Change Force Pioneers

Week 1Workshop 1+2

Contents

1) Welcome and Introduction– Housekeeping– Icebreaker

2) Part 1: Being a Pioneer3) Part 2: About the Change Force Program4) Part 3: Program Content Overview5) Part 4: Pioneer Training Program6) Part 5: Introduction to Delivery and Facilitation7) Conclusion

Housekeeping• Timing• Questions• Bathrooms• Breaks• Mobile phones• In case of fire or emergency• Video camera to record the workshops so that you are able to:

– Review and remember workshop materials– Review and assess your performance– Review and assess, learn from other’s performance– Assess how to improve performance– Track progress from the first few workshops until the end

Icebreaker!• Break up into pairs• IN COMMON

– Discover 3 areas of interest that you both share – and why you enjoy them• UNIQUE

– Discover 3 areas of interest that are unique to each of you – and why you enjoy it

• EXAMPLE– In Common: Jessica and Peter both enjoy the beach, travelling and eating

good food at restaurants– Unique: Jessica enjoys playing with animals, Vampire movies and astrology.

Peter enjoys going to the pub on weekends, karaoke parties and cycling• PRESENT!

Part 1: Being a Pioneer

What is Change Force?

• Change Force is the codename for the ‘NSW Young Social Entrepreneurs Program’ for 2013

• Change Force is an initiative by One Can Grow, an organization dedicated to empowering young people to think like entrepreneurs about global issues.

• The program educates, empowers and inspires a new generation of global leaders to find their passion and make a positive impact in the world while still remaining financially sustainable.

• The Change Force Program consists of online courses and offline workshops facilitated mostly by young University students.

What is Social Innovation?

• Social innovation refers to new strategies, concepts, ideas and organizations that meet social needs of all kinds — from working conditions and education to community development and health — and that extend and strengthen civil society.

• http://en.wikipedia.org/wiki/Social_innovation

What is Social Entrepreneurship?

• Social entrepreneurship means identifying or recognizing a social problem and using entrepreneurial principles to organize, create, and manage a social venture to achieve a desired social change.

• http://en.wikipedia.org/wiki/Social_entrepreneurship

What is a Facilitator?

• "An individual who enables groups and organizations to work more effectively; to collaborate and achieve synergy. He or she is a 'content neutral' party who by not taking sides or expressing or advocating a point of view during the meeting, can advocate for fair, open, and inclusive procedures to accomplish the group's work" – Doyle

• Michael Doyle, quoted in Kaner, et al., 2007, p. xiii.

What is a Change Force Pioneer?• Change Force Pioneers are Facilitators specially trained in One Can

Grow’s Change Force ‘NSW Young Social Entrepreneurs’ Program, as well as in delivering the program to participants.

• Volunteer Facilitators or ‘Pioneers’ are to be trained in entrepreneurial methods of tackling global issues, motivating young people to follow their dreams, and developing the skills needed for a successful and fulfilling career in a variety of disciplines.

• As a Change Force Pioneer, you’ll be part of a movement to educate an entire generation of social changemakers, who are able to make money to support themselves, make a legitimate positive impact in the world, and also find their individual passion.

• Change Force Pioneers will be engaged in full training in career development, business strategy, creative innovation and the critical appraisal of social issues around the world.

WHY are YOU HERE?

Why are Pioneers important?

Benefits for Pioneers

• VET

Best Counterpart

• What you should keep an eye out for:– Your ‘Perfect Partner’ or your Best Counterpart– Do a Strengths and Weaknesses analysis of

yourself– Then find someone in your training group who

complements you– You will be able to recommend them to become

your ‘Perfect Partner’ throughout the duration of the Change Force Program if you both meet the standards and pass as Certified Pioneers

Part 2: About the Change Force Program

Agents (Students)

• Capped at 10 groups maximum across Sydney• 12 students in each group• 2 Pioneers per group of 12 students (a pair of

Pioneers)• Equals 120 students maximum• A mix of students from all different schools

based on geographic convenience of students

Locations

• Map of Sydney with 10 locations of workshop groups

• 5 groups in Eastern Sydney – Randwick, Woollahra/Waverley, CBD, Marrickville, Kogarah

• 5 groups Western – Strathfield, Canada Bay, Parramatta, Blacktown, Baulkham Hills

