen’ helps advice partner municipalities build projects, with their European partners, regarding citizen meetings. They do not work directly with young people but help project managers organise youth exchanges.

Sylvie Floris: European Institute for Promotion of Innovation and Culture in Education, EPICE (France)The Institute is a non profit association which joins high level teachers and research people in education coming from European Universities with the aim to compare the different systems of education in Europe, to think about their evolution and to propose new educational organisation.

Leja Drofenik: Association of Catholic Students, ZKS (Slovenia)ZKS is an organisation, which connects catholic students and others who are interested in our meetings and activities. The members themselves are the leader of the association.

Polona Samec: IZIDA (Slovenia)IZIDA is an information, education and counselling centre intended for providing for the needs of young people. It is a private organisation, which runs non-profit making activities. Their primary activity is to prepare children and young people for choosing their suitable careers.

Kulvi Noor: Centre for Transboundary Co-operation (Estonia)Peipsi Centre for Transboundary Co-operation is an international, non-governmental organisation which works to promote sustainable development and cross border co-operation in the border areas of the Baltic States and the New Independent States (NIS).

Gef Dickson: Cork YMCA (Ireland)Cork YMCA is involved in social inclusion work with young people aged mainly 16 to 25. It aims to engage young people at a social, physical & spiritual level through a variety of relevant programmes

Goran Gunnarsson: Centre Party Youth (Sweden)It is the youth organisation of the Swedish Centre party. They organise youth people at 13-25 years old from all parts of Sweden that supports the politics of the organisation. The organisation also aims to get more young people involved in the political process, especially in local politics.

Cristina Doris Butaru: Crispus Youth ( Romania)It is a cultural-educational, medical, ecological and sportive association. Its aims are the evaluation and protection of the environmental, cultural and social patrimony, by researching and participating to specific activities within the field of education, culture, medicine, ecology, sport and tourism.

Zurine Arruza Marina; Cultural Association Kilimiliklik (Spain)The Kilimiliklik Cultural Association carries out its main initiatives in the area of youth, but also works in such areas as rural development, the disabled, women, the elderly, therapeutic and cultural

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communities. The organisation and the young people jointly define the objectives and strategies of each of their projects.

Kristina Vilimaite: Ecologia Baltic Programs Office (Lithuania)This organisation is a part of International NVO Ecologia, whose overall aim is to empower people with small financial resources, knowledge and experience that would let them improve their community in the sphere of environment and health, solve various social problems.

Andreas Schwandner: Kinderfreunde Oberosterreich (Austria)Kinderfreunde is the biggest family and children organisation (aged 0 – 18) in Austria that deals with family policies, children and youth work. Their activities are aimed at all young people with special emphasis on socially deprived.

Borislava Lalova: National Youth Initiative Foundation (Bulgaria)The aim of NYF is to promote exchange of experience and ideas, mutual understanding, equal opportunity among young people. With their activities, they stimulate the overall civic participation of our beneficiaries. Their basic target group comprises young people 15-30.

Krassimir Popov: The Society and Information Foundation (Bulgaria)The organisation aims to support the process of establishment of information society via enhancing the capacity for youth NGOs to exchange, gather and systemise information. Their priority groups are disadvantaged young people who do not have equal access to information and youth activities.

Charlo Seychell: PATH - EWYD (Malta)PATH - EYWD is a European network for young people promoting healthy a lifestyle. We do drug-abuse prevention mainly by organising alternative leisure activities.

Michal Kowal: Polskie Forum Edukacji Europejskiej (Poland)A non-governmental organisation which focuses on problems of European integration, human rights, tolerance and democracy. Works on building a network of ‘European Clubs’ in secondary schools to involve young people in social and self-development activities.

Katie Czerwinska : YCS ’PROSPER’ (Poland)The aims are to let youngsters achieve their goals and aspirations,; co-operation with youngsters and youth organisations in Poland and abroad; strengthening position of Poland in international youth co-operation promotion of Polish culture and the country itself wide-spreading information about Europe in Poland; encourage youngsters to learn foreign languages

Bernd Metzinger: Stadtjugendamt Mannheim (Germany)As the department of youth promotion of the city youth welfare office of Mannheim, it helps young people to become more culturally active.

Ania Borch: Ung Info Porsanger (Norway)A youth information and service office for youth aged 15-30, which is involved in different projects concerning education, cultural events (including Youth for Europe programs), employment, etc.

Dirk Foerstner: Veb, Accademia Europa (Italy)It promotes and develops learning, sharing, and intercultural exchange. Its main activity therefore is one of encouraging mobility within the labour market so as to develop an international work ‘circuit’ through cultural learning and professional qualification.

Eniko Katona: VIDES Magyarorszagi (Hungary)The organisation aims to realise development projects for underprivileged young people and children. In Hungary, formation training, international exchanges, work in orphanages using prevention methods, are all a part of the curriculum.

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Maria Zeltina: Voluntary NGO Support Centre “Meridian” (Latvia)The support centre is a citizen based, public, self-organisation system, which is created and functions outside the institutions of state authority. It settles issues of public administration by voluntary civil means.

Uldis Dumnis: Zemgale NGO Support Centre (Latvia)The organisation promotes civic society development in Latvia by informing, educating and supporting technically NGOs in the Zemgale region (4th part of Latvia). The work is done through projects such as youth exchanges, training courses, transparency seminars, conferences and volunteer work.

Frida Valdimarsdottir: Youth Reach Centre (Iceland)It is intended for children from 12-18 years of age with variety of disadvantaged background. The reasons of referral are social isolation, loneliness, bullying, lack of social or communicational skills, learning difficulties, problematic behaviour, and more.

