social inclusion

This project is co-financed by the European Union and the Republic of Turkey

SOCIAL INCLUSION Trainer Manual

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This publication has been produced with the assistance of the European Union. The content of this publication is the sole responsibility of the WYG Türkiye and can in no way be taken to reflect the views of the European Union.

SOCIAL INCLUSION / Trainer Manual

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Technical Assistance for Promoting Social Inclusion in Densely Roma Populated Areas Operation

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This project is co-financed by the European Union and the Republic of Turkey

This Handbook belongs to ‘Technical Assistance for Promoting Social Inclusion in Densely Roma Populated Areas’ Operation

Print: Eylül 2016 Prepared by: Bülent KILINÇ Vesna Janevski Galia BOZHANOVA

(with the contribution of Project Management Unit and Project Technical Assistance Team)

© SİROMA This publication has been produced with the assistance of the European Union. The content of this publication is the sole responsibility of the WYG Türkiye and can in no way be taken to reflect the views of the European Union..

creative minds safe hands

CONTENTS Foreword Introductio Using This Handbook

5 6 7

Participative Learning Techniques for Active Learning

15

Let’s Start!

17 17 22 23 25 27 31 33 33 35 36 37 38 39 44 45 46 46 47 49 50 52 53 57 59 60 61 63 67 70

Training Needs Analysis Target Group Profile Analysis Focus Group Technique Learning Objectives Objective Writing Styles and Learning Objectives as a Tool of Communication Designing Training Programmes with Objectives Compounding Different Learning Areas Systematic Methods Used in Objective Writing Writing S.M.A.R.T Objectives Assessment of Training Process Kirkpatrick Four-Level Training Evaluation Model Training Delivery Format and Teaching Strategy Teaching Methods and Tools Adult Learning How Do We Learn? Sensation, Perception and Short Term Memory Attention Coding Long-term Memory Active Learning Learning Styles Multiple Intelligences Principles of Active Learning Collaborative Learning Managing Groups Ringelmann Effect Facilitation Skills Verbal Skills Non-verbal Skills Visual Design Principles

Annex 1: Session Plans Annex 2: Toolbox Annex 3: Presentation Set References

75 107 121 157

FOREWORD

Educational systems around the world differ in various forms, methods which are used, the method of achieving the set objectives and other elements. Modern trends and developments in systems of education in the world, constantly make changes in the teaching process adapting it to the modern way of living of the people and development of the technology. The Handbook is designed to assist in the training of new practice facilitators as they begin to develop the knowledge and skills needed to support adults in meaningful improvement in “Social Inclusion and Discrimination”. There is a huge difference between training and learning. We hope that you are ready to deducate to learning and to involve other adults to learn. Training is about the organisation. Learning is about the person. People respond to appropriate learning because they want to; because it benefits and interests them; because it helps them to grow and to develop their natural abilities; to make a difference; to be special. When you help people to develop themselves, you create far greater alignment and congruence between work, people and their lives - you provide more meaning for people, and you also build and strengthen platform and readiness for any amount of skills, processes, and knowledge development that your organization will ever need. Obviously do not ignore basic skills and knowledge training, train the essential skills and knowledge of course, but most importantly focus on facilitating learning and development for the person, beyond ‘work skills’ - help them grow and develop for life - help them to identify, aspire to, and take steps towards fulfilling their own personal unique potential. The resources described in this Handbook can help you to increase your skills, knowledge and attitudues in effective preparation, implementation and evaluation of training and learning.

Vesna Janevski Education and training expert Technical Assistance for Promoting Social Inclusion in Densely Roma Populated Areas

INTRODUCTION

You are very welcome to spent your time on pages of this Training of Trainers Handbook It is produced by the team of experts working for the project ”Technical assistance for promoting social inclusion in densely Roma populated areas”, implemented by WYG Turkey, Project Group, Archidata, ANFE and the Romanian Roma National Agency consortium The project is jointly financed by the Government of Turkey and the European Union and it has a twoyears implementation period covering November 2015 – October 2017. The project is implemented in cooperation with the Ministry of Family and Social Policy (MoFSP), Ministry of National Education (MoNE) and Ministry of Health (MoH). The main goal of the project is to develop public service provision to strengthen the social inclusion and to reduce the poverty of the Roma people and other similarly disadvantaged groups in Turkey. Particular emphasis in the project is on employment and education, since these two are the most crucial issues for poverty reduction and overcoming of social exclusion.

Using This Handbook What is the Purpose? The Train-the-Trainer Handbook is a guide document that provides the required competencies that will enable you to effectively facilitate knowledge acquisition, application, and skills in use of the Handbook for Social Inclusion and Discrimination designed and created as instructional materials for use for training the staff from beneficiaries or for the teachers from schools. As a new mentor/trainer you will be assigned to teach others, and in this capacity you will serve in the role of a teacher, leader, guide, sponsor, and role model for others.

What is in this Handbook? In this Handbook we offer a framework and practical advice to increase your competences. After the training it is expected that you will be able to facilitate and organize adult trainings. The manual includes directions and tips to assist you in the instruction of social inclusion issues. The manual has been divided into 3 parts: Descriptive content on how to develop and run training, Individual Session plans for running social inclusion training at local level, TEchniques methods and tools to enrich workshops and a slide set

The handbook is designed to be used as a resource when preparing new facilitators to work with adult learners. You may use it directly as a resource for self study. The use and sequence of the modules should be tailored to learners’ needs. The training materials follow principles of adult education: Individuals learn best when the educational process is interactive and when the existing expertise and experience of the learner is recognized and used as a resource in the training. You are encouraged to incorporate the activities suggested in each module into your trainings as well as others you may have used in the the past.

Who Should Use This Handbook? The users of this Handbook are the participants from MoFSP, MoNE and MOH, but also for training of teachers in schools, and everytime when we need to train group of participants to become trainers in social inclusion and discrimination. You can use this guide to get support for different aspects of your training sessions targeting your colleagues or community.

Di erence between Training and Learning Training has been defined as “The systematic development of the knowledge, skills and attitudes required by an individual to perform adequately a given task or job”. Training has also been defined in the Glossary of Training Terms (Manpower Services Commission, U.K.) as “a planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose in the work situation is to develop the abilities of the individual and to satisfy current and future manpower needs of the organisation”. It clearly implies that the role of training is to improve the overall performance of any organisation. The term ‘performance’ is, therefore, interwoven with training. ’Learning’ is different: it suggests that people are driving their own development for themselves, through relevant experience, beyond work related skills and knowledge and processes. ‘Learning’ extends the idea of personal development (and thereby organisational development) to beliefs, values, wisdom, compassion, emotional maturity, ethics, integrity - and most important of all, to helping others to identify, aspire to and to achieve and fulfil their own unique individual personal potential.

Yor Role Your role is to ensure that the participants have appropriate learning experience by taking their needs into consideration. To this end: Try to find out about your participants, their fields of interests, skills and learning styles. Design learning/class environment in the optimum way. Organise resources at learning environment as conducive to learning. Plan your sessions by using the handbook. Plan assessment and evaluation activities

Adaptable Training Examples and content used in the handbook have been designed to ensure a productive and systematic training by using various training approaches and methods. This implies that if needed, you can adapt training content and activities on the basis of different needs and participants. As the trainer, you have the flexibility to select your own resources and materials and adapt training activities. When it comes to teaching, everybody can have different perspectives, implementation methods and creative ideas. In different situations, you can try alternative methods to present same topics, and you can design alternative games and activities to involve the participants actively. If needed, you can even plan the training together with the participants in order to maximise the potential of the participants. Thus you can create a training content and series of activities tailored to different groups, conditions and needs. It is highly important to be flexible during trainings. You can opt for a more flexible training structure instead of a strict one.

Communicatio While communicating with the participants: During the training ensure that the participants express their own views in written, visually and

verbally, Guide your speech and activities considering current level of information and sensitivities of the

participants concerning social inclusion and disadvantaged groups, In order to be able to use a common language during the training, use such terms as European

Union, social inclusion and other unfamiliar words and terms by explaining if needed. Give importance to existing knowledge and views of the participants and try to build on this

knowledge even if they can be incomplete or wrong. Observe the participants and their reactions carefully and try to catch points which need elaboration

or further details. If needed, ask frequently whether anything is unclear.

Creati e and Logical Thinking While ensuring that the participants address social inclusion related problems; 1. Encourage creative thinking; ensure that social inclusion related issues are discussed. 2. Encourage the participants to discover their prejudices and problems, discuss their prejudices and make self-criticism. 3. Ask the participants to ponder upon the causes of problems. Enrich training with ample resources and materials to this end. Help them to think about the issues, to plan, to undertake responsibility and to put what has been learned into practice. 4. Ask the participants to assess the conclusions of discussions and learnt lessons. 5. To ensure that the participants summarise and categorise their own knowledge and views by employing visual, verbal and written methods.

Personal and Social Values and Skills 1. Respect people’s beliefs, views and talents, guide the participants in this respect during the training and try to set a model. 2. While presenting current situation and history of social inclusion and exclusion in Turkey and actions taken by the European Union, include experiences and views of the participants. Ensure that the participants examine their own values and moral dilemmas and develop opinions. 3. Incorporate cultural diversity and richness into the content of the training and help the participants to develop their own understanding by seeing things from these perspectives. 4. Develop training materials containing real-life examples to ensure that the participants are more aware of different people, communities and gender and ensure that people see and discuss the problems they experience. 5. Encourage group work to improve cooperation and collaboration skills of the participants.

Gender Issues Stereotypes concerning gender issues are quite common. Thus there is always a risk of losing control of the training and losing time due to prolonged discussion between the participants. During the discussion of gender issues, your role as the trainer can be described as follows: 1. To help the discussion of gender issues in a serious environment free of prejudice, 2. To ensure equal participation of women and men in discussions and exercises, 3. To ensure that the participants equally benefit from training materials and given time, 4. To use a nonsexist dialogue in training materials and during the training, 5. To make the participants face their own prejudice so that they can see gender equalities in society.