Costs and Scholarships

• Costs– Full-fee: The students’ parents pay the full cost of

the program– High Achievers Scholarship– Financial Assistance Scholarship

Full-fee

• Student applies online via the www.changeforce.com.au application form

• If the student believes they are eligible for either of the scholarships, they must submit an ‘additional application’ according to the scholarship criteria

• The Change Force Application Review Committee review the application

• If the student’s application is successful

High Achievers Scholarship

• For those students who perform extremely well during the application and interview rounds – they receive a $300 discount off the cost of the program

Financial Assistance Scholarship

• For those students whose parents are at a financial disadvantage and whose household income is means-tested – the total cost of the program is waived

Application process for students

• Application process for students:– School assemblies, lunchtimes and information sessions at schools– Students apply online via the www.changeforce.com.au application

form– The Change Force Application Review Committee review

applications– Scholarships available:

• Financial assistance• High Achievers

– Notify candidate that they have been selected to attend an interview, book interview

– Interview with Application Review Committee– Final acceptance into the program, and group allocation

Yearly Calendar

• Calendar of 16 weeks starting in July 15th

• Ending December with final event

Role of Mentors

Part 3: Program Content Overview

Gener8 diagram (mindmap)

Part 1 + Part 2

Week 2-Present Discover-Learn Dream

Week 1-Introduction-Learn Discover

Week 3-Present Dream-Learn Think

Week 4-Present Think-Learn Engage

Week 5-Present Engage-Learn Lead

Week 6-Present Lead-Learn Design

Week 7-Present Design-Learn Sell

Week 8-Present Sell-Learn Ship

Week 9-Present Ship-Issues, Risks& Challenges

Week 10-Issues, Risks& Challenges- Conclusion

Part 1 - EXPOSURE

Week 2-Dream-Think

Week 1-Introduction-Discover

Week 3-Engage-Lead

Week 4-Design-Sell

Week 5-Ship-Practice!

Week 6-Practice!

Part 2 - VOLITION

VET Options for motivated Agents

• To complete the base level of Change Force, they will successfully attain the equivalent of a Certificate II in Business

• But for the extra motivated, they can choose to do:– Certificate II in

Dossiers

• 5 main social issues:– Health: physical health– Health: mental health– Social justice: Access to education– Environment: Climate change (rising sea levels)– Discrimination: Women’s rights

Missions and Quests

• Mission– Quest 1– Quest 2– Quest 3

Superpowers, Powers and Lenses• Superpowers: Hard skills

– Discover, dream, etc• Powers: Soft skills

– Interpersonal skills, Intrapersonal skills and cognitive skills• Lenses: Mindsets (Attitudes)

– Passion– Purpose– Prosperity (sustainability, longevity)– Proactivity– Begin with the end in mind– First thing’s first– Win-win– Seek to understand before being understood– Synergy– Sharpen the nail

Points, Badges, Levels, Leaderboards and Scorecards

Part 4: Pioneer Training Program

Certified Pioneers

• Not ALL of you may progress through the final round of being a certified Pioneer

• You must meet the set standard before you are allocated a group of students

• Time Commitment Expectation: Attend 6 hours per week of workshops for 10 weeks

• Complete all compulsory online modules before their deadlines

• Do self-study

Standards

• Facilitation and Assessment (Skills)– Delivery and facilitation skills– Asking appropriate questions– Giving constructive feedback– Assessment skills

• Content (Knowledge)– Knowledge of the Change Force content– Knowledge of relevant case studies and stories

• Attitudes (Mindsets)– Displayed throughout The Experience, online and offline

Cream of the Crop• Superb Pioneers may be selected and invited to become:

– A speaker at School assemblies and lunchtimes to speak about and promote the Change Force program to students

– A part of the ‘Change Force Application Review Committee’ who will:• Receive student applications for both Full-fee and Scholarships• Review applications and recommend a shortlist of candidates to the Executive

Committee• Contact shortlisted candidates to book interviews• Conduct interviews and recommend final candidates to the Executive Committee

– Promoted to ‘Regional Team Leader’ of a group of Facilitators in subsequent years

– Ambassadors for marketing and media relations– Privileged in regards to submitting preferences for students to be in their

groups, and location of workshops– Part of the Programs Board and trained up to ‘Level 2’ of TAE in order to

contribute to Program Development

Rules

• Let’s set rules about:– If a Pioneer misses a Workshop for any reason, they

need to…– If a Pioneer doesn’t complete their required Mission,

what should happen?– Should the weekly Workshops be set in stone or

changeable? If changeable, how much in advance can they be changed?