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TC 2 ‘PROJECT MANAGEMENT –CAPACITY BUILDING AT THE EUROPEAN LEVEL’

19-27 MAY 2001

PARTICIPANTS

Corinne Tessier: Alliance Nationale des UCJG (France)The UCJGs work together as a single youth movement of protestant origins open to all. Working to build a fairer and more equal world, the UCJGs use methodology, which seeks to encourage personal autonomy, freedom, social responsibility as well as spiritual fulfilment.

Anna Klekot: :Angelus Silesius House (Poland)A non-formal education centre and a unit of the Polish-German Youth Co-operation. The aim of the centre is to bring young people from Central and Eastern Europe together to give them a chance to get to know each other, overcome prejudice and gain valuable knowledge.

Maria Kaminska: Entreprise Development Foundation (Poland)The mission of the foundation is to act for the benefit of local social and economic development stimulating activities of small and medium enterprises. The activities include: activation of the unemployed, youth projects on a European scale, education for youth and adults, work with the handicapped, and more.

Rodica Cristina Florea: Bucarest Youth Foundation (Romania)A non governamental, apolitical and independent youth organization. For more than 4 years we have been involved in international youth projects, in cultural and social field. This year we decided to create an EVS centre in our headquarter. Also, BYF is member of United for Intercultural Action, an international antiracism network.

Petrisor Jordan: Ministry of Youth and Sport of Romania (Romania)MYS is a governmental organisation, which has as aims the development and the application of the governmental strategy for youth. It gives funding for youth projects aged 15-26.

Isabelle Jahn: Contacts for Europe Registered Association (Germany)Founded in 1998 with the aim to promote the idea of the European Union and to realise youth mobility projects with partners in many European countries.

Frank Schmitz: Profondo (Germany)It is a non-profit structure, which tries to use public means to give a mainly free support and consultation to socially engaged initiatives with a low budget.

Francese Camprubi I Martell: Consell Comarcal del Bages (Spain)The Consell Comarcal del Bages (Bages County Council) is a local administration of an area, which includes 35 municipalities. The council manages the Youth Information and Services Office and keeps permanent contacts both with youngsters and youth organisation.

Angeles Isable Santolaria Fernandez: Federcion Aragonesa de Montañismo (Spain)The organisation works above all on environmental education and on outdoor sports such as rock and ice climbing, hiking, back country skiing. Summer camps are also a part of the programme as well as exchanges with young people from different parts of Spain.

Lianne Ristikivi: Estonian Guides Association (Estonia)The association is an NGO for young people of age 7 to 27. It provides a curriculum for five different age groups as well as a training program for youth leaders. EGA emphasises the importance of young people taking initiatives and uses a ‘learning by doing’ teaching method.

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Marko Kaldur: Centre of Information for Children and Youth in IDA-VIRU County (Estonia)The centre contributes to the integration of non-Estonian young people in the community. It also provides a network of local families, schools, youth workers, and scholars to the participants of their various cultural and social events.

Adrienn Kozma: Fiatalokkal Europaert Alapitvany (With Youth for Europe Foundation) (Hungary)Working through non-formal education on regional level in Hungary the organisation aims to prepare the young people for EU integration, spread European values, enhance human rights and improve life skills. It offers training, conferences, youth exchanges, short study visits.

Jozef Hermans: Gemeentelijke Afdeling Jugend, Welzijn en Interculturele (Belgium Flemish community)The organisation supports local youth, welfare, migrants, and handicapped people through the development and implementation of projects, initiatives and programmes. It is also involved in policy making at the local level as well as the management of two youth centres.

Abdallah Rouhli: Service jeunesse du centre culturel de Barbant Wallon (Belgium French community)The CCBW is a regional cultural centre, a non-governmental organisation working with 27 communes in fields such as: theatre, music, plastic art, environment, and more. They aim to create a real and dynamic cultural and social policy in their region, with a particular emphasis on the help to the socially and culturally disadvantaged people.

Steve Schmit: Inter-Actions (Luxembourg)The organisation works with young people of a disadvantaged social background as well as with groups of mixed cultural backgrounds.

Micaela Dolcetti: ArciRagazzi Ferrera (Italy)A non-profit association whose members are involved in education and solidarity activities. Its principal aims are youth training and prevention of youth disadvantage. The areas of activity are culture, environment and social life.

Francesco Pascale: Legambiente Campania (Italy)It is a non-political, non-for-profit Italian association for the safeguard of the environment, which is financed by private individuals, youth volunteers and members.

Vilius Ivanauskas: Lithuanian Youth Centre (Lithuania)The aim of the organisation is to develop the ideas of civil society, liberty and democracy. One of its purposes is to increase the social and political participation of young Lithuanians aa well as professionals (academic lecturers, politicians).

Alexander Hansson: Oikos (Sweden)An NGO, which promotes cultural and social projects developed for and by young people from less fortunate environments.

Eva Einarsdottir: Sports and Youth Council of Reykjvik, ITR (Iceland)The organisation runs nine youth centres, each one in a different area of Reykjvik. It serves teenagers between the age of 13 and 16 with the aim of providing them constructive ways of occupying their time and preventing them from using alcohol and illegal substances.

Sif Vik: Tvibit (Norway)Tvibit is a cultural centre, which was created as a result of a demand from the young people of Tromso. Its now 4000 users participate in the development of the activities. The centre also manages a youth information department.