People with Disabilitie Different definitions are used for disability. Disability definition of the World Health Organisation (WHO) is one of the most widely accepted definitions: “Disabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. Thus, disability is a complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives. In order to overcome the problems that disabled people encounter an intervention is needed to eliminate environmental and social obstacles.” While addressing issues related to people with disabilities: 1. Describe people with disabilities in a realistic and fair way. 2. In your speech and training materials rather than the word “disability” prefer to use the word “ability”. For instance, instead of visually impaired, use the statement of “people without ability to see”. 3. Keep in mind that they may be sensitive and vulnerable due to the disability situation that they are in. 4. Do not show any sign of pity in the content and examples.

The Roma People During the training, issues related to the Roma people are one of the priority topics. Roma community is unique in terms of its history and culture, and they do not have the place they deserve in many countries. The aim of the training is to develop positive perspective among the participants of the training so that citizens with Roma origin can access to education, health, employment and other services through increased institutional capacity, to enhance the capacity of stakeholder institutions in line with directives and actions of the European Union related to social inclusion and to ensure their effective involvement in the actions. Developing a positive attitude among the participants towards communities and individuals subject to exclusion, in particular towards the Roma people is an important issue. One of the effective ways to do this is to use information and examples related to the Roma people in training content and exercises. If possible, representatives of Roma community should be involved in the preparation of training materials. The aim of the training is to change stereotypes concerning the Roma people and to ensure that Roma communities learn their rihts about public services. Through training materials related to the Roma people which have been meticulously prepared, it is aimed to develop a link of respect between the individuals own culture and Roma culture and to encourage cultural diversity in Turkey. Sometimes it is seen that the Roma people demonstrate negative attitudes and behaviours when they are to benefit from different public services. This situation has an adverse effect on the perception of Roma identity and can undermine people’s trust and motivation significantly. As the trainer, one of your main roles is to eliminate these negative impacts and results and to explain the reasons of these negative views on Roma identity within the framework of cause and effect relationship.

In Turkey, the Roma people have different cultural history and social environments at rural and urban areas. Thus their religious and cultural identities and social preferences differ. In other words, the Roma people are not the same across Turkey. In Roma communities, family is important; they mainly have extended family, and women have a key role. In the public service delivery, even such a detail is significant. Such differences and different identity structures should be taken into consideration during the training. While working on the Roma issue; 1. While preparing materials and resources, use those resources and materials which will give a positive impression of Roma communities. 2. Make sure that all information you will convey related to the Roma people are correct; avoid stereotypes and superstitions. 3. If you give negative examples, explain those conditions leading to this negative situation via cause and effect relationship. 4. The content to be used should respect beliefs and values of Roma culture. 5. Training content should be adapted to cultural features of Roma communities of the region.

Multicultu al Perspecti e of Training Multicultural training approach aims at supporting the development of constructive and harmonised relations via recognition of different people and cultures by each other and via empathy. Different cultures and lifestyles constitute a rich resource for learning, and it aims at improving people’s skills to understand people’s perspectives and different cultures, helping each other, accepting and understanding each other. Our training environment is an environment where cultural diversity is respected and held in high esteem. To promote cultural respect and understanding; 1. State that individual differences and cultural differences is a source of richness. 2. Read as many resources as possible related to the Roma people, people with disabilities, gender in order to be able to understand the situation and problems of people. 3. Respect people’s perspectives towards their own cultures and issues. 4. Organise training environment to minimise discrimination and to strengthen relations between the participants. 5. React positively to unexpected negative reactions concerning the issues addressed. 6. Allow the expression of opposing views. Encourage those participants who take risk and try to express their views concerning sensitive issues. 7. Develop the participants’ skills of discussion, problem solving and compromise via group works. 8. Encourage the participants to share their own experiences of social exclusion. 9. Together with the participants analyse and discuss prejudice and beliefs in news related to the Roma people, gender and social exclusion at print and visual media.

Training in the Social Inclusion Context One of the conditions for effective learning process is to ensure that learners emotionally commit themselves to lecture. High level learning is possible only when learners love the learning process. If we cannot achieve active participation in teaching process the participants will leave without learning anything new. Active learning process is fun both for the participants and trainers. In such a training process, games and similar activities that will encourage creative thinking and cooperation to break normal daily routine of the participants can help to eliminate participants’ own stereotypes and prejudice. By adding an element of fun to the training, you can ensure that people break the ice between them and understand each other. Social inclusion and anti-discrimination training does not mean being a smart aleck. Such training programmes provide guidance and define problems. During such training programmes, prejudice and stereotypes should be questioned to notice the problems and become aware of social exclusion. Such questioning should be made by the participants themselves. It should be ensured that they discover problems in the society they live in and via their relations with the world. You cannot change people’s ideas by lecturing. However, you can guide them to question their own ideas. Various creative exercises can be implemented to ensure that people discover the reality in relation to social exclusion and discrimination. Dialogue has a key role in this respect. If you put yourself in the centre of the training it will be useful neither for you nor for others. For people to see the reality, you need participatory training and dialogue. People need to participate in training sessions actively. In order to achieve this, main objectives of the training should be to develop communication skills and build mutual trust. Communities tend to see the differences among them. Actually all these differences are a source of richness. It means “As I cannot exist without you, I need different cultures to talk about my differences.” Differences complement each other. Social inclusion initiatives aim to bring societies together. This is a long journey. These initiatives can be implemented for a short time through the activities under the project.

Dialogue Each word changes the world. There is a meaning behind each word, and each meaning is followed by an action. People guide their life by translating their ideas into actions. A wrong idea or wrong interpretation of the reality means spending one’s life for the same mistake. “Black people or the Roma people are bad” proposition reflects a reality. When you ask someone who lives in line with this reality why he/she thinks so, he/she will have difficulty in responding. Most of them have never spent even a few hours with a black person or a Roma person during their lives. Then, why do they think in that way? Because what they have learned from others and joint social memory point at such a reality. Actually the individual has never had any relationship with this reality. When we listen to music, one of the first cultures coming to one’s mind is Roma culture. In sports industry black people has a visible superiority. Famous pedagog Paolo Freire says that “Dialogue is confrontation between people and it is experienced via life to name the world (reality in which one’s lives) (Pedagogy of the Oppressed, page 67). Dialogue is mutual. During the training your role is to launch and facilitate this dialogue. Explaining what social inclusion is via a presentation is monologue, and it is doomed to failure. People should discover their own prejudice and stereotypes by discussing.

Dialogue does not mean to discuss what should be done on an issue. First of all, deliberation should be encouraged, and then social inclusion should be built upon these ideas. People see and make sense of the world in different ways. When people say something we should take ownership of the actions that follow. Training via dialogue can take place only after building trust between you, as the trainer, and the participants. Various problems are addressed during social inclusion training programmes. Thus for the participants to address the problems and make contribution they should feel that they can trust you as trainer.



Let’s Start! Have you ever cooked? Your answer will be definitely “yes”. In the term you must have prepared omelette. Still if your answer is no, let’s continue with another question: Have you ever eaten? Definitely yes! Thus you agree that even if we talk about the same dish, on condition that they have been prepared by different people, they will taste different. Then what makes their taste different? 1. Taste of each dish depends on the type and quality of ingredients used. 2. Taste of each dish depends on the amount and mix of ingredients used. In other words, the taste of each dish depends of the individual cooking the dish. Let’s use another perspective. Have you ever delivered a training? Some yes some no answers will be given to this question. However, one thing is for sure: you have received training. Just like dishes prepared by different individuals, training delivered by different individuals have left different feelings and taste on you. Delivering a training is just like cooking. If we adapt from one of the important names in political communication Joe Napolitan “each training is the same but also each training is different”. Even if training development process is the same in terms of approach and rules, each training is a new activity where different experiences and different information mix are brought together”. If you agree with abovementioned metaphor most probably you will agree with the following metaphor as well: You cannot cook only by using tomato paste. You often hear: “I prepared my slides; I will deliver a training tomorrow”. Delivering a training only by using slides is similar to claiming that tomato paste in the pot is actually pasta. Training is a complex process where various methods, techniques and factors are managed simultaneously. However, it is one of the most pleasant jobs one can have.

Training Needs Analysis The question always starts with “Why” for both sides. Why do I deliver this training or why do I receive this training? For a successful training, these questions are a must. This process is known as training needs analysis, and TNA is needed before each and every training. Delivering a training before understanding or assessing a need is similar to loves me loves me not. Rather than experiencing the dilemma “the participants know it/do not know it” understanding in advance how much the participants know or do not know makes things easier. Training is a product, and it has its users. Needs analysis consists of all actions taken to understand users’ attitude. Thus centre of gravity of information moves towards different issues and needs in each training. Centre of gravity is defined by participants’ expectations. In order to identify the centre of gravity of information and skills needs should be analysed carefully. Remember that selling same information to each customer is similar to forcing each customer to have the same dish. Various methods can be employed for the purposes of needs analysis. Main goal is to collect quality information before commencing training development process. Instead of classifying methods to be used as good or bad it is more appropriate to select the most suitable method in order to collect appropriate information at appropriate conditions. Most often using multiple or mixed methods where more than one method is used ensures the collection of more reliable information.

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While identifying analysis tools for multiple methods complementary instruments can be brought together considering their advantages and disadvantages. For instance, interview or observation can be used to verify the results of questionnaire. While determining method or methods three factors should be taken into consideration: Şekil 1: Factors Effecting Decisions about Analysis Activities

01

02

03

How much time do you have to collect information?

How much money is available to collect information?

How many people will be involved in the analysis study?

Time

Cost

Staff

In order to understand training needs you need to focus on the behaviour of participants and the environment where these behaviours take place. Human behaviour has four dimensions: 1. Cognitive dimension- Information (Information about legislation, first aid procedures, etc.) 2. Affective dimension - Habits, attitudes, prejudice (cleaning, equal treatment, etc.) 3. Motor skills - Movements based on muscle and muscle power (cutting paper, driving, etc.) 4. Environment - Conditions leading people to have faulty or imperfect behaviours . (Lack of equipment, life and work conditions, etc.) Training needs analysis is the process of questioning the gap and problems in these four dimensions: Figure 2: Dimensions of Human Behaviour 1. Do people know what discrimination is? 2. Are they aware of social problems stemming from discrimination? 3. Do they know what legal sanctions are available in case of discrimination?

1. Why do Roma citizens not value education? 2. Why are women not treated equally at workplace? 3. Do school children wash their hands?

Knowledge

Attitude

Skills

Environment 1. What are the environmental factors leading Roma children not to attend school? 2. Do we have enough vehicles and transport to provide services to disadvantaged individuals at field?

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1. Do young people to be employed can machine? 2. Do staff’s computer skills have an impact in late delivery of services? 3. Can they use their hands correctly for first aid?


A variety of tools and methods can be used for training needs analysis. The 5 most commonly used techniques are given in the table below. Each method has it is own advanateges and benefits or disadvantages and weak points that must be considered. Table 1: Tools and Methods to Analyse the Training Needs Method

Advantage Gives information about work environment and conditions. Questionnaires and interviews are complementary.

OBSERVATION

QUESTIONNAIRE

Observer should be experienced. Staff under observation can act differently

Barriers to work are clearly revealed. Low cost.

It takes time.

Data is collected from high number of people.

Response rate can be low.

Consolidating and summarising data is easy.

Details are missing.

Provides detailed information about training needs and problems. Questions can be adapted according to flow of the interview. Other important issues can be discussed as well.

INTERVIEWS

Disadvantage

Provides rich qualitative data.

Inappropriate answers can be received.

It takes time. It is difficult to analyse the results. Interviewer should be experienced. It is difficult to plan. Respondent can see the interview as a threat. Respondent can give biased information.

It is useful to analyse complex issues with more than one person.

FOCUS GROUPS

It takes time. It is costly. It gives possibility to ask questions. Group members provide subjective information. Values, opinions and habits of participants concerning training are identified in depth. If there are differences of status and position among members it can be difficult to collect information. It is useful to collect information about relevant issue. It is objective.

LITERATURE REVIEW

Fully equipped researchers are needed. Records and other materials can be obsolete or insufficient.

It provides background.

Most of the human behaviours related to discrimination and social inclusion are connected to values, prejudice, stereotypes, etc. People will not be willing to share their hidden ideas and secrets with you. It is important to ask cross questions and to compare data and information to discover underlying reasons.

If you select the survey method for analyzing the training needs, then you can start to think about the questions you will ask to the people. The key to obtaining good data through a survey is to develop a good survey questionnaire. The first choice you’ll have to make is what type of question to use. The following table provides different type of question techniques to design a survey.

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Table 2: Question Techniques for Surveys Technique Alternative question

Definition of technique Question requiring one of two answers

Example Do employers create difficulties for the employment of the Roma people? Yes

Question requiring a selective answer

Questions for which three or more answers are possible



No



Which of the reasons are the most important in terms of dropping out of Roma children? 1. Working somewhere

    

2. Performing his/her own handicraft 3. Family problems 4. No interaction with other children 5. Insufficient support of teachers Likert scale questions

Question where respondent states whether he/she agrees and degree of agreement/ disagreement

Public services for disadvantaged individuals should be further improved: 1. Totally disagree

    

2. Disagree 3. No comment 4. Agree 5. Totally agree

Semantic difference

Importance scale

Respondent selects the density and direction of his/her emotions via a scale containing two opposite poles

Parameters based on degree of importance

In our province employment services offered to disadvantaged individuals are; -3

-2

-1

0

1

2

Sufficient

Insufficient

Significant

Insignificant

Timely

Untimely

In my opinion for Roma families compared to healthcare services education services are ……..; 1. Highly important 2. Very important 3. Important 4. Not very important 5. Absolutely not important

Rating scale

Rating scale of any features

    

Play conditions of Roma children are; 1. Excellent 2. Very good 3. Good 4. Fairly well 5. Poor

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3

    


Table 2: Question Techniques for Surveys (contd.) Technique

Definition of technique

Example

Open ended question

A question that respondents can answer in the way they want

In your opinion what should be done to provide better services to disadvantaged individuals?

Selecting words that make connotations

A word is given and the respondent is asked to say the first word that comes to his/her mind

Which words come to your mind when you hear following words concerning disadvantaged individuals? 1. Job application: 2. Health: 3. Exclusion: 4. Law: 5. Information:

Completing a sentence

Incomplete sentences are given and the respondent is asked to complete the sentence

When I see negative news concerning the Roma people the first thing I feel is;

Completing a story

An incomplete story is given and the respondent is asked to complete the story

Today a man with burned arm came to hospital. He did not have health insurance. We made required intervention. Then…

Thematic Perception

A Picture is shown, and the respondent is asked to tell a story about what he/she sees

Look at the picture carefully. Write a story composed of introduction, development and conclusion. Try to describe who could be the people seen in the Picture. What do they feel, think and wish?

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Target Group Profile Anal sis Target group profile analysis takes an overall picture of the participants of the training. Information to be obtained about target groups provides strategic information for planning, content development, examples to be used, assessment tools and other decisions. In the light of this information; 1. Suitable messages can be given to your target group (both technical and social), 2. Appropriate teaching methods can be employed while conveying these messages, 3. You can develop additional teaching methods that facilitate learning. In other words; 1. Should the content be simple or a bit more technical? 2. Which teaching methods should be utilised to deliver your message in the most efficient manner? (for instance, lecturing, discussion, demonstration or distributing hand-outs?) 3. Which additional teaching materials should be used considering the target group? (For instance; pictures, articles, models, games, case studies or real cases?) Features constituting the profile of a target group can be categorised into some common headings. These common headings are presented in sample questionnaire below: Table 3: Example of a Target Group Profile Analysis Form GENERAL FEATURES 0-5 years



Primary education



Manager



Female



5-10 years



High school



Employee



Male



Bachelors



Educationalist



Disability

10-15 years 15-20 years



Master



Social worker



20 and more



PHD



Other



Reading rate: Low



Medium



High



PERSONAL AND SOCIAL FEATURES Level of training motivation:

Low



Medium



High



Current level of knowledge about the topics of training

Low



Medium



High



Job description and responsibilities Expectations: Professional objectives: Special talents and fields of interest: Previous work experience: Prejudices: Training Attended:

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Focus Group Technique Focus groups are composed of people gathered to discussion training topics. Focus groups are utilised to collect information about attitudes and behaviour of the participants and their problems and current information and skill needs in relation to training topics. All information collected should be treated as confident and should not be shared with irrelevant parties. The biggest advantage of focus groups is that they allow to collect significant detailed information within a relatively short time. This method is not suitable to collect information about sensitive issues or very specific issues. In such situations, you should opt for one-to-one interview. Quality of data obtained depends on good management of the group and diversity of people selected. Factors such as age, sex, educational attainment, position at work 1. A normal focus group should be composed of 8-12 participants. Work should be completed in 1-2 hours. It should last maximum half day. Breaks should be introduced considering the total duration of focus group. 2. While managing group discussion via open ended questions one person should take notes. 3. One question should be asked each time. 4. Maximum 5 key questions can be asked during a focus group of 2 hours. 5. If desired, the participants can write their answers on a piece of paper. These notes should be collected after each question. To be able to manage a focus group session, one should be impartial and should avoid directing participants’ opinions. You should make sure that you do not direct people even if unintentionally. IMPARTIAL QUESTIONS

LEADING QUESTIONS

Some Roma families say that they cannot find a job; some others say that they get a job but are dismissed after a while. What do you think about this?

None of the Roma families are able to get a job, are they?

Why do Roma children drop out of school?

Do you not send your children to school due to economic problems?

Follow up question: What are the conditions leading children to drop out?

Why do you think Roma families and other disadvantaged groups do not report discrimination made to them to public institutions?

Do you think Roma families do not report cases of discrimination as they believe no solutions will be formulated?

Different questions techniques can be used together in cases such as focus groups and in-depth interview. Question techniques are the most important part of group work. Rather than planning what questions will be asked, you should think what you want to achieve with which type of question.

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Table 4: Question Techniques for Focus Groups and Interviews Technique

Sample Questions Where do you live?

Fact questions

For how long are you unemployed? What is your educational attainment? How many children do you have?

Description It is used to collect concrete information related to individuals or to check such information.

Do you make any type of preparation

before job interviews?

Do you often fight with your peers at

Behavioural Questions

school?

Are you in regular contact with the

parents of Roma families?

These questions aim to understand individuals’ behaviours and their daily activities. They try to understand their individual habits.

Do you take any measures when you

encounter peer victimisation at school? Do you have a positive view on learning conditions at school? Attitude and Opinion Questions

How important is it for you to employ

the Roma people at your workplace?

Why don’t you like going to school? Is it a source of stress for you to work

It is related to abstract feelings, views and beliefs. Answers reflect the characteristics and expectations of individuals. It is not easy to answer these questions.

with the Roma people?

Do you know what kind of services and

support public institutions provide to people with disabilities?

Information Questions

Do you know the reasons why children

leave their homes?

Do you know the relationship between

social exclusion and poverty?

Questions aiming to understand the level of information. By determining individual’s level of information it can be decided whether more detailed questions can be asked or not.

Are you aware of the problems people

with disabilities encounter?

Why do you think disadvantaged

individuals cannot find a job?

Why did you quit? What did you do after quitting?

Probing Questions

Can you further elaborate? Can you please give a bit more

details?

I am not sure that I understood why

you quitted. Can you give some more details?

How did you make both ends meet

when you were unemployed?

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Questions designed to collect quality information and go into the details of the issue. They investigate the root and causes of the issue.


Learning Objecti es What will my life be like? Will my job application be accepted? Will my speech be appreciated today? The common point of these questions is uncertainty. People need sense of direction in every moment of life. If you do not know whether your speech is going to be successful or not, you get stressed. However, it is certain that you feel less stressed after you deliver your speech even if it is successful or not. Therefore, people are constantly in search of purpose and meaning. Objectives direct the things that you plan to do. This situation applies to training as well. A training which is unpredictable and whose content is uncertain can be a nightmare for you and the participants. Learning bbjectives enable you to place everything clearly and easily while planning, conducting the training and evaluating the results and they help you to understand the things to happen. Learning objectives make various contribution to your training work as follows; Figure 3: Primary Uses of Learning Objectives

It helps you to make a certain and accurate definition of what you want to learn as a trainer. It helps you to have a cohesion in communication through forming a

01

02

Doğruluk

İletişim

Kaynak

Ölçme

04

03

It helps you to determine training activities and learning resources that you will use during the training in order to ensure that the participants will achieve the objectives of learning.

common reference framework for the training. It reveals the expectations and says what should be done and the roles of the participants.

It helps you to develop measurement criteria which will provide you to assess the results. Therefore, you can develop materials which will help you to assess the quality of learning and teaching activity.

As can be seen in the figure above, there is a close relation between the objectives of learning and the other components of the training. Clearly defined objectives of learning help you to make right decisions, strengthen the communication and help you to determine teaching activities and learning resources easily.

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Objectives can be used for different purposes and they may have different levels. As a trainer, you can develop the training, then a module and finally a unit by using the objectives like an architect who imagines a building first, then designs the floor plan and finally designs each room. Objectives of learning are mostly broader; on the other hand, objectives of module are less general and objectives of unit are definite and clear. For example, the objective of the training which is conducted for Roma young people in order to ensure that they can find a job can be developing their job seeking skills. The objective of the module within the scope of the training can be learning how to write an appropriate CV. The objective of the unit can be writing work experiences and responsibilities in a clear way. Table 5: Training, Module and Learning Objectives Objecti e of training Scope Broad Needed time or A few weeks/months learning Functio

Direct training, provide vision

Module Objecti e

Learning Objecti e

Moderate

Narrow

A few days

A few hours – one day

Design modules which compro-

Plan lessons

mise the training Ensuring that the participants

Planning anti-social exclusion

Example use strategies for fighting against campaign module social exclusion

Planning communication strategy unit

Training Objecti e: It is the most general objective type and it is called as aims or goals. Objective sentence defines your role as a trainer and the direction of the training. It guides the objectives of the module and learning. For example; • At the end of the training, the participants will use anti-exclusion strategies effectively by determining the reasons behind the exclusion and choosing the right fighting methods. Module Objecti e: Modules are learning units which show reasonable integrity in itself. Objectives of module are narrower than the objectives of training and they are wider than the objectives of learning in terms of scope. For example; By the time XYZ module is completed; • Participants will analyse the connection between power relations and social exclusion; • Participants will realize the difficulties that Roma people and disadvantaged groups in Turkey face; • Participants will compare communication methods and tools that can be used in order to raise awareness of social exclusion. Learning Objecti es: Learning objectives are the narrowest objectives. They are very useful for planning the sessions. They should be learned between in a few hours and a day in a regular adult training. At the end of this session, the participants will; • explain why people categorize the others, and; • use XYZ formula while expressing their feelings.

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Sometimes focusing on small details prevents you to see the big picture and cause you to miss the essence of the matter, like not seeing the forest when you look at the trees. If you consider the training as a forest, each tree in the forest will be a unit. A few trees which have the same characteristics come together and constitute modules. Most of us plan lots of units while planning a training and miss the big picture of the training. After the planning, a large number of learning objectives show up. At the end of the day, even though the participants can deal with the learning objectives, most of the time meaningful learning does not take place. Figure 4: Hierarchy of Learning Objectives

Training Objective

Modul Objective

Session Objective

In order not to make mistake while planning the teaching process, it is better to make planning in line with the objectives of the training, module and unit. Objectives of the training will guide you in terms of planning the purposes of module and unit. Another method is to start with the purposes of the module. Thus you may associate the purposes of unit and objectives of training by using the modules that you plan. It is highly important to understand the difference between learning objectives and learning activities. In a simple way, learning objectives are the desired results; on the other hand, learning activities are the tools that enable to reach those results. For example, listening to the teacher is a learning activity. In order to understand the learning objective, you need to ask these questions: What do you want the participants learn from the unit? Are they going to learn some facts about the subject? Are they going to learn different perspectives about an opinion? Or are they going to learn how to give a lecture? A learning activity may be associated with a few objectives. Let’s think about another example. Let’s think that you take the participants to the rehabilitation center to which children with disabilities go. This trip is a learning activity. In order to determine the objective of the activity, ask yourself this question: “What do I want from the participants to learn from this trip?” If your answer is “to communicate with different disabled groups”, it is your objective. If the answer is “to examine the conditions of the rehabilitation center”, then it is the second objective. As can be seen, a learning activity can be associated with more than one learning objective.

Objecti e Writing Styles and Learning Objec

es as a Tool of Communicati n

In order communicate with the participants, two criteria should be met. The first one is that the objectives should be in an understandable and standard format. The second one is to use clear and definite language while writing the objective. We can use the previous examples in this section.

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Subject

Verb

Content

At the end of the training, participants will use anti-exclusion strategies effectively by determining the reasons behind the exclusion and choosing the right fighting methods.

Subject

Verb

Content

Participants will compare communication methods and tools that can be used in order to raise awareness of social exclusion.

Subject

Content

Verb

Participants will explain why people categorize other people. Subjects of the objective sentences are the participants or students. Content to be learned is shown in green. Verbs like compare, use, explain are used in blue. Verbs used in the sentences are measurable, observable and evidence-based verbs. Remember that top and more comprehensive learning objectives have general content and more than one verb can be used. Whether the participants learn what is given to them can be measured by their knowledge, skills and attitudes, namely evidence-based verbs. These verbs explain how the participants can show what they have learned. These verbs represent three domains in education: cognitive domain, affective domain and psychomotor domain. In order to measure achievements in these three learning domains in education a taxonomy was developed by Benjamin Bloom in 1956. Taxonomy provides an excellent structure for planning, design, assessment and measurement of a training. As a result of a research conduct by a group of psychologist in 2001, social domain has been added to these domains. Figure 5: Updated Taxonomy of Blooms Learning Domains

01

’S TA XO M BL OO

04

Social Domain

NO M

Y

Cognitive Domain

Psychomotor Domain

03 28

Affective Domain

02


Table 6: A Classification System of Verbs Key Component

Practi al Example Realize

Remember

Recognize Recall

Synonyms Identify Retrieve

Interpret Exemplify Classify Understand

Summarise Infer Compare

Clarify, Interpret, Reflect. Translate, Exemplify, Show evidence, Abstract, Generalize, Come to conclusion, Guess, Compare, Map, Build.

Explain

Implement

Execute Implement

Differentiate Analyse

Organise Attribute

Evaluate

Create

Check Criticise

Use Carry out Conduct Separate, Differentiate, Select, Focus, Find coherence, Structure, Deconstruct.

Coordinate, Test, Judge

Detect,

Monitor,

Hypothesise Create, Produce, Generate, Plan, Design Lead to Construct

The left-hand column of the table contains six general verbs: remember, understand, apply, analyse, evaluate and create. The next column contains more specific verbs that are associated with each of the six more general verbs. For example, “realize” and “recall” are both types of remembering. You may ask why are more specific verbs needed? There are two answers to these questions. The first answer is the need for increased precision that we mentioned earlier. In this regard, you will note the general verb “understand” requires seven more specific verbs in order to convey its meaning in a more precise manner. The second answer is that the more specific verbs denote quite different cognitive processes. Suppose, for example, that you are at a dinner and you see someone walking toward you. As this person approaches, you realize you know him/her. You visually remember his/her but you cannot remember verbally. Verbs in the table make invisible processes in the brain verifiable.

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Because we cannot see learning processes in the brain. By using these verbs, it can be proven whether learning takes place or not and cognitive processes and learned things in the brain can be measured. Subject, content and verb which are used in writing objective sentences in the above are used in cognitive domain objectives, as well. Different objective examples are as follows; Participants will seek out reference documents related to their interests. Participants will tolerate opinions and viewpoints different from their own. Participants will demonstrate a variety of soccer kicks. Participants will fuse metal together using localised heat (welding).

Each of these objectives contains subjects, contents and verbs. Some educators added two more components -conditions and criteria- to objective writing in order to increase precision. Conditions describe the circumstances under which the performance relative to the objective will be carried out. Conditions also include the tools or assistance to be provided or what other aids will be provided or denied. Examples of conditions and related objectives are presented in the table below: Table 7: Examples of Conditions and Related Objectives

Examples of Condition

Objecti e

Given a standard set of tools and a malfunctioning participants will analyse the motor to determine motor… the problem and use the tools to repair the motor.

In the presence of an irate “customer”…

participants will use public relations skills to calm the customer and solve his or her problem.

Given a fully functioning video camera…

participants will produce a short movie that meets both technical and aesthetic criteria.

Criteria set out the bases for determining whether the objective was reached. In other words, how would I know that the participants have reached the objective? In general, there are two types of criteria: accuracy and speed. What score must participants attain (accuracy)? How quickly musk the task to be performed (speed)? The answers to these questions can either be a specific score or time or a range of acceptable scores or times. Examples of speed and accuracy criteria are presented in the table below. Table 8: Examples of Speed and Accuracy Criteria

Examples of Speed Criteria In less than one hour.

Examples of Accuracy Criteria With no more than two incorrect entries in the

log.

Within twenty minutes.

To the nearest whole number.

Before close of business.

Within two meters.

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Table 9: Examples of Objectives Written In the Expanded Format Condition Given a picture of business

Subject participants will

Verb detect

Content risk areas by taking risk criteria into consideration

Criteria with 80% accuracy

Given a blank CV

participants will

fill

the form by taking CV writing rules into consideration

in two tries

Given a list of participants will poisonous materials

participants will

identify

counter measures

for every one

If you are going to use objective sentences in order to strengthen communication and common understanding with the participants, you may also prefer to use an alternative objective writing style in which objectives and sample assessments are used together. For example, after you an objective is presented to the participants, you can add the following; If you have achieved this objective, you should be able to answer questions like these. If you have mastered this objective, you should be able to solve problems like these. If you have attained the objective, you should be able to perform these things.

In this way, learning objectives and assessment are clearly aligned, but are kept separate. In addition, the driving force between educational improvement efforts must be the objectives, not the assessments. There is not any generally accepted correct format for writing objectives. However, there are two common points as follows; 1. Some standard format should be chosen. 2. The language used in the objectives should be of a level of precision that is commonly understood. The subject-verb-object format can be used as a starting point while writing objectives.

Designing Training Programmes with Objecti es Compounding Di erent Learning Areas For the past century, educationists have organized objective writing according to Bloom’s taxonomy: cognitive, affective and psychomotor domain. However, during the past quarter century, a fourth domain, social, has been added. Brief descriptions of these four domains as well as frequently used terms associated with each are given in the table below.

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Table 10: The Cognitive, Affective, Psychomotor, and Social Domains Domain

Descriptio

Frequently Used Terms

Cognitive

Knowledge and thought

Understanding and higher-order thinking Intellectual skills and abilities

Affective

Emotions and feelings

Attitudes, interests and values Self-esteem

Psychomotor

Movement and physical skills

Motor skills; using machines, tools and objects

Social

Relationships and interpersonal Empathy, teamwork, conflict management skills

Although these domains are often described as though they are independent of one another, they are, in fact, interrelated. Suppose, for example, one of your goals is for participants to learn to communicate effectively. As it pertains to oral communication, this goal can be represented by four interrelated objectives. Table 11: Interrelated Objectives for Four Domains Domain

Objecti e

Cognitive

Outline oral presentations on a variety of topics that are comprehensive and logically organised.

Affective

Make oral presentations that convey enthusiasm for the topic.

Psychomotor

Use gestures and facial expression to increase the effectiveness of oral presentations

Social

Select examples to enhance oral presentations for particular target audiences

Note that the interrelated set of objectives provides a more complete description of the global objective than any single objective or set of objectives from a single domain. So, how can you apply this to your training? To complete the table, you have to get your priorities in order by asking yourself the following question: “Of all the things I could possibly want my participants to learn, which ones are the most important?” Answer this question as it pertains to each of the four domains. Then, consider the next most important objective in each of the four domains.

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Table 12: Objectives Planning Chart Domain

Most Important Objecti e

Next Important Objecti e

Cognitive

Explain the relation between the poor and Define prejudices and stereotypes. social exclusion.

Affective

Prevent the poor from exclusion and ap- Interest in articles about prejudices and preciate the work in this field. stereotypes.

Psychomotor

Design health exercises for excluded poor Draw pictures showing prejudices and stepeople. reotypes.

Social

Work with his/her colleagues in order to Help the other colleagues in their work recombat poverty and exclusion. lated to prejudices and stereotypes.

Systematic M thods Used in Objecti e Writin S-K-A Method S-K-A method is a reminder to include multiple domains in objective writing. S-K-A stands for knowledge, skills and attitudes. Skills

: What will the participants be able to do by the time the module is completed?

Knowledge

: What will the participants know by the time the module is completed?

Attitud

: What kind of dispositions will the participants possess by the time the module is completed?

Learning objectives written using the S-K-A method should begin with a phrase such as, “By the time you finish this module/unit (or section or chapter), you should be able to …”. You then would add a verb and an object to complete the statement of the objective. For example, “By the time you finish this unit, you would be able to; Use an online social network to gather information about Roma music bands. Evaluate information obtained from online social networks in terms of its accuracy. Use Internet Relay Chat (IRC) to interview the participants. Analyse interview data in terms of its relevance for specified purposes. Use a Wiki to write biographies of famous Roma music bands.

Note that the objectives are placed in a sequence that leads from general information gathering to writing biographies. In between, participants must evaluate the general information, use Internet Relay Chats (IRCs) as interviews, and analyse the interview data in terms of its relevance (for, in this case, writing biographies).

Writing S.M A.R.T Objecti es SMART method is used in project management and professional life. Some of the words may change according to the use of the method. This method is useful in preparing unit/session objectives for training. SMART is an acronym of the following words:

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Specifi Measurable Action Orie ted Reasonable Time Bounded We have already discussed the importance of specificity (i.e., precision) and action-orientation (i.e., the inclusion of a verb in the statement of objectives). Measurable was touched on in our discussion of whether to include criteria in our statement of objectives or to link assessments with objectives from the very beginning of the process. Our focus here, then, is on “reasonable” and “time-bound”. Reasonable means that we believe that the objective can be achieved by the vast majority of participants in the allotted time using the available resources. Time-bound means that participants will have only a finite amount of time to learn the objective. If it is an instructional objective, participants may have an hour or two to learn it. If it is a module objective, participants may have one day or two to learn it. Time is one of the key factors that should be taken into consideration in terms of teaching objectives and teaching activities.

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Assessment of Training Process All of your efforts starting from the preparation of a training to the implementation and assessment of the training are for reaching a measurable achievement. Getting results (assessment) is an integral part of the training process. Assessment is traditionally divided into two groups: formative assessment and level assessment. Formati e Assessment The main objective of the formative assessment is to collect information during the teaching activity in order to improve training process. It is used for identification and an integral part of an effective teaching. This assessment type is a formative as it is used to make changes on the designed or conducted training. It does not define the type of the assessment tools that are used. It aims to identify concepts and skills that are difficult to learn, and aims to review current sessions and teaching methods accordingly. In brief, during the training these questions are asked: “Is everything okay?”, “Can people learn?” Formative assessment may be relatively simple like asking a question to the participants, observing self-confidence of the participants who are willing to give an answer or checking if everything is okay or not during the training. All of them are examples of formative assessment. Summati e Assessment Summative assessment is a teaching activity and it is commonly used with “Kirkpatrick Model” in order to measure learning and gained skills at the end of the training. While formative assessment is used for identification, summative assessment is used for assessment of the expected results according to learning outcomes. It is measured whether the participants learn the things that are expected from them or not through tests, tasks etc. At the end of the summative assessment, the participants are given a grade but this grade is not necessarily an official grade. The difference between two assessment types can be explained with a kitchen example. If the cook tastes a meal while cooking it, it is formative assessment. If the customer decides on the taste of the meal, then it is summative assessment. Table 13: Comparison of Formative and Summative Evaluation

FORMATIVE ASSESSMENT

SUMMATIVE ASSESSMENT

Used for identification

Used for assessment

Conducted during the training

Conducted at the end of the training and after

Conducted in order to take remedial measures

Conducted in order to assess learning results

Unofficial

Official

Follow-up tests

Standard achievement tests

Quiz

Performance projects

Observations

Proficiency tests

Questioning Discussions Oral presentations

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Kirkpatrick Four-Level Training Evaluation Mode How could you know you conducted a pleasant training? The participants may leave the training room happily and give you high evaluation scores. However, it does not mean that they will use the information that they receive or transfer to their daily life and work. They may give you high scores because they run away from their job or daily problems and spend pleasant time thanks to the training. In order to see if they really learn or not, you need to use systematic methods used in training evaluation. Four-level training evaluation model, developed by Donald L. Kirkpatrick, is a commonly known and used method in training evaluation. In most of the adult training programmes, summative assessment is conducted in line with this model. Even if the model contains 4 levels, it is not necessary to apply to all of these levels after the training. Table 14: Kirk Patrick Evaluation Cycle LEVEL TOOLS Reaction Reaction surveys Were they satisfied with (feedback form) Immediate feedback the training? Focus groups

Learning What kind of information and skills did they receive?

WHY To review and improve the training in line with the satisfaction of the participants.

Preliminary / Postlimi- To measure the suc-

nary test Standard achievement tests Performance projects Proficiency tests

cess of the trainer and whether learning outcomes are achieved or not.

WHEN At the end of the training

At the beginning of training, during the training and at the end of the training

Observations Behaviour Interviews How is their performance at work? Do they Check lists use any of the behaviours that they have learned?

To see whether the participants put any of their learning to use (behaviour transfer to work).

3-6 months later the training

Questionnaires Impact Return on investment How did the training affect the results? What kind of effects did the training have?

In order to conduct cost-benefit analysis and measure whether the objectives and training objectives are reached or not.

6 months after level 3 is completed

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Training Delivery Format and Teaching Strategy Your training format is related to what kind of method and tools you will use during the training. Is it going to be an in-class training or online, is it going to contain workbooks or combine some of them? Regardless of the method, you need to pay attention to the various factors that may have impact on the teaching strategy. 1. Characteristics of the target group and duration: Characteristics of the target group and total number should be taken into consideration. For example, if you are going to conduct social exclusion training for doctors, they will not be eager to participate in 8-hour in-class training. 2. Variety in lecture format and teaching strategy: You need to diversify the methods to be used and your training style. Instead of monologue, you should plan a training which contains group discussions, visual representations. 3. Interaction: Interaction between you, participants and work groups should be at the highest level. Training format should enable people to interact with each other and learn by helping each other. Avoid using platform format and monologue method which are highly preferred by government institutions. This kind of training is like “let’s finish immediately and go” training. 4. Simulation: Training environment should not be detached from life and should show some similarities to daily life. It is more likely to transfer knowledge and skills that are gained during training in which real environment and life are simulated to the daily life. Try to use examples from daily life. Regardless of what kind of teaching environment and training format you plan to, you need a good teaching strategy. Teaching strategy is related to how delivering a lecture, paragraphs, discussions, projects, study materials, evaluation methods and tools and various activities can be combined for proper learning. There are 5 main components of a good teaching strategy as follows; Table 15: Components of Teaching Strategy COMPONENT Pre-training activities

WHAT SHOULD BE DONE Ensure the motivation of the participants Present learning objectives

Presentation

How will you present the content? Collect and provide information only as necessary. Avoid extra content con-

taining unnecessary details Decide examples to be used

Participation

How will you ensure the participation of people? Agree on team work, discussion groups etc. Determine how to provide feedback after the implementations

Assessment

Assess whether learning has taken place or not Decide how the implementations and group works will be assessed Decide how you will assess the participants’ reactions to the traini

Completion

Design how you will review training results Understand whether the participants comprehend what has been told

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Teaching Methods and Tools There are a lot of teaching methods and tools that you can use. Depending on your imagination, you can make infinite combinations by using these methods and tools. The following table presents various methods and tools under commonly accepted five main groups: Table 16: Teaching Methods and Tools Direct methods and tools

Lecturing, simulation, movies, question-answer, exercise books, notes

and supplementary training materials, research reports Indirect methods and tools

Case study, problem solving and decision making, making research,

exploring, questioning, concept maps Interactive methods and tools Buzz groups, problem solving, role playing, brainstorming, learning via cooperation, instructive groups, discussion, research groups

Experimental methods and Observation, field visits and investigations, playing games, case study, role playing, drama and plays, critical writing, experimentation. tools Individual methods and tools

Lecture notes, individual research, computer assisted learning, writ-

ing articles, homework, individual exercises, distance learning, reports, individual exercises. You may probably have recognised that some of the teaching methods and tools are repeated in different groups. An efficient teaching strategy requires harmonisation of various methods and tools under the above mentioned groups. Therefore, you will both enrich the training and you will provide different learning opportunities for those who have different learning habits and styles. So what and how will you choose among so many options? At this point, you need to apply to the learning objectives. The methods and tools which will ensure the achievement of the objective are the right ones. Many of those delivering training prefer only direct methods because they are easy to prepare and plan. However, direct methods attribute the whole responsibility to the trainer and they are both boring and tiring. The more the number of the participants in the learning and teaching process increases, the more successful and enjoyable the learning process will become. However, planning interactive and dynamic training requires more effort. For such subjects as fighting against discrimination, developing social skills and ensuring communication between different groups, the training can be started with first using the direct methods and then it can be continued by using the interactive and experimental methods. For instance, for such a session where the prejudices are discussed, first it can be explained what prejudice is and from what it is originated and then it can be discussed what can be done institutionally.

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Adult Learning For many people who are out of the field, training field is full of boring and meaningless concepts. One of these concepts is pedagogy. We all know pedagogy which is related mainly with the methods and applications for child education. You may probably have received pedagogical formation training. Pedagogy gives the considerable part of the responsibility about the scope, management and evaluation of the teaching process to the trainer. Trainer is the one who is making information investment and is the boss of the act of teaching. The task of the students is to listen, memorize, repeat and demonstrate what they know in the exams. These mentioned statements may not attract you as an adult. Training is not obligatory for adults. Adults who have completed their school period generally do not like to be in the position of student. Because adults learn in a different way. Trainer’s authority does not mean anything at all for adults who have gained many experiences in daily life and professional life. Rather than being student one more time, teaching methods in which the roles of teacher and learner are harmonised are more valuable for adults. Adult learning, “androgogy”, was first used by a German educator Alexander Kapp who was affected from Plato in 1833. Briefly, androgogy helps adults for self-learning. During the Second World War and afterwards, with the increasing number of training activities in professional life, Malcolm Knowles laid the foundations of modern adult training and androgogy. Knowles put forth some assumptions on adult learning: 1. Adults want to know why they want to learn. 2. Adults want to manage themselves. 3. Adults bring their own experiences to the learning environment. 4. Adults engage in the learning process with a problem oriented approach. So, who is adult? Such conditions as being mature, married and having a job can be discussed. With another description; adults are those who work to survive from the economic perspective and need knowledge for their profession from the educational perspective and who have transferred from the status of student to the status of learner. Depending on this description, if a 15-year-old boy is an intern or working in a car repair shop; the vocational training in which he will participate should be better realized as per the principles of adult training. Adult training pushes the limits of learning. Adult training should be critical by nature because everyone attending to the training has some assumptions and experiences that allow them to give a meaning to their lives. The objective of adult training is to move people out of their own experience borders and to take the lead for change. For instance, to discuss the issues of discrimination and social exclusion, the teaching environment should stimulate the adults to question their beliefs, opinions and even daily life relations, and allow them to transform themselves and to exceed their own limits. Such a learning environment should ensure the possibility of individuals’ criticizing themselves. In order for a person to criticize himself/herself, you need to help him/her connect with someone else. Only by this way, this person can pass to the thinking area of others and can test these different areas of different thoughts. Then, he/she will mirror himself/herself and restructure his/her thoughts. You need to open people’s experiences, assumptions and judgements to negotiation to achieve this. This is called transformative learning.

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According to Mezirow who put forth the approach of transformative learning, learning process should offer new experiences to people and should produce meaning. Such learning environment will be an atmosphere where different ideas clash, thereby help people to discuss such controversial issues as women-men, exclusion-inclusion and disabled-nondisabled and to question various dilemmas. Your task as a trainer is to ensure the continuity of critical thinking in the training environment in order to allow people to see and correct their own faults. People can transform their judgements, values and beliefs only by this way and can take a step forward towards their new perspectives. It is more likely for adults to transform their own assumptions and judgements by criticism when they face a questionable situation. According to Mezirow, adults go through certain phases when they face such situations: 1st Phase: Distracting dilemmas causing questions. Distracting dilemma is the thing which stimulates people voluntarily and involves them in the process of searching for meaning. These dilemmas create the feeling of change and fragmentation, and push people into chaos. Besides such negative cases like losing one’s child, having a fatal disease or loosing job, such positive cases like getting into university, starting a new career may create the similar impacts. The person starts to question his/her values and beliefs up to that moment. For example, a teacher establishes relationship with Roma children and their parents for the first time in his/her life in the school where he/she has been newly appointed. The teacher entering their world faces a totally different life from his/her own true and belief and is surprised by this world. 2nd Phase: Evaluating himself/herself having the feeling of shame and guilt. The teacher confronts with his/her point of view towards and prejudices against Roma people. He/she feels guilty and ashamed. This new world-view affects the teacher and shakes his/her past views to their foundations and causes him/her to criticize himself/herself. 3rd Phase: Assessing his/her truths and socio-cultural assumptions with a critical approach. As a conclusion of the feelings of quilt and shame, the teacher assesses himself/herself, his/her approach towards people and beliefs with a critical approach. For example, he/she feels sorry due to the fact that he/she has not meet Roma people before and sees the opportunities he/she has missed in life because of his/her previous prejudices and beliefs. 4th Phase: Realizing that others experience the same displeasure/face the same problems The teacher starts to share the change in his/her thoughts with his/her friends, colleagues and family. The teacher realizes that others also think in the way she/he thinks. He/she understands that his/her thoughts are not weird and nonsense. He/she finds out that other people experience the same feelings and realizes that the dilemma he/she is experiencing is normal. 5th Phase: Looking for different options for new roles, relations and actions. The teacher has conversations and establishes dialogues with various people to improve his/her point of view and to study on the issue of discrimination against Roma people. He/she discusses his/her role and what she has to do.

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6th Phase: Preparing a road map and an action plan The teacher prepares a road map in order to improve the relations with his/her colleagues with the new point of view and to adapt to life with this view. Makes a decision about what to do in certain cases and draws up plans. 7th Phase: Gaining knowledge and skills which will help to implement the plan The teacher starts to improve himself/hersef in the direction of the newly gained point of view. He/ she gains new information and skills. For example, the teacher makes a research about the culture of music in order to better communicate with Roma children. Develops the skills of public speaking and presentation in order to fight against social exclusion in the society. Participates in the activities of the non-governmental organisations and thus develops his/her training skills. 8th Phase: Trying to adapt to the new role The teacher starts to put the new point of view and the new role in place. He/she joins various non-governmental organisations. Delivers training and makes trials of his/her new role and perspective by participating joint activities with Roma families. 9th Phase: Building up self-confidence for the new roles and relations and developing efficiencies The teacher speeds up his/her works on the social relations and delivering training and starts to build up self-confidence. He/she moves forward and comes together with the different segments of the society in order to promote Roma culture and also their music culture. 10th Phase: Reintegration of the new conditions of the new point of view to his/her own life The teacher integrates the new point of view into his/her own life and starts to apply his/her point of view in different cases. He/she demonstrates the same sensitivity to the other segments of the society who are exposed to social exclusion and regularly joins the relevant activities. The human life is composed of one’s own experiences. We are changing, transforming and proceeding on our way in accordance with these experiences. We utilize our experiences as guideline. During the training process, we make effort to reproduce information by transforming our experiences. It is critical how to utilize new information. On the contrary, information which is not applicable has no meaning at all. Learning is a continuous process shaped by the experiences. Even it is a well-known fact, repeating will be helpful; the act of learning does not happen only in classroom environment. In our daily lives, we always encounter new learning cases. We reflect our experiences and observations on the life and we describe the world we live in and our relations with people again and accordingly we create new rules and principles. While applying what we have learned to the similar cases, we also check whether the new information is useful or not. Whatever the subject, purpose and method of training is, one of the indispensable factors of training is entertainment. The main objective here is not to transform training into entertainment in order to move away from the daily problems, rather to include entertainment into the activities in an intelligent way as a strategic factor which facilitates learning. If you as a trainer do not make this, the trainees will try to make this on behalf of you. Many adults become naughty children in training environment. Various principles and rules on adult training have been created depending on the studies conducted up to now. The table below demonstrates some practical suggestions on how to use these principles and rules in training environment.

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Table 17: Adult Learning Theory in Practice THEORY PRACTICAL SUGGESTIONS Learning is derived from a In order to arouse expectations in trainees, show them what trainneed. ing will bring to them at the beginning of the training. Send an informative brochure to the trainees via e-mail in advance. Determine the social inclusion issues on which the trainees are

willing to improve themselves by discussion. Ensure a discussion environment for the trainees to discuss the

problems of Roma people and disadvantaged people and relevant solution suggestions. Adults attend to training for a specific purpose.

Ensure that the trainees have an idea about the reason of the

training. Determine the training purposes together and create a common

objective for all parties. Enable the participants to state their reason for attending to the

training and take notes. Adults can be concerned when they are in training environment with the feeling to be tested and can feel nervous.

Express that everyone is valuable and you respect to the opinions

of everybody as a trainer. State that cooperation will be applied during the training and es-

tablish relationships on the basis of mutual trust and helpfulness. Emphasize especially that participants should avoid competition

and judgmental behaviours during the training. Explain that everybody will share the roles of teacher and learner

and everybody will learn together. Adults learn in flexible and informal learning environments better.

Encourage in-group interactions. Ensure entertainment in training and play music if possible. Create the necessary physical conditions such as sitting plan, tem-

perature, air conditioning, illumination for training and interaction. Adults like to demonstrate active participation in planning of training and implementation of activities.

Ensure that everybody bears equal responsibilities during learning

process. Ask the alternative opinions of trainees about the course of training. Ensure that the trainees take decision together about the possible

options on training. Help the trainees to be organized in the learning environment.

Adults see 10% of what they hear, see and hear 65% of what they hear and remember 90% of what they do.

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In order to ensure that trainees remember easily, do exercises to-

gether by using audio-visual stimulations.


Table 17: Adult Learning Theory in Practice (contd.) THEORY PRACTICAL SUGGESTIONS Adults bring their experiences Take their experiences and faults into consideration. and knowledge to the train Establish connections between the new information and ing environment in which they trainees’ past experiences and knowledge. participate. Enable the trainees to use their own experiences as learning sources and opportunity by using methods of discussion, role playing and case studies. Adapt your style of lecturing, communication type and training

Adults like to be autonomous and independent. Adults learn better when they participate actively in teaching process.

sources according to the level of experiences and knowledge of trainees. Ensure that trainees participate in the training process as facilitators without consulting only to the knowledge of people for the existing facts. Limit the lecturing part and create opportunities for trainees to

share their own experiences. Enable the trainees to make practice with the newly gained

knowledge and skills via questions and exercises. The more the taught information is related with the concrete experiences of the persons, the more the learning is achieved. Adults want to harmonize their prior knowledge and the newly learnt information in order to keep the new information in their mind. Adults prefer self learning in groups with a speed which is compatible with their learning pace and in a self-managed way in company with the trainer. Adults learn more efficiently when appropriate feedback and reinforcement is provided at the right time.

Offer the opportunity to practice the new information and show

the benefits of the newly learnt information via this way. Ensure that they give value to the learnt information by

delegating different responsibilities. Utilize the experiences of the adults while teaching new

concepts. Proceed from the unknown to known while structuring the

teaching and session. Provide the opportunities to create project groups, learning-

teaching teams and possibility to make independent practices. Give the responsibility of control of the group studies to the

members of the group. Observe their activities and do not intervene in their practice

unless the group requests. Include everybody to the process of feedback. Give your feeadback at last as a trainer. Try to give reasonable time for participants’ feedbacks. Give positive feedback. Faults will be recognized by everbody

anyway. Every adult does not learn in the same way.

Besides the visual, audio and tactile techniques, use different

teaching methods together.

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How Do We Learn? When someone calls your name somewhere, you immediately react even if you are not paying attention. In such cases, your brain automatically activates certain processes. How these processes function in the brain? This question is related to the cognitive dimension of learning process, namely with the mental activities of the brain. Cognition is the general concept for thinking, learning and recalling. Such learning processes as sensual recording, perceiving, paying attention and coding information are realized by the most mysterious organ of our body, which is brain. Knowing how brain catches information and messages and how processes this information allow you to control the learning and teaching activities and therefore help you to plan the teaching activities. Many of the successful people are those who have a command of their own learning and thinking processes. The researchers shaping the cognitive teaching theory called this as metacognition. Metacognition helps the trainees to observe their learning process and decide on which subject they need more focus and consume more energy. According to cognitive approach, ensuring that learning processes become meaningful depends on forming an association between the prior knowledge and new information. Trainees who are in favour of metacognition establish control over their own learning by asking such questions as “Why do I attend to a training on social exclusion?” “What is the link between this training and my job?” “What is the next stage of the task given to me?”. Cognitive processes focus on how people behave while explaining the realizing such mental activities in the brain as focusing attention, language use, learning and understanding, reasoning and problem solving. Data processing model is comprised of such processes as catching the message, storing, recalling and reacting during the learning process and focus on the impact of external factors on learning. Data processing process explains cognitive activities and describes the mental activities during the transfer of the information or message received by the learner to sensual record, short-term memory and long-term memory. First of all, the message is recorded in the sensory memory by the sense organs and after being processed in the short-term memory, it is coded in a meaningful way and stored in the long-term memory in order to be ready to be used when required. Figure 6: Stages of Brain Information Processing

Episodic Memory

Semantic Memory

! External Environment

Reinforcement

Behaviour

Stimuli

Short Term Memory Attention Selective Perception Working Recognition Memory Encoding Grouping

Cues

Long-term Memory

Retrieval/Recall

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Procedural Memory


Sensation, erception and Short erm Memory When you give a reading text to your trainees or when you deliver a presentation to them, data processing process starts. The receivers in the eye and ear transform sound and light into electricity signal and send to the brain. These signals are recorded in the flash memory. Our communication with the external world is established via sense organs. Sense organs call these as sense. The stimuli reaching to the sense organs are transferred to shor term memory for the next processing and is kept here for a very short time. For instance, a visual information received by you is kept for a half second in the short term memory and only 10 visual elements can be kept for once. The voices that we hear are kept for a bit longer. The capacity of short term memory is infinite theoretically. Training environment is filled with different stimulus: the voice of the trainer, presentation, room temperature, chats of participants among each other, phone messages etc. These messages in the environment are carefully chosen, processed and then some changes can be made on these messages. Many stimuli received by our sense organs get lost while some of them are transferred to the brain to be processed via perception. Perception is the process where we differentiate between the stimuli coming from the sense organs, choose some of these stimuli and give meaning to them. Participants decide the importance of the information received by them via sense organs and give meaning to the important information. This is called selective perception. Selective perception is composed of two dimensions. If the stimulus is not known previously, in other words, if it has the meaning of itself, bottom-up selective perception exits. For example, when a light reflected from a car reaches to your eye, you perceive this shape and decide that it is car. Because the shape is previously known, it also brings the meaning itself. Also, there is top-down perception. Let’s assume that you are delivering a training for a group which is composed of social workers and health professionals. You give a reading text to the trainees. When the trainees see the word “greencard”, this will attract their attention and they will have expectations in order to receive more information about the issue. The brain has tendency to organize some visual stimuli according to certain principles, like affiliation, similarity, continuity and completion. 1. Proximity: People have tendency to perceive the close things as a whole rather than independent parts.







2. Similarity: People perceive the similar objects by grouping.

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3. Continuity: Stimulus continuing in the same direction seems interrelated and are perceived as a whole by being grouped.

4. Completion: People have tendency to complete the missing parts in objects.

A entio Attention plays a critical role in selective perception. Drawing attention during training means to keep the participants mentally awake. This is an important challenge for every trainer. Attention is to select only one of the stimulus and ignoring the others. Attention allows the use of the mental resources more efficiently by concentrating all of them on one point. In this way, people deal with the information sent by a certain stimuli and prevent themselves from overload of information. Sometimes attention realizes itself while it is controlled by people in other cases. Controlled attention requires effort on purpose and awareness. Automatic processes require less effort. For example, for an unpracticed tailor’s helper, using sewing machine requires excessive amount of control and attention while for the master tailor, using the machine is an automatic process and can even talk while stitching on the one side. Automatic attention is more related with expertise.

Coding The information which are processed via the sense organs and transferred to the memory is organized here. The stimulus received from the external world should be represented. To achieve this, the new information reaching to brain is associated with the old information and transformed into schemas. Schema is the regular thought frameworks, information clusters or templates. New information is placed in these structures which are called schema. For example, kitchenware, pets are some of the schemas in your memory. People use these schemas for the purpose of understanding the world and for solving problems. These schemas are composed of past experiences. New information is put in these schemas. Thanks to these schemas, people do not have to discover the world again. Schemas can take place under different categories: 1. Cultural schemas: For instance, information about people living in the Black Sea Region. 2. Schemas about others: Your knowledge about people you know and your expectations from them. 3. Schemas belonging to yourself: Your opinions about yourself. For example, not liking cold weather. 4. Schemas about roles: Your responsibilities as the director in the workplace 5. Venue schemas: Information about any place or environment. 6. Scenarios: Schemas for subsequent incidents.

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A schema of a restaurant can be like as follows: • Schema: Type, venue, interior architecture, kitchen and customers of restaurant. • Stage: Organization of the restaurant, place of tables and chairs, decoration and waitresses. • Scenario: Going to restaurant, choosing seat, meal preparation, meal service, paying bill. You need to activate the schemas to which new information will be associated during the training. In order to understand how to activate the schemas, write the relevant answers to the cases about roles below. Role 1- Robber: You decided to rob the place you are in. Write how you will do this.

Role 2- Repairmen: You decided to repair the place you are in. Where and how will you repair?

Long-term Memory Memory is the capability of the brain to store and recall. Even it is known that we have only one memory, this is not the real case. There are three different memory systems processing in connection with each other: short term memory, working memory and long-term memory. Each type of memory has different purpose and working type. Table 18: Types of Memory Systems Type of memory

Capacity

Duratio

Flash

Very large

Too short (0.5 - 1 second)

Working

Limited

Short (20 seconds)

Long-term

Very large

Too long

The capacity of processing information of the working memory is limited. On average, an adult can process 7 information units and this can be maximum 9 information units. Information is forgotten if not transferred to the long-term memory in 20 seconds. This duration can be extended by using different strategies as grouping. However, for the reason that this information is not coded in the long-term memory, learning is not fully realized. In the training which is delivered mainly via verbal lecture, learning is not fully realized because of the limited nature of the short-term memory. When a can is filled with water very fast, the large amount of water pours normally out of the can. Similarly, short-term memory cannot process too much information very quickly; therefore, considerable part of information will be forgotten like the water poured outside of the can. Long-term memory functions like a hard disk in a computer. For full realization of learning, the newly learnt information should be stored in the long-term memory. Learning is not only copying what is learnt but also adapting learning to similar cases. This is called generalisation.

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The learnt information is taken out from the long-term memory when necessary, is used and transformed into performance. Long-term memory is analysed in three categories: 1. Episodic memory: storing incidents and memoirs. 2. Semantic memory: storing concepts, principles and realities/facts. 3. Procedural memory: storing the ways of doing certain operations. For example, when someone asks a question about a picnic that you participated before, your brain activates episodic memory for recalling the place of picnic and relevant incidents. If you are asked about the type of the pine trees that you saw in the picnic place, you brain will use semantic memory. If you taught to ride bike to your nephew, your nephew used his procedural memory. Finally; Brain does not like formality. Brain likes entertaining learning activities. It is like a naughty child and

likes humour and jokes. Exaggerations and extraordinary things attract brain. Brain prefers flexible environments. Brain does not like to be under stress, to be under pressure,

rushing and stops or slows down learning. Brain functions via associations. It makes connections between the seen or heard things and the

previously known similar things. Brain consumes too much energy during learning. It needs to be refreshed with breaks. Giving break helps brain to organize information. Brain recalls the beginning and the end of the training better. This is called primacy and closeness

effect. The middle of the session is the period when the brain is most unproductive. Doing exercises in the middle of the sessions allows the brain to rest. Brain likes to review the newly learnt information. Repetition and reviewing are the cement of learning.

Figure 7: Session Duration and Retention

Session: 45 minutes

Primacy effect Closeness effect

Retention

Subjects related with the previously learnt

patterns Subjects emphasized as being important

and unique Time

Subjects perceived strongly by one of the

five sense organs Interesting subjects

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Acti e Learning All discussed topics have focused on what you need to do as a trainer. Your workload is inevitably quite heavy especially during the planning phase of the training. On the other hand, how the training will be delivered has not been answered fully yet. Most trainers assume that their role is to train. In fact, your role is to help the participants of the training. While trainers are stars of the day within the mainstream method “you tell-they listen”, participants are the leading actors in the modern training approaches. Actually in active teaching, most part of the workload of trainers is already completed during the planning phase. The training part is like a symphony where composed songs are played. All preparations that took days for you are only for a few days. As a trainer, the bigger part of your job is to ensure that training objectives, training activities and the participants match with each other. This process gives the responsibility of learning to the participants. Trainer moderates the training environment without being a boss of knowledge; he/she provides information only when it is needed. You may say that: “If I do not speak constantly, then my job is very easy to do”. But the truth is the contrary. You need to act like a director on a film set. You must direct all the actors and tools in line with the script that you planned in a very neat and precise way. This process demands intense effort and attention. Training environment needs the utilisation of the experience of various actors. For example, let’s say that you deliver a training to a group of 20 people in which there are doctors and teachers with an average of 5 years of experience. You may encounter 3 main problems in such a training programme for which you will use your 15-year experience and knowledge in your professional life: 1. Your 15-year experience will be against 100-year experience of the group. 2. Each one of those 20 people will have different learning styles. 3. Everyone will have different levels of the information concerning the subjects. 4. Intelligence types will vary within the group. It is not possible for you to solve the 4 problems above all by yourself. You need to cooperate with the participants. This cooperation requires the roles of trainers and trainees to be combined. Experience People’s experiences are very rich resources for learning. You can use them in several ways. You can use the following model for it. Figure 8: Active Learning Cycle

01

Reward, encouragement and positive feedback

04

Entertainment

Discussion, negotiation and decision making

Learning Guidance

EĞİTİMCİ

03 Collaborate

Questions and brief Instuctions

02

Try and Make Mistakes Derive lessons and profit from individual and group exercises

and solve it

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Learning Styles Remember that learning starts with the sensation in brain. Every person uses different sense organs as dominant learning instrument. Considering how sense organs are used for learning, three styles have been determined. Some of us like to learn by seeing, some by listening, some by doing and some with physical contact. There is no need for only one of them to be dominant. More than one style can be used. Table 19: Learning Styles

Visual

Auditory

Tactile-Kine theti

Reading materials

Music

Physical contact

Films

Listening materials

Learning by practicing

Pictures and posters

Discussions

Role play

Colourful figures, charts and maps

Narration

Group work

Q&A

Field trips

Voice tone

Games

Short sentences

Slow training speed

Presentations Showing and making them do Body language

The table above means that you will be using all the methods and tools for each of those three styles. It is a hard job to do. Besides, it is very difficult for you to know people’s learning styles. You can select some of the methods and tools that are suitable for all three learning styles. Or you can use a different method which is simpler yet more effective: Making them work together. Participants will complement one another anyway while working together in line with their own learning styles. It applies to participants’ level of information as well. People from different levels will be helping each other. Especially during adult trainings, participants find it disturbing most of the time when they are tested for their level of information as their deficiencies are exposed. Working in cooperation provides them an opportunity to decrease their deficiencies by sharing the trainer and trainee roles within the group. Therefore, you emphasise that participants need to avoid competitive and judgmental behaviours during group works. Games, discussions and group works help you select the suitable methods and tools while communicating with participants individually and observe the learning styles of the participants. In order to improve yourself in this respect, try to observe your colleagues and family members and figure out which learning style they use. People will give you clues about their own learning styles. You can review some of the several clues listed on the table below for the three learning styles.

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• They observe people’s body languages while communicating. • They tend to dream. • They try to visualise the content and theory in their minds. • They try to choose a place that will not prevent them from seeing to be able to observe within the learning environment. • They are usually good at spelling rules. • They do not like oral instructions and directives. • They reveal themselves by saying such words as: I see you are trying. I saw the frame you were trying to draw. The picture is crystal clear to me. • They can easily get distracted by conversations and actions of other people around themselves. • They often talk to themselves while reading or solving a problem. • They move their lips while reading and try to raise their voices. • They find oral narrations and discussions enjoyable. • They are sensitive about voice levels going up and down; they immediately react. • They instantly remember the jokes and stories they have been told before. • They reveal themselves by saying such words as: I can’t believe you said that. I totally agree on what you said. I sometimes tell myself that... • They like being involved in activities. • They like learning something by telling someone else about it. • They get bored of verbal lectures and stillness that do not include any activities. • They are hyperactive and like to touch people and see them face to face. • They reveal themselves by saying such words as: Let’s do it as soon as possible. I wanted to get on with it after you told me. I couldn’t catch what you said. Come on everybody, let’s give it a hand. This work made me feel...

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Multiple I telligences Intelligence is a skill of thinking, reasoning, problem solving and evaluation of problems. The word of intelligence reminds people of only one skill. This is an illusion created by the word itself. The studies so far provide different definitions and types of intelligence. One of the most recent studies is the multiple intelligence theory by Howard Gardner. Gardner defined 8 types of intelligence. What is important within the scope of adult training is that you should be aware of the fact that you are working with people with different intelligence types during the trainings. As with learning styles, it is very difficult for you to know each person’s intelligence type unless you measure them. Thus, it is wise to try and include all types of intelligence during the training activities. Participants will be having “a fruitful” training experience which includes all types of intelligence levels. Games, group works, a variety of activities cover most of the intelligence types and senses as well as making the training environment entertaining. Training environments are where people sometimes from different, sometimes from the same culture come together. And intelligence is closely related to the culture and environment it is in. Roma people can be an example for this topic. The culture they are in features the musical intelligence of most Roma people. In such cases, you can plan some activities aiming a specific type of intelligence. Table 20: Eight Types of Intelligence • Verbal–linguistic: Reading, writing and effective communication skills. i.e. authors, poets, journalists, politicians. • Musical–rhythmic and harmonic: The ability of working on voices and rhythms, processing the voices and harmonising them, composing. i.e. singers, composers, instrument players. • Logical–Mathemati al: Reasoning, calculating, being able to see cause-effect relations, processing information within a specific logic range. i.e. engineers, economists, software developers. • Visual–spatial: The ability of thinking visually, comparing figures or twisting objects in mind. Painters, photographers, architects, mechanical engineers, masonry and repairmen. • Bodily–kinesthetic: The ability of using body and bodily parts expertly, tool usage and imitating. i.e. dancers, gymnasts, fishermen, hunters, mime artists. • Intrapersonal: The ability of controlling one’s own emotional life, distinguishing the differences between emotions, understanding the knowledge and behaviours of oneself and directing them. i.e. authors, artists, social workers. • Interpersonal: The ability of understanding others’ feelings, interacting and cooperating with people. i.e. psychologists, doctors, social workers. • Naturalistic: The ability of understanding nature, observing environment, classifying natural order.i.e. environmentalists, archaeologists, meteorologists.

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Principles of Acti e Learning Learning is an active process. Knowledge and skills are gained through practice. Training ensures that this happens. All kinds of methods and techniques are used in active learning in order to drive participants to do something and make them think over what they do. The purpose here is to get participants out of the position of passive people who only listen and take notes. Therefore it requires more than lecturing. Belgian Psychologist Eric de Corte suggests four main principles in learning: Learning must be based on interpretation. There is no meaning in the outside world. Only the peo-

ple interacting with the outside world can create the meaning. Learning process is organised by the learner himself. People who organise their own learning pro-

cess are better at time management, define the right and specific purposes for themselves and adapt the learning process to their learning styles. Learning takes place within a specific scope. People learn by interacting through social and cultural

activities. Learning requires cooperation. Learning is not a one-man show; it is put into action with others.

Figure 9: Experiential Learning Cycle

Do

Adapt

Think

Conclude The fact of participation provides people an opportunity to “learning by doing” within the learning environment. Accordingly, it will be easier and more effective to gain a new skill. Being active and involved in training is motivating and mind stimulating for participants. The more the training duration covers the process, the more people are “willing to put what they learning into practice”. Active learning and participation; give the opportunity to think over how to transfer the lessons learned to life. substantially encourage people to think deeply. make group members affect each other in a positive and constructive way. give you the opportunity to provide support and guidance as a trainer during training. give people the feeling that they are actually successful at that job.

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Many more can be added to active learning methods and tools besides the ones suggested in this book. What is important is that these methods and tools should be used in the right time, in the right place for the right purposes within a specific training script. The biggest risk that active learning brings with it is the possibility of its becoming an activity consisting of games and entertainment going beyond the scope. This is mostly because of the insufficient planning and preparation. It is often said that teaching is an art. If so, success is up to the planning phase of training. Planning phase covers all the works you do for your participants, including their achievements related to the training purposes you identified. Traditional training approaches use lesson plans for this. The alternative to the lesson plans is the scripts. