Local Faci Day

1. Goals 2. Role of education 3. How adults learn 4. Construction session 5. Kinds of sessions 6. Group dynamics 7. Education Cycles 8. Tips ‘n’ Tricks 9. Summary

Krzysztof Dzioba Education Coordinator

AIESEC Poland

Reason

Every year in AIESEC Poland more than 140 people (EBs, MC, OCPs) deliver sessions and trainings to new members and middle management. National

conferences for trainers can prepare only 25% of that group. As a result in many LCs delivery methods and understanding of education role was poor. Also self confidence of EBs in training area didn’t achieved desired level. That influenced authority and position of trainers in LC.

Goals LFD is aimed to cover existing needs:

Basic knowledge about education

Basic skills in session creation

Basic skills in session delivery

Create proactive and creative attitude towards trainings

Realize responsibility of LC VPs in education area

Process LFD is optional for all EBs in Poland. LC which confirmed access in LFD provide place and materials for training. Education Coordinator:

Gather specific needs of participants

Provide session (6-7,5 hours)

Evaluate session with VP TM EBs were free to invite for the training also LC Coordinators, OCPs, LTT members- everyone who will deliver sessions and trainings in incoming term. Material below are content of LFD.

LFD Goals

Goal

Preparation On-Action Take Over

Trainer Faci Event Process Delivery Support Speech Discussion

Primary goal of education is to amplify experience. ‘Learning by doing’ is well known idea. Although education ensures high effectiveness by

preparation,

on-action catch up and

high quality take over. Forth role of education is to keep in the focus goal of experience and support it.

Basic goals of experience are priorities- LCs or projects. Any educational action which does not influence them-

should not be provided. In AIESEC our most valuable resource is time. Pointless conferences or educational cycles means waste of LC potential.

Education is strictly connected with

development. Each development program is focused on three basic elements:

Attitude

Skills

Knowledge It’s called A*S*K Model [based on research of Leaslie Rea- British HRM specialist].

If any problem occurs in LC/Project/Person performance it

means that the reason is somewhere in A*S*K. High attitude and skills without knowledge will not bring any results. The same situation is with high skills and knowledge with poor attitude (no proactive and solution oriented approach).

Role of Faci and trainer has some basic differences. Trainer delivery knowledge and skills during session- it’s mostly based on event – short term action. Facilitator is taking care of a process- or during session (discussion, brain storm) or in sensu largo- in development during experience. Such Faci is OCP (best knowledge about on-action needs of members).

Role of Education

Adults and children has many differences – also in education. Adults obey more rules, are blocked in tabu, social

relations and even body barriers.

To ensure high effectiveness of learning process precise situation has to be provided. It’s elements are:

Awareness of purpose

Feeling of safety

Learning by actions

Feeling of unity of a group Lack of any element end up as obstacle in education. People forced to attend the session will not pay attention to trainers work. The same with fear. Place, time or even trainers actions can interfere safety and distract participants. Dull session provided only as a presentation or lecture will not achieve it’s goals also. Unity is base for sharing experiences and knowledge. It helps creating common understanding and check individual perspective.

Person responsible for session has to ensure on every stage of process that all four elements are provided for all participants.

D. Kolb cycle represents how

development cycle should look like. Experience always is followed by analyzing own actions- it’s positive and negative aspects. On that base people build theories which are then put into precise plans (what and when). And then experience again.

What is also important as every cycle it can be started with any element. Most of our AIESEC cycles are starting with theory- than planning in Projects, execution and

then evaluation. What facilitators have to remember is that that is not the only way. For example starting cycle with analyzing case or actual situation (simulation) might be the first step (ex. at LCC).

How adults learn

Level of attention in group of adults is mainly represented by this chart. It correspond not only with session but also each development program (no matter what scale will be applied on time line). First part is always rising-people are interested in the topic and the way of delivery. Second part is constant decreasing of attention. Last part is minor

rising – people are waiting for break/end of the session. Trainer or facilitator has to take care that most important things are done

during peaks – in the beginning and summary at the end. There are different ways of influencing the attention. Short breaks, exercises,

ice-breakers, rapid change of way of delivery help to increase performance of participants. Creating a session should be based on answers of five basic questions call 5W.

Why? Where? When? What? Who?

Additional WHERE questions:

What is the temperature? Is there air conditioning?

Is there light/lamps? Is there a beamer?

Is there electricity? Is there a microphone?

Is acoustic in the place good? Can the chairs be moved?

Attention chart

Constructing session

Att

entio

n

Time

Chairs arrangement

Theatrical Support authority of trainer, best for presentations, speeches, lectures. Not influencing participants much- atmosphere is created mostly by facilitator.

Theatrical with space Gives opportunity to interact with participants. Trainer can create personal contact with some of participants without loosing his authority.

Circle Popular for brainstorms, discussions, Learning Circles. Faci creates his authority by knowledge and experience not by position. That arrangement underline that all participants are equal.

Horse-shoe Most popular- all participants can see and interact each other. In the same time trainer doesn’t loose his authority and can smoothly swop between speech (central position) and discussion (circle).

‘Buzz’ Groups Modification of circle and presentation. Free discussion are provided on the base of central speech or lecture. All participants are equal and can share ideas although it should to be strongly connected with main topic.

V-tables Preferred for professional presentations. Representatives of companies/organizations can freely communicate with each other and faci controls the discussion. It’s mostly connected with ppt presentations.

Additional WHEN questions:

Is it at LCC/LCM/during the week? Which day of conference is it? Is it before or after meal? In which attention chart moment is it?

How is it connected with previous/next session? Who is providing previous/next session?

Remember that each session influence next one.

It is mostly connected with content but also with atmosphere, way of delivery, character of facilitator. Creating authority and solid image of teams (Faci team, EB, OCP Commission) is also based on delivery of sessions. Clear understanding of goals of educational cycle and also its role in building position of facis is crucial.

Each session or session block have to contain

3 elements: Theory- basic knowledge/philosophy Practice- actions, examples, cases Benefits- how can it be used

These three elements are important for different types of learners. Ensuring that session contains them all guarantees most effective education process.

What is important session can be created in different mixture and schedule of all that elements. Training don’t have to start with theory, than practice and benefits. To refresh session and make it more interesting for participants- re-arrange basic process. Practice, benefits and theory (or different). Facilitator should be creative in that matter.

To ensure that during the session faci won’t be under pressure of time he should divide material into 3 groups:

What MUST be done? What SHOULD be done? What CAN be done?

Session goal is to deliver ‘must’ part. That is crucial and no other option is available. ‘Should’ and ‘can’ part is provided if possible- it means full understanding and realization of higher level. That model can be adjusted not only to whole session but also to each session block.

Additional WHO questions:

Are participants man or woman? What are their background? What are their AIESEC XP? What is their age? What is their nationality? What is their culture? Do they have sense of humor?

What are their attitude toward the session? Were they forced to go for the session? Do they know each other? Are they tired or excited? What are their plans?

Remember that HOW trainer creates Educational Situation have to be based on profile of participants. It means that in diverse group trainer is obligated to use different messages and tools. If possible trainer should know the answers for mentioned question before the session. If it’s not possible, session should start with short research. It can be done by direct and indirect questions:

Short introduction of delegates

Gathering expectations

Working in groups

Get2know exercises Trainer should keep in mind information from that part in mind but also be ready for change which is normal part of group dynamics.

Communication between trainer and participants is not different from basic communication diagram. So as in 1 on 1 situation faci have to adjust his filter to audience- and the same with method and disturbances which may occur. Even in organization which goal is to unite people around common values and vision, there are many differences between us.

Most common filters are:

Language – it is impossible to address communicate using language or vocabulary which is not known by people

Humor – facis sense of humor might not suit to everyone. Not everyone has distance to joke subjects or to themselves.

Sex- men and women react differently. Statistically:Men

Focus on vision Motivated by goal Better in rapid actions Focus on practice

Women Focus on process Motivated by work Like to go step by step Focus on theory

Tabu – there might be many subjects which are nonnegotiable, no discussable or cannot be a subject of jokes:

o Family o Religion o National issues o Politics o Sexual issues

If faci break that Tabu (and it’s not a goal of a training) it means breaking contact with participants. No further communication can be established.

Meta Programs – people search information which are adjusted to their point of view. Most popular meta programs are:

o Me-others o Problems-solutions o Similarities- differences o General-detailed

Only information or way of delivery which will correspond with particular Program will fit a person.

Filter Filter

Basic Perception is connected with senses:

Sight

Hearing

Feelings (Touch, Taste, Sense of smell)

To communicate most effectively trainer have to adjust way of delivery to senses of the group.

Questions and actions which might help to find out main senses of a group:

What do You think of when You hear o ‘Forest’ o ‘Beach’ o ‘Gas station’

Used vocabulary like- green, calm, rustle of leaves, worm, sunny are information which senses are dominating.

Drawing o Perfect training o Myself

If the picture is more detailed it’s probably Sight dominating. Look at elements of myself. Big parts of body, stress on some parts or elements- can show which sense is strongest.

Ask people to sit comfortable o Closed position mean feeler o Sighters will cover much space, open positions

Talk in pairs o Sighters will talk fast with gesticulation o Feelers will talk slowly probably not looking at the person o Hearers will talk slower and hear actively

How adjust session to different senses?

Sight o Use films o Make drawing

exercises o Simulations

o Much movement o Let them talk a

lot

o Draw on board/flipcharts

o Gesticulate

Hearing

o Play music o Let people talk o Let them sing

o Use different tones of voice

o Summarize many times

o Talk slower

Feelings o Let people touch

each other o Let them

construct something

o Make them sit comfortable

o Let them hold something while talking

o Talk slower

When all the answers are answered we can start to create the session.

Problem

Defining problem is based on assessing LC/Project/Personal performance. Lack of actions or effects is a signal that some element in A*S*K Model is not working and have to be improved – for example by providing sessions or other educational actions. On that level we know precisely which people should be taken under consideration in certain case. Evaluation Scale of a problem have to be evaluated- in numeric scale- based on current and desired situation (GAP Analysis). That is a base for planning educational actions. Change Next step is establishing precise change which will ensure progress. It should be created by answering:

What members should KNOW (knowledge), What members should CAN (skills), What members should BE (attitude)

after the training. Materials Change can be provided only by good preparation of facilitator and session. Sometimes ‘change stage’ show that session is not the best way of resolving problem and some other actions can be provided (mainly attitude matters). Materials can be gathered from different sources- mainly myaiesec.net, internet, books, alumni, ex-EB, MC, NST, CEEDers.

SESSION CREATION PROCESS Each session should be prepared as a result of a certain process. It ensure high effectiveness and full usage of potential of participants and facilitator.

Form Choosing form is end of the process of session creation. First- basic scope of forms is summarize as Global Learning Environment.

Self Reflection Mentoring Conferences and seminars

Learning Cycles Virtual Spaces Team Experience

Second- there is no limit in creation of session forms. Only requirement is that form supports goals of the session. Remember that choosing way of delivery is the last step of session creation. If form looks interesting or fascinating- ask a question WHAT it influences and WHY it should be provided. If answer doesn’t contain LC/Project priorities it means that such training is pointless and it’s a waste of your resources. Evaluation Each training have to be evaluated in two time periods. First- short one- after the session. Is a way of improving facilitators work and his skills. Second – longer one- contains experience which should be chance to observe and measure real change in performance. GAP analysis is a opening and closing tool in education actions. It gives basic information that problem is resolved or not. That is also a base for decision to:

Stop (it’s resolved) Start (focus on other A*S*K model element) Continue (strengthen actions around A*S*K model)

And that part is also a beginning for new process. Intro Form of delivery should always support goals of the session. Some of the forms are preferred for inexperienced trainers and some for professionals. If the responsibility is on trainers side- there is less things that can be a surprise. More involvement of participants mean that control over the flow and outcome is harder and needs more sophisticated skills and ways of influence.

Presentation (5/95) Trainer uses presentation (film/ppt) and deliver speech to delegates. Preferred chairs arrangement- theatrical. Presentation usually is not interrupted by questions.

Lecture (10/90)

Trainer provide speech- might be supported by some visual materials (beamer, board). Lecture might be interrupted by questions and might contain exercises.

Kinds of sessions

Simulation (40/60) Trainer prepares materials and roles for other trainers or/and participants. It’s crucial to make no mistake. Any gap in roles or rules will end as failure of the session. Session have to be supervised all the time to keep the work progress. It also have to be summarized and evaluated. .

Competition (45/55)

Trainer prepare the rules and evaluate the work. If needed, he is arbiter in more complicated parts. As in simulation he have to take care that the rules are clear and complete.

Case (60/40)

Trainer prepare materials- problem to solve. He answer basic question but do not give any solutions or clues. Resolving cases is participants responsibility as well as presenting their work. Trainers role is to summarize work and point out good and bad aspects of outcome

Group work (70/30)

Trainer prepare subject for groups and supervise their work- taking care that they all have the same understanding of training subject/issue. He also supervise summary and encourage for exchanging opinions.

Workshop (70/30)

Trainer prepare tasks for group and supervise their work. Participants have to create some outcome- which have to fit wide boarders understood as session goals. Trainer have to summarize session.

Brainstorm (80/20)

Trainer gives a subject and supervise discussion, but do not give any solutions and don’t have to prepare any. Only thing is to control if participants are really trying to find solution.

Discussion (90/10)

Trainer prepares discussion subject and some challenging subject for start. His opinion has the same value as participants. There is no right or wrong outcome. Trainer takes care that people are involved.

Groups Trainer have to be prepared for many kinds of groups he will face during the training. There are no hard groups- just no skilled enough trainers. Groups are changing during the training and some of their attitude or emotions can be used for improving their learning processes. Some of them are obstacles and have to be taken care of- to ensure that learning process is taking place.

Behavior People speaking, sharing, asking questions, laughing. Place is full of rush and buzz of peoples voices. Threats Group can get out of trainers control. Be to enthusiastic and go in wrong direction during the session. People usually

after such session remember atmosphere but not the content. Trainer also may feel to comfortable and make mistakes or get to involved in group, which is hard to manage when trainers authority is ‘under construction’. Actions

Establish clear rules in the begging of the session – remind it often

Make a short break for people to calm down

Rapidly change way of delivery or the subject/block

Make some movement interaction- make people tired for a moment

Use enthusiasm for brainstorming or discussion

Divide people in groups- they will be calmer

Behavior People sit separately, don’t talk, look blankly, no one want to answer trainers questions.

Threats People are not involved in training. It means that they will not use all possibilities to learn. Trainer have no support in

the group and will look for ways of making session interesting during it. It might end with making fool o himself- especially when no true reason of indifference was reviled. Actions

Look for reason of situation: o People are tired/sick o Participants were forced to come for training o Participants do not know each other o Participants don’t know trainer

Perform some interaction

Make ‘Get2know’ game

Gather expectations

Establish clear rules (‘participation’)

Make groups where people will have to talk

Group Dynamics

Behavior People sit in groups, talk with each other but don’t take active role in training. Answers for faci questions are not connected with content, Some of speeches might be rude or sarcastic. Threats

Group is not learning at all. Something is distracting them so much that session is just time when they can share emotions. Trainer might share that emotions which will end with conflict of statements and breach all communication between trainer and participants.

Actions

Search for reason: o People were forced for the training o People don’t like trainer o People have internal group problem o People are upset because of other session/trainer/event

Establish clear rules and remind them often

Write on flip ‘Problem’ than join (sit with them) group and ask what should be put on the flipchart

Just ask what is wrong

Gather expectations

Individual behavior Group no always will be so coherent and solid. Sometimes trainer will face behaviors which will be obstacle in providing training. Each situation has to be resolved to ensure effective learning of particular individual and whole group.

Behavior Person talk a lot with other people and distract them. Asking questions to people and not to trainer.

Actions

Find the reason of situation: o Fear of public asking

questions o Lack of interest in session o Loosing the grip of a

training

Remind established rules

Divide people into groups

Ask person to write on flipchart

Behavior Person underline mistakes of trainer, asks tricky questions, saying that other sources give other information and

solutions than presented. Actions

Congratulate good knowledge and underline what sources trainer used

Underline on what level training is prepared and say that mentioned matters can be part of extended training

Create groups (isolate person)

Put persons ideas into ‘Sack of ideas’

Behavior Person answers trainers questions before he finish them, explains questions to the group even if it’s not needed.

Attacks anyone who disagree with trainer, is very enthusiastic about the session. Actions

Congratulate great knowledge and ask to let other participants to share

Ask person to write on flipchart

Create small groups to let other people speak

Ask person to point out next person which will answer

Behavior Person is on the training with body not with mind. Not focused, destructed or even actually sleeping. Some of them

might be still under the influence of alcohol. Some of them might be sick. Actions

Find the true reason

Remind the rules (active participation)

Let person to go out of the session and pull themselves together and then back

Make some interaction

Create groups (it will make everyone involved)

Behavior Person tries to be funny – comments every situation, make jokes about trainer, material or other participants. Interrupts

asking questions or giving answers. Actions

Don’t start joke-2-joke fight with the person

Create groups (separate person from broad audience)

Make short break and talk to the person about reasons of such behavior

Conclusion Behaviors of a group or individuals always have their reason. To resolve a problem we have to find that reason and adjust trainers actions to it. Worst possible scenario is when trainer think that he know why the group behave in one way and not actually check if he’s right and provide improper tools. That usually leads to multiply problems and eliminating elements of educational situation.

Each training is a part of some Education Cycle. It means that it is provided for particular reason. To check if the goal of session and cycle was achieved participants performance have to be evaluated.

First- like in session creation process needs have to be measured. Most common ways of doing it are:

Observation

Coaching o Personal o Project

Surveys

Competitions

Talks

OCPs reports

Second- performance have to evaluated after some time after Education Program to ensure full implementation. That’s how Education Cycle should reflect Kolb’s Cycle. Remember that learning is a process which needs time and possibility to be checked in practice. All trainers and facis involved in that work should be aware of it. It is very easy to be satisfy with good evaluation from participants, but it’s much more harder to achieve by training actual growth in measurable results.

Trainers Golden Rules: 1. Trainer’s always smiling 2. Trainer’s never angry or upset 3. Trainer’s never tired or drunk 4. Trainer’s never unprepared 5. Trainer’s always guilty if session go wrong 6. Trainer never runs 7. Trainer always have everything under control

Educational Cycles

Tips ‘n’ Tricks

Auto presentation

If you have problem with much movement on the stage- create virtual ‘penalty area’ and keep in side of it. Two small crosses of tape on the floor might help you.

Keep eye contact with audience. If it’s big- divide it into sectors and chose one person per sector and talk to these few participants.

Do not put your hands into pockets- first- no body knows what you’re doing there, second- making noise with keys and coins distract people.

Wear clothes in one or two colors- avoid dangling pendants, necklaces or earrings.

Women should avoid deep neckline or short skirts. During dynamic session it’s not comfortable and usually distract the audience.

To control voice better- breath with whole lunges not just top of it (that’ll make sentences longer and will stabilize voice trembling).

Check Your clothing before entering session. Nothing ruins trainers authority like serious voice and unzipped fly in your trousers.

Do not squeeze your hands and don’t play with marker- that will show that you’re stressed.

Stress

If You fear big audience- imagine all those serious people only in underwear. It really helps.

Before the session count to 10 but in alphabetical order- if it doesn’t help- do it again in foreign language.

If Your stressed during the session- take a marker and hold it in your fist- just like little babies hold mothers fingers. It gives feeling of safety.

Stretch before the session. That stimulates dopamine and help to relax your back muscles- You’ll need them.

Memory

If you fear that you’ll forget what should be on flipcharts- before the session write on them with pencil everything you need. Small notes in the corner are not visible for participants.

If You forgot what should be next in the session- make short group discussion- people will enjoy sharing and You’ll gain few minutes to read the outline.

Crisis Management

Always have your session prepared also for flipcharts-you never know when computer will have it’s ‘own little moment’.

Always have your own marker and tape.

Check room 10 minutes before the session. There will be time for rearranging or changing place.

If you need something from OC- remind them 3 times – and if needed be prepared to do it by your self.

Local Faci Day is full scope and very basic training about running trainings. From general idea to detailed hints it’s going throe work of trainer and facilitator in AIESEC. Presented materials are based on conferences, myaiesec.net, books and experience of Polish and international trainers. LFD is only beginning of trainers development and research for professional knowledge. That basis might help to get the grip of work in education area and introduce vocabulary and ideas which are well known among trainers and facilitators. ‘Teaching people starts with teaching yourself.’

Good luck Krzysztof Dzioba

Education Coordinator AIESEC Poland

Summary