– If someone arrives late, what should happen?– If someone leaves the Workshop early, what should

happen?

Peer Review

• Let’s create our own system!• How do you want to receive feedback from

your fellow Pioneers?• How would you like to give feedback to them?• If one of them had a great suggestion for you,

how would you like to be informed of this?

Self review

• Review your own performance regularly• Your own E-journal that you are to update regularlyReflective E-journal• Students are required to contribute weekly to a reflective

e-journal via the Experience. The reflection is to cover the previous week’s topics and discussions and any further observations relating the topic to current situations in the student’s life are welcomed and encouraged. Marks are awarded for the depth and acuity of the comments and reflection, no marks are given for simple reporting of what happened

Review of Facilitator and Workshops

Case studies and Stories Journal

• You should have a Journal that documents different stories and case studies for each Superpower.

• These can be anecdotes, examples, funny things,

Structure of Training• 2 pairs of you will be chosen each week to facilitate part of Group 2’s workshop1. Gina: Introduction2. Gina: Learn Discover

3. Pair #1A: Lisa and Bart: Present Discover4. Pair #2A: Milhouse and Nelson: Learn Dream

5. Pair #3A: Homer and Marge: Present Dream6. Pair #4A: Monty and Smithers: Learn Think

7. Pair #5A: Lenny and Karl: Present Think8. Pair #1B: Lisa and Homer: Learn Engage

9. Pair #2B: Milhouse and Monty: Present Engage10. Pair #3B: Bart and Lenny: Learn Lead

11. Pair #4B: Nelson and Smithers: Present Lead12. Pair #5B: Marge and Karl: Learn Design

13. Pair #1C: : Present Design14. Pair #2C: : Learn Sell

15. Pair #3C: : Present Sell16. Pair #4C: : Learn Ship

17. Pair #5C: : Present Ship18. Gina: Risks, Issues and Challenges

19. Gina: Revision and Practice

Pioneer WorkshopsWhen A’s teach B’s

• 30 mins: Gina– Intro– Lesson on Facilitation and Learning

• 1 hour: Pair– Present

• 1 hour: Next Pair– Learn

• 30 mins: Gina– Review– Q&A– Wrap up

Extra extra!

• You can get extra points for doing things including:– Helping your peers when they have missed a workshop,

and holding a ‘Peer Make-up Workshop’ where you conduct the workshop for them (using the curriculum guide) and assessing their competence, and submitting it

– Creating videos displaying your facilitation of a session– Organise and conduct ‘study sessions’ with your fellow

Pioneers to practice

Part 5: Introduction to Delivery and Facilitation

Objective

• Objective: By the end of this week (Workshop 1 and 2), you will be able to:1. Interpret learning environment and delivery

requirements 2. Prepare session plans 3. Prepare resources for delivery

1. Interpret learning environment and delivery requirements

• 1.1. Access, read and interpret learning program documentation to determine delivery requirements

• 1.2. Use available information and documentation to identify group and individual learner needs and learner characteristics

• 1.3. Identify and assess constraints and risks to delivery

• 1.4. Confirm personal role and responsibilities in planning and delivering training with relevant personnel

What is learning?

• Learning itself cannot be observed directly, it is inferred by observing the performance of the individual.

• If an individual performs a new task to the standards specified, it is assumed that learning has taken place and that there has been some change in behavior.

• Learning always involves a change in the person who is learning.

• This change will involve a change in the knowledge, skills or attitudes of the individual.

Knowledge

• Knowledge refers to learning facts, principles, concepts, rules and theories necessary for solving problems.

Skills

• Skills refer to manipulating objects, tools, equipment and machinery.

• Skills have both a physical and mental aspect.

Attitudes

• Attitudes refer to developing feelings, values and emotions.

Knowledge, Skills and Attitudes

• In complex learning situations there is always integration between the learning of knowledge, skills and attitudes.

How do young adults learn?Young Adult Learning Principles

• One of the most dramatic changes in the training of young people in recent years has been the rediscovery of how young people learn.

• Those unfamiliar with the training industry may wonder why it took so long for the industry to acknowledge the fact that they were dealing with young adults and not with young school children.

• Whether checking the design of a training program or actually observing the training in progress, there are a number of principles which should be evident.

1) Young adults learn by doing

• Young adults retain both knowledge and skills better if they have the opportunity to act on what they have learned.

• Skills should be practiced and knowledge used for some intelligent purpose such as problem solving.

• Learning activities should be structured to facilitate this.

• Therefore, as knowledge and/or skills are gained, there should be immediate opportunity for application.

2) Young adults learn when they have a need to learn

• Young adults like learning things which relate to their current needs – the “what’s in it for me?” syndrome.

• They want to learn what is relevant to them, not what is relevant to other students or the presenter.

• This means that the trainer has to make considerable effort to find out what the students want to learn.

• This learner-directed model of training is very different from what most inexperienced trainers feel comfortable with.

• Their preference is often for a teacher-directed program because it gives them a feeling of control and security.

• Unfortunately, this approach is least likely to engage the learners and makes learning a rather haphazard affair.

3) Young adults learn by solving problems

• Training is about improving the capacity to do work and the most challenging part of any job is its problem-solving aspects.

4) Different young adults learn in different ways

• Not everyone learns in the same way.• There are differences in

5) Young adults like variety in learning activities

• Young adults have a low tolerance for monotony; they also have a

Different Learning StylesWhat types of learning styles are there?

• According to learning style theory, there are 3 distinct ways that people learn.

• Moreover, a person may be a visual learner, an auditory learner, a kinaesthetic learner (VAK), or a combination of all three.

Visual learners

• Visual learners need to see what is going on.• Visual learners can be identified because they

like reading and watching television and enjoy looking at

Aural/Auditory learners

Kinaesthetic learners

Conclusion

Your Mission for next Workshop

• Go online• Log onto www.changeforce.com.au/experience

• Research the definitions of ‘Social Innovation’ and ‘Social Entrepreneurship’– Find the 5 most prominent organisations addressing each of

these topics, and define what those organisations do and how they are different from each other

• Memorise each of the 8 Superpowers in the Gener8 Toolkit, because you will be explaining all of them within 80 seconds in total during the next Workshop.

In order to successfully complete the next Workshop, you need these required Skills:

• Skills– presentation skills to ensure delivery is engaging and relevant, including:

• synthesising information and ideas • preparing equipment, such as data projectors and computer presentation applications • speaking with appropriate tone and pitch • using language appropriate to audience • encouraging and dealing appropriately with questions

– group facilitation skills to ensure that: • every individual has an opportunity for participation and input • group cohesion is maintained • behaviour that puts others at risk is observed, interpreted and addressed • discussion and group interaction are enhanced

– conflict resolution and negotiation skills to: • identify critical points, issues, concerns and problems • identify options for changing behaviours

– oral communication and language skills to: • motivate learners to transfer skills and knowledge • engage with the learner

– interpersonal skills to maintain appropriate relationships and ensure inclusivity

– observation skills to monitor individual and group progress

In order to successfully complete the next Workshop, you need this required Knowledge:• Knowledge

– introductory knowledge of learning theories – sound knowledge of learning principles – sound knowledge of learner styles – industry area and subject matter of the delivery – learner group profile, including characteristics and needs of individual learners in the group – content and requirements of the learning program and/or delivery plan – different delivery methods and techniques appropriate to face-to-face group delivery – techniques for the recognition and resolution of inappropriate behaviours – behaviours in learners that may indicate learner difficulties – organisational record-management systems and reporting requirements – evaluation and revision techniques – specific resources, equipment and support services available for learners with special needs – relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state or

territory legislation that may affect training and assessment in the vocational education and training sector – OHS relating to the facilitation of group-based learning, including:

• assessment and risk control measures • reporting requirements for hazards • safe use and maintenance of relevant equipment • emergency procedures • sources of OHS information • role of key workplace persons

– policies and procedures relevant to the learning environment

Assessment during next Workshop

• In order to meet the standards, you need to display the ability to:– facilitate group-based learning by preparing and delivering a

series of training sessions, including: • at least two consecutive sessions, of a duration commensurate with a

substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs

• at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed

– identify and respond to diversity and individual needs – access and use documented resources and support personnel

to guide inclusive practices.

You made it!