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Roland Urban: Verein Jugend und Freizeit (Austria)The organisation helps create opportunities for young people from socially deprived areas, helping them find and develop their own identity within the existing society. The focus also lies on consultation centres and street work projects.

Veronique Crolla: Loesje (Netherlands)Loesje is the name of a international poster organization. By means of posters signed with the Dutch girls’ name “Loesje”, its members intend to spread positive ideas and initiative throughout the world. People are stimulated to think about what’s really going on in the world, form and spread their own opinion and take initiative to change things if needed.

Graeme Caul: Vocational Opportunities in Training for Employment, VOTE (UK)The VOTE Family and Children Programme works with young people who have been looked after by Social Service agencies, generally young people who have been in care. They provide training in life skills and work preparation for sustainable employment. In addition, they support any opportunities, which will ultimately help to improve young people’s self-confidence and self-esteem.

Robert Debono: Youth Empowerment Centre (Malta)It is a centre, which aims to develop and provide information about education and training, volunteer work, and travel. It also assists newly established NGOs in meeting their objectives.

Appendix 2

The Dunford Fling

With so much world interest in global warming and the effects of pollution, intensive farming and lack of sustainable energy, your project team has been brought together to work on a radical solution.

By the end of today, together, you will have collected together the resources, know-how and inspiration to make a real difference to the future of the Dunfordland. Your task is to build, test and finally demonstrate, a machine which will project a sampling ball across one of the country's most mysterious swamps. As it flies, the sampler will collect a sample of the newly discovered gas "anti-snoreum" which emanates from the swamp. This gas is believed to be able to speed up growth rates of plants which both provide non-carcinogenic food and destroy greenhouse gases. An unusual, but increasingly valued side effect is its ability to cure those who snore loudly when asleep.

The European Commission have offered extra resources to reward best practice in project management and unofficially plan to add bureaucratic burdens to those who do not plan their work appropriately.

In order to collect resources, know-how and inspiration, your team will need to complete as many of the tasks listed below as possible in the time available. Some tasks require the whole team, others require fewer people. Some tasks will be given to you at the beginning of the day for completion by the end; others will be strictly time limited. The table below shows the following; The name of the task Any time limitations The maximum and minimum number of people to be involved Whether the task is mainly physical, mental, creative

It is the responsibility of the group to plan the day, allocate members to tasks and monitor progress towards completion. Be ready for the unexpected - both positive and negative!

Safety is of paramount importance, as the funding for this project will be withdrawn if any unnecessary risks are taken. It is your responsibility to manage the safety of all participants.

Your very first task is to create a map of the Dunford House site (not inside the house) for use when navigating around the tasks during the day. The map must be at least the size of a flip chart sheet. At least twelve members must contribute to its creation and should work in pairs to ensure that no

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one is left out. It is recommended that you spend at least ten minutes planning how you will complete this task before anyone leaves the building.

The western boundary of the map is the stream, the northern boundary is the entrance road and car park and the southern and Eastern boundaries are the open fields. Please be sure not to enter any private areas of the site - some people have their home on the site.

The map should be completed by 10.15 am and the first of the other tasks will be available from 10.30. Coffee is available anytime from 10.45 to 11.15 and lunch will be served at 12.30. and tea is between 15.30 and 16.00.

Your final task is the building and firing of the machine. All materials acquired through completion of tasks will be available from 15.45. Test firing will be allowed up until 16.45. The formal firing will be at 16.55. Don't forget to bring your camera!

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The Dunford FlingA maximum of three tasks can be underway at any one timeTutors must have at least 10 minutes notice of the start of a taskAll participants should know which tasks have been completed - at all times.Equipment won by successful completion of tasks can be lost by poor teamwork!

Name Estimated time

Type Number of people

Available Location

Notes

Who owns the Zebra?

30 mins Mental 5 All day Inside 15.00 deadline

Tube dash 15 mins Physical 25 14.00-15.00

Holy tube 30 mins Physical 6 10.30-12.30

Repeat

Blue squares

40 mins M and P 10 10.30-14.30

Arrows 20 mins Mental 9 13.30-15.30

Inside

Chuckles 15 mins Physical 25 11.00-11.45

Sheep & shepherds

40 mins Mental 15 13.00-15.30

Blindfold Square

30 mins Mental 10 10.30-13.00

Spiders web

30 mins Physical 8 All day Repeat x2

Kite 30 mins Creative 4 All day Repeat x2

Isotope 30 mins M and P 9 14.00-15.00

Repeat

The maze 30 mins Mental 8 All day RepeatBabel n/a Mental 25 All dayWater music

30 mins Creative 8 All day Repeat

A to Z n/a Creative 25 All dayMerchants & servants

30 mins M and P 7 11.00-15.30

Signalling 20 mins Creative 8 All dayPeg grid 40 mins Mental 10 All dayPaper tower

40 mins Creative 8 All day

Shaduf 30 mins M and P 8 10.30-12.30

Sing song n/a Creative 25 All daySpy 30 mins Mental 8 10.30-

12.3012.30 deadline

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Dunford Fling Exercises

ChucklesStanding in a circle, the whole group should be able to juggle all the balls at once. A marked ball will be introduced to the circle and the task will be complete when this ball has progressed around the whole group.

The groups starts with 100 points and looses one every time a ball is dropped to the floor. The points remaining - the more equipment you win!

Sheep and shepherdsThe aim is get all the sheep (blindfolded) into the pen ( marked by a rope on the ground). One person will remain sited and will not be allowed to move once the exercise has started.

No one may touch anyone else and after the exercise has started, no verbal communication may be used.

Kite Build and fly a kite using the equipment provided. The kite must be in the air unaided for at least 30 seconds. The more creative the design- the more you earn!

BabelBy the end 15.45 today the whole group should be able to say the following sentence in as many languages as possible."My internet service provider is not very reliable"The more languages - the more you equipment you gain!

Water MusicUse the equipment provided to make a musical instrument and learn to play a recognisable tune on it.

A to ZDuring the day collect 26 items; each one starting with a different letter of the alphabet (The English alphabet!). All the items must fit together in the bucket!

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Merchants and ServantsThree Merchants with their three servants arrive at a river (marked on the ground). They have to get across but the merchants are worried that they will be robbed by the servants, so they must never be outnumbered.

Only two people fit in the boat. Work out how to get everyone across without there ever being more servants than merchants in any one place.

SignallingThe aim is to pass a message across a noisy torrent and gain confirmation of receipt.Plan together for 10 minutes (max) then slit into two groups and give the message to one group and a reply to the other.Voices cannot be used, nor can any other equipment.

Peg gridMark out a rectangular grid using tent pegs. The grid should be 10m by 18m. The long side of the rectangle should be orientated at 156 degrees.A time limit of 5 minutes applies from the moment the first peg is picked up. Planning take anything up to 25 minutes. The more accurate the grid, the greater the prize!

Paper TowerUsing only the materials provided, build a tower as high as you can.

Sing SongDuring the day, compose a song and teach it to the whole group so that at the afternoon coffee break you can entertain the Dunford Staff. The song should be about your experiences of European youth projects and should have at least three verses and a chorus.

Appendix 3Workshop on Marketing and PR

Developing a Marcom Plan

Example from TC 2 of a potential project outline and the associated Marketing Communications Plan (Marcom)

ECOLOGY PROJECTYoung people – 15-18

Multilateral Project (UK, HU, JT- Host)10 DaysMaximum 10 participants/country

Funding:European CommissionMunicipalityLocal fundingParticipants cover travels costs

Aim:Raise awareness of ecological problemsDevelop multicultural awareness

Team:Social WorkersEducatorsExperts in ecology

Accommodation:Municipality will provide the accommodation (Convent)

Security:Contacts with local Police

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Marcoms Plan for Ecology Project

TARGET TOOLS MESSAGE

Youngsters

MeetingsFlyersLettersPosters PartyE-mail Word of mouth

Have FunPositive experienceMeet new friends Do something different Active “Nature needs you”

Parents Local Media Letters Meeting Word of mouth

Learning by doingLearning languagesInteractivitySupport of professionals“Your child deserves more”

Local CommunityLocal Media Organisation magazine BrochureMegaphone CarsStands/Fair

Intercultural impact Putting the community on the World map“Let’s open up to the world”

Youth OrganisationsPostersLeaflets E-mail- e-mail bombing

Global viewGather youngstersNew informationMotivate youngsters “United we stand divided we fall”

Sponsors/Funders

LettersMedia Visit Files e-mailWeb-site

Good publicity “Free” visit card Get product to be known world-wide

Schools

LettersVisits/presentationAnimationMeet teachers/students Posters

More alternative methods of learning Interactive “Subject we cannot ignore”

Media

Press messageInvitationsInterviewsVisual things (video, web-site, pictures)

Good for local community“Do make say thing”

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Appendix 4Planning and Finance workshop

Session notes

AimTo develop members ability to select, develop and use a variety of planning and financial management tools for use in European Youth Projects

Objectives To understand the essential elements of effective planning To explore a variety of planning tools and assess their advantages and disadvantages To establish some principles of effective financial management and explore the use of some

financial management tools.

ApproachGiven the time constraints of the session, the idea will be to use examples to generate a set of principles which can be used to test new models, tools and techniques.

1 Some principles for the sessionLearn what works for youLearn from your experience and the experience of others

2 What is project planning?Plan 'a drawing intended to exhibit (show) the relative position and size of the represented parts', 'a tabulated statement or scheme', 'design, intention, way of proceeding

Planning is the creation of a plan, a dynamic map of a journey

Exercise: Draw a pictorial map of your journey home from the courseHow will might it change during the journey?

The process of creating the plan can be seen as a cyclical one

It is also a continuous one which does not stop until the project is complete. 80% of project management effort goes into planning - 20% into realisation

The 5 P's: Prior Planning Prevents Poor PerformanceAnd KISS: Keep It Simple, Stupid!!

definingaims planning deciding

implementingcontrolling

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3 What's included? How do you eat an elephant sandwich?Exercise: In pairs or threes discuss all the possible elements of project planning

Content - aims, outcomes, quality indicators, monitoring and evaluation strategies Organisation - structure, roles, allocation of tasks, phasing, communication Interaction - forming and managing teams, culture, conflict External Environment - analysis, marketing, dissemination Finance and administration - costs, resources, contracts, controls, reporting

Culture - internal, socialEnvironment - external, factual

Phases - stages of developmentMilestones - stop, go or return, motivation

Outline ------------- detail

4 Start with the stakeholdersExercise: make a mind map of the possible stakeholders in an international youth project.

Consider spheres of influence - knock on effectsIs there influence cultural or environmental? (subjective or objective?)

Exercise: complete the sentence. 'Stakeholders influence…………' Stakeholders influence deadlines, customs, expectations, capacity/resources, communication needs, decision making processes.

5 Eating the SandwichThe Gantt chart is one way of representing ( and therefore communicating) the plan - there are versions on the theme but the main thing is to be able to break down the whole project into measured tasks. Tasks should be defined by objectives, which in turn are defined by Aims.

Aims are general, short, present the direction and the overall desired outcome.Objectives are more specific, support the aim, can be seen as steps along the way or (better) a set of results which together will ensure the aim is achieved.

Objectives should be ConcreteMultipleAssessableTimedRealisticFlexibleRecognisable (in the activities or tasks)

Objectives should be SMARTObjectives are NOT activities

Phases give a breakdown of the life of a project. See charts from Project Management T- kit pp 33,34,36, 37, 43Milestones indicate particular points in the life of the projectTasks start and stop at various points in the life of the projectTasks need resources - they have financial implications.

6 The W questionsWho does what?With Whom?When?Where?With What?

What's the output/result?What's available to do it?When does it need to be done by? When does it start and finish?Who do you check with/report to?What does this task have a bearing on? (How does it fit?)

7 Critical Path Analysisor time analysis.

Early dates - the earliest date a task can start or finish whilst obeying all the constraints of its predecessors. Found by working forwards.

Late dates - the latest date a task can start/finish whilst still obeying all the constraints of its successors. Found by working backwards.

The difference between early and late finish dates is the 'total float' or 'slack'. If the plan results in negative float then the project cannot be completed on time.

If float is zero or negative for an activity or task it is said to be 'critical'. Delaying the start will delay the whole project. Those with positive float can be delayed.

Task relationships Finish……startFinish……finishStart……..startStart……..finish

Exercise: Consider if and/or how you would use critical path analysis. If not then why not? How could you make it more user friendly? What are the benefits?

8 FinancesMoney is the cross cutting theme - it affects all tasksProjects can't exist with out it - nor can they exist without accounting for it.

Budgets and forecasts - show what resources in total are needed/availableNeed to consider eligible costs, desirable costs, breakdown, effective estimating, contingencies. Budgets need to balance! Income and Expenditure. What about capital?

Cash Flows - show when the money can be spent, the effects of doing things late or early. Think about funders. Exchange rates and bank transfers.

Management accounts - show how financial resources have been used - to compare with the budgets and create forecasts. They are used to help manage resources.

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Financial controls - enable you to prove how you have spent the money and trace where (if) it went wrong. They are the systems used to manage the resources.

Exercise: For each of the four tools above, generate a set of guidelines for good practice in European Youth Projects.

9 ApplicationUse your own project

Who are the stakeholders?What are the aims and objectives?What are the milestones?What are the phases?What are the tasks?Draw a chart.Draw up a checklist for tasks.

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GANTT CHART EXAMPLE

Activity who is responsible?

01-Nov 01-Dec 01-Jan 01-Feb 01-Mar 01-Apr 01-May 01-Jun 01-Jul 01-Aug 01-Sep 01-Oct 01-Nov

contacting partnersfind participantspartner details for application

budget checks complete applicationsubmit application Preparation of/by participantsPlanning Visitinformation to parents/sponsorsreservations & bookingsFundraisingpress releaseorganise programmeEVENTreview/evaluationevaluation presentation report submissionfollow-up

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Appendix 5Health and Safety session notes

What is risk?Risk = Likelihood + ConsequenceDefinition given of risk and management of risk and ‘in loco parentis’

Why should we worry about risk assessments?- Bring attention to EVS Report on Health & Safety Management, reports on several

‘crises’ on EVS projects- Show actual newspapers headlines of young people killed over last three months on

off-site visits and the legal implications for the leaders of lack of Health & Safety management

- Role of Youth Worker “in loco parentis”

What would we do in these situations?Use photo or cartoon type drawings and in groups of four people discuss what you would do in these situations and why. Each group feeds back after each situation.

Skiing in Turkey Sun hot, piste safe, young people want to ski, suitably clothed, ski hire free. Do you let them ski?

Pedalos on Lake GardaVery hot day, lots of small children on pedalos, young people want to go on pedalos, all group agred 15+, Italian leaders say it’s OK.Would you let them use them?

Swimming in the seaPhoto show three “well built” young men, standing on the edge of the sea, it’s hot, the sea looks safe, the sun is shining.Do you let them swim?

Alcohol on Youth ExchangesAlcohol – often a problem - prohibition does it work; how to limit the drinking; do you negotiate; what are the penalties?What would you do?

Emphasis made on differing opinion in the groups, therefore, this needs to be discussed and agreed on with partners, EVS Sending/Hosting Agencies

Contract – young people make and agree on ‘contracts’ and made aware of Health & Safety implications

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Risk Assessment Form

Organisation name

Venture Overall datesActivity to be assessed

SignedDesignation/titleDateWhat are the hazards? ie the potential to do harm

To whom?

What are the risks? ie the likelihood of it happening – High, medium or low

How can they be eliminated, reduced, isolated or controlled?

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Appendix 6

Appendix 67

Appendix 7Check list for Advance Planning Visit

Planning APV Choose one working language Communicate by mail, fax etc (check best method) Formulate and circulate a provisional agenda for the APV Check visa requirements Ensure the APV participants will be the leaders who will accompany the group on the project

During the APVStart of the meeting Expectations of the project and each other Get to know each other Formal procedure-take it seriously Make decision how you should make decisions Agree who will take minutes Concise record of meeting and agreements reached, with deadlines sent to each participant after the meeting Set the agenda for the meeting

Issues to discuss Rules for youth workers (before the exchange they should prepare material)Issues like time, alcohol, drugs, sex, health and safety, gender issues, money, how to tackle problems… And make good definition of the rules How to handle conflict within the group Access to information - checking the level of information. Plan how to make it transparent. Expectations, both personal expectations of the leaders but also organisations own and partners expectations Aims and objectives Target Group, participant, sex, background, age, disadvantage, age balance Planning time scale Action Plan with deadlines Evaluation and report What shall we evaluate? For who? How shall we do it? What do we need to do it? Who is responsible? Together with whom? When should it be ready? Personalities amongst the leaders, roles Participation and preparation of participants Contract agreed by young people Responsibilities, delegate the work, who does what (use the SWOT analysis?) Open discussion about the cultural habits of the visiting country Security Legal requirements Programme, schedule details Working methods Translations – do you need them? Spare time activities

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Group leader, choose contact person (available) from each organisation Prepare a financial agreement all partners have to sign Formal contract

Financial: ReimbursementDocumentation

Practical things to discuss To get all information about hospitality arrangements, local medical facilities Accommodation Special Needs Food Money Travelling arrangement to the country Transport in the country Resources Surroundings and possibilities for excursions Technical utilities Information on country Standard of living Is everything organised (good!) Meetings and deadlines and responsibilityE-mail / fax / telephone facilities for during the project

After the APV Fulfil all agreements reached

Some advice on your way Keep in contact, send regular reportsKeep to deadlines Respect the ability of the organisationAsk for help if required!Be Tolerant

Work together – feel and own the project

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Appendix 8

CODES OF CONDUCT DURING AN EXCHANGE

EXAMPLE 1

(DECIDED BY THE YOUNG PEOPLE THEMSELVES)

YOU HAVE TO BE PRESENT DURING THE ENTIRE PROGRAMME

YOU HAVE TO BE IN TIME BEHAVE YOURSELF WITH YOUR

HOSTPARENTS NO USE OF DRUGS NO ALCOHOL TILL AFTER 9:00 P.M. THE BAR WILL CLOSE AT 1:00 A.M. NO KISSING, THIS WILL BE

COMPLICATED AFTERWARDS BECAUSE OF BROKEN HEARTS, CHILDREN, ALIMONY AND TRAVELCOSTS!

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EXAMPLE 2

BEFORE AND DURING THE EXCHANGE I AGREE TO THE FOLLOWING RULES:

I will do my best to make the contact with the Spanish group as nice as possible.

I will help to prepare certain parts of the programme and I will take part in the preparation.

I will not take drugs with me during the exchange or use it.

I will not use alcohol outside the situations in which we have agreed that we can drink alcohol.

I will keep to the agreed codes of conduct, for example concerning sleeping times.

I will participate in preparing the meals.

I will agree to help and to do the dishes. I will leave our accommodation tidy.

During the period of preparation and the exchange I will avoid confrontation with the police.

If I don’t keep these agreed promises, I will be send home by train with no excuse. Afterwards I will accept disciplinary action.

Signature leadership: Date:

Signature participant: Date:

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Example 3

BEHAVIOUR CONTRACT

No drinkingSmoking in designated areas onlyNo smoking during sessions/activitiesNo illegal substances. Any Wokingham District offender will be sent homeNo sexObey English LawParticipation in all activities/sessionsPunctualityMutual respectPositive effort to develop relationshipsRespect other cultures in their traditions and religionsNo leaving campus without permission – we must know where everyone is at all timesKeep to all Health & Safety regulationsNo mobile phones during activity/session times.

I have read and understand the Code of Conduct and agree to keep the agreement as stated

Signed…………………………………

Print name……………………………..

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Appendix 9Checklist for evaluation

Take the time to think about evaluation – it is worth it!Evaluation should show if the project has been completedEvaluation involves everybody

BEFORE..................

Planning evaluation When planning a project, plan evaluation. Are the aims and the objectives measurable? Use eg SMART (Specific, Measurable, Acceptable, Realistic, Timetabled). Can you measure everything? Define clear indicators for each objective so you will know (have evidence) an objective has been achievedGlobal View: Need to take time to work on content of evaluations from beginning of project. Evaluation plan: aims of evaluation, sources of information. Why are you doing the evaluation? Who is evaluation for? What will I evaluate?Is it the needs and the issues the organisation is trying to respond to? Is it the process? Is it the performances, the outputs and the costing? Is it the outcomes? Is it the organisation? Is it the group dynamic? Or what? Compare to the aims and objectives for the project. Is there something that has to be measured before the activity? (for eg if you are aiming at increasing someone’s awareness). Who will evaluate? Internal or external evaluator? Evaluation involves everyone.Use an expert to write it in an objective way. Involve experts for their opinion Who to involve? How could we involve the participants?Motivate and stimulate the participants as part of the project. Evaluation involves every stakeholder, from participants, families, communities, youth workers, host families, sponsors etc. Ask for participants’ suggestions for improving quality for future projects. How to do it?Which method should be used? Qualitative method or quantitative? Use mixed methods. Bear target group in mind when devising evaluation. Choice of method depends on why you doing it and who the target group for the evaluation is. Search for creative, lively, interactive, dynamic and fitting methods. First try and then use the right methods. What kind of activities? What kind of indicators? Keep it specific and simple. Differentiate between achievement and aims, time management, financial management, personal management, quality management etc. Different techniques at different stages or different techniques at the same time. Make it fun. The review the learning process/project as a whole and sub projects. Create a pleasant environment Drawings, Interviews Feedback seminar, games, questionnaires, interviews Questionnaires. Simple, easily understandable questions. Open ended questions – do

not expect certain answers. Include project aims. Adapted to the target audience. Not personal, evaluating the project! To the right people. Confidential. Task – result

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orientated not person orientated. Concrete. Use sociological questions – max 5 options – explain? Funny and interesting questions. What to ask about: resources, finances, activities, hospitality/food, accommodation, general feelings. Significant questions - on service, hospitality, activities, trainers, spare time

Collecting informationWhat kind of information do I need? How could I find it? Written, verbal, read. Using diary, interviews, videos, media, photos, statistics etc. Have a system for recording. When to do it?Put in the schedule and plan it. Make an evaluation plan with partners during the Planning Visit. Continuous evaluation.Evaluation at all stages of the project Who is responsible for what?

DURING.....................

During the project Collect information during the whole period.

During the exchange Find time to do the evaluation, put it in the timetable, so that it’s not rushed at the end. Allowing room and space to explain what went wrong and to combine oral and written evaluation if possible. Make a check to use during a Youth Exchange. Take notes during the Exchange, every day. Make evaluations during the exchange: review daily, diaries. Record all project details (date, place, and number of participants) Motivate participantsExplicit explanation of evaluation methods and why choose these methods – justification. Collaboration of all participants (young people, hosting families, local authorities, partners etc) Involve everyone in evaluation – ask everyone to contribute to the report and how the project could be better. Obtain as much feedback from participants as possible

AFTER........................

Interpreting the collected information – what does it mean?Focus both on the achievements and the mistakes.Summarize individual evaluations. Find the ideal balance between analytic and realistic data. Analysis. Objective, self-critical. Clarify the differences between personal opinion and objective interpretation. Do not judge the answers/opinion/ results.Make it improvement orientated – finding out the weak points and looking for ways of improvingExplanation of purpose included – revised by team Make evaluation a week after participant has had time for reflection Make the review right after project. Do it no more than a month after the activity has taken place How could we implement the learning? Share and transfer learning process. Use them as a study material. How could we share the evaluation between our partner? What do I do with the result? Following up and implementation – how? Possible conclusions and consequences. What future projects do we plan?

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What partners were reliable The report to founders Clear conclusions with suggestions and future plans – A best practices Guide Encourage interacting (also for next project) How to make the final reportHas to be real. Both positive and negative aspects. Short and clear sentences, use ordinary language. Include Pictures, Video, CD-ROM etc. Remember who will be the readers. Adjusting of writing to the readersAdded documents: program, list of participants, reference from other people: media, sponsors, budget & sum Fulfilling the formal criteria Target reader – what is the aim of writing? Who’s the reader? Internal use? External?Interesting (if applicable). Clear structure

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Appendix 10The FIRO modelWill Schutz

FIRO stands for Fundamental Interpersonal Relationship Orientation

The model suggests that people go through different phases in the development of relationships in groups.

1. Belonging – may I come aboard?(Pleasantness – when they feel all are in the group, no conflicts about power and responsibility “we are all in the group”)

2. Role definition – Who is steering?(Idyll – usually after a big conflict or crises between the members about leadership, develop group identity, a lot of energy to keep the good mood instead of the task)

3. Openness – Whom do I sit next to?

1. Try to get to know each other, are very polite, try to predict the behaviour they can expect from the others in the group, engage in few (or no) serious conflicts, take few personal risksQuestions like, why am I here, it this the right group for me, can I function in this group, can I be myself in this group,

2. Not effective. Form sub-groups, compete more openly with each other on individual and subgroup levels, try to convince that their own opinions are most correct, try to take (or avoid) the leadership position with someone else’s assistance, display less group feeling, solve the conflicts by vote, compromise or help from the outside, rebel against formal leader.

Women in general pass through this part faster, taken the inner circle. Talking more about feelings instead of prestige and see things as a competition.

3. Deals with conflicts as they arise, show synergy, emphasis on consensus, seek suggestions listen, pass on ideas, feeling openly, suffer from the group thinking, perceive the conflicts as collective problems which provide an opportunity for further development, show warmth and solidarity, display great mutual trust and support. Are aware and are able to improve the group process. Reference Schutz, Will; The Human Element. Productivity, Self-Esteem and the Bottom Line. 1994

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Appendix 11

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Appendix 12

SALTO – YOUTH

PROJECT MANAGEMENT – CAPACITY BUILDING AT THE EUROPEAN LEVEL

Managing for Quality within the YOUTH Progamme PARTICIPANTS QUESTIONNAIRE 1

1. To help identify your key learning expectations, please complete the following statements.I want to learn about.........I want to understand how to..............I want to develop my.............

.....................(please add your own statement)

2. From your own experience, what do you consider are the difficulties in developing good international YOUTH projects; particularly those which could be addressed by training?

3. What do you feel are your strengths and weaknesses in relation to the management/organisation of European YOUTH programme projects?

4, Using the statements below, how do you rate your present feelings about managing/organising projects within the European YOUTH programme? (e.g. if you feel completely prepared, put a tick against box 1) The first four sets of statements relate more to your knowledge, resources and skills. The second set of statements is more concerned with your feelings.

I feel well prepared I feel overwhelmed1 2 3 4 5 6

I feel supported I feel alone1 2 3 4 5 6

I have the skills I am inexperienced1 2 3 4 5 6

I am organised I am chaotic

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1 2 3 4 5 6

I know what to do I am confused1 2 3 4 5 6

I feel confident to go ahead I am unsure what to do1 2 3 4 5 6

I feel positive I feel anxious1 2 3 4 5 6

I am committed to developing projects I feel sceptical1 2 3 4 5 6

5. Is there anything else you would like us to know?

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Appendix 13Evaluation of the programme and individual learning aims and objectives

SaturdayIntroduction and name gamesAim: to establish an effective learning group

Objectives: to introduce participants to one another and establish namesto discover skills and experiences within the groupto develop a course contract building on our expectations of the course, one another and the tutors and delegation heads.

Did the activity achieve the aim and objective?Yes NoWhy?______________________________________________________________________________________________________________________________________________________________________________________________________________________

Did it satisfy your learning objectives and expectations?Yes NoWhy?______________________________________________________________________________________________________________________________________________________________________________________________________________________

SundayProject management exercises`Aim: to explore the issues of project management

Objectives: to plan and complete a complex projectto develop the learning teamto manage resources and time



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MondayWhat is a project? What makes a quality project? SWOTAim: to become aware of organisations and the environment in which they

operateto develop awareness of quality issuesto get more knowledge of the other participants so they might build an exchange in the future

Objectives: to get a method to analyse the world around and the organisationto learn more about my strengths and weaknessesto develop methods for measurement of quality

Did the activity achieve the aim and objective?Yes No

Why?______________________________________________________________________________________________________________________________________________________________________________________________________________________


PartnershipsAim: to make effective partnerships on international projects

Objectives: to overcome problems with partnersto make lasting partnershipsto work democratically as partnersto produce a checklist for using an Advanced Planning Visits (APV)



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EvaluationAim: to make good evaluations

Objectives: to make useful evaluationsto be aware what to evaluateto learn some methods to evaluate



TuesdayPR & marketing

Aim: to learn techniques for promoting and marketing international projects

Objectives: to introduce a Marcom planto consider audiences, messages and toolsto explore effective ways of leading with the Media and gaining support from the projectto identify stake holders



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Planning & FinanceAim: to develop members’ ability to select, develop and use a variety of planning

and financial management tools for use in European Youth Projects

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Objectives: to understand the essential elements of project planningto explore a variety of planning tools and asses their advantages and disadvantagesto establish some principles of effective financial management and explore the use of some financial management tools.



Health & SafetyAim: to enable participants to consider all Health, Safety and cultural aspects as

international Youth Exchanges and EVS project

Objectives: to improve the awareness of Risk Assessment process and application to Health and Safety standardsto promote active and meaningful participation by young people throughout the projects to establish their own codes of conduct to comply with Risk Assessmentto cascade knowledge to others to raise awareness of Health and Safety and cultural awareness consideration on Youth Exchanges



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WednesdayLondon visit including introduction and reviewAim: to give practical experience of Health & Safety Management on Youth

Exchange trips

Objectives: to practice health and safety management of group activitiesto discuss standards relevant to Health and Securityto explore the place of “participation” in group decision making



ThursdayMission impossible including reviewAim: to experience a simulated exchange, which includes Preparation,

Negotiation, Participation, Programming, Evaluation

Objectives: to practice the proposed model for developing Youth Exchangesto plan for Health and Safety Managementto develop flexibility in order to respond to difficulties that ariseto practice using the PR and marketing and planning tools that been taught earlier in the training course (Gantt chart and Marcom Plan)



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Project planning / contact making (Thursday and Friday evening)Aim: to discuss and plan future exchanges, links and partnerships

Objectives: time given to explore future links and exchange opportunities



FridayExpert groupsAim: to get an opportunity to learn the things I still do not know about project

management

Objectives: exchange experiences in the groupto search for the answersto learn a working methodology



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The panelAim: to learn more about Youth Exchange

Objectives: to answer a number of outstanding questions about the Youth Exchange



SaturdayEvaluation and action plansAim: evaluation of our learning outcomes, the effectiveness of the course design

and the achievement of the course aims

Objectives: asses how effective the course was for individualsasses how well EU requirements have been achievedidentify action plans and country basis for future use of this learningto produce basic information for EU



Other comments you want to add?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name:____________________________________________________________________

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Appendix 14Project Management and Capacity Building at the European Level.

Name:

Please rate the following aspects of the course using the scale: 1 = very Poor and 6 = excellent.Please make comments if you wish including suggestions on how things could be improved:

Communication before the course 1 2 3 4 5 6Comments:

Course Programme 1 2 3 4 5 6Comments:

Course Content 1 2 3 4 5 6Comments:

Methods 1 2 3 4 5 6Comments:

Timetable process/order 1 2 3 4 5 6Were the workshops/exercises in the right order?Comments:

Exercises 1 2 3 4 5 6Comments:

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Organisation during the course 1 2 3 4 5 6Comments:

The training team 1 2 3 4 5 6Comments:

Participants 1 2 3 4 5 6Comments:

Guildford YMCA – Location 1 2 3 4 5 6Comments:

Guildford YMCA – facilities 1 2 3 4 5 6Comments:

Food 1 2 3 4 5 6Comments:

Course length – please circle one: Too longToo shortAbout right

Comments:

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SALTO-YOUTH is shorthand for the Support for Advanced Learning & Training Opportunities for the YOUTH programme of the European Commission. In September 2000, four of these SALTO-YOUTH centres were created (within the YOUTH National Agencies of Flanders-Belgium, Germany, UK & France) to enhance the quality of the projects within the YOUTH programme, through the organisation of specialised training

courses and the coordination of the different training efforts within the YOUTH programme.

salto – project management · web vieweva einarsdottir: sports and youth council of reykjvik, itr...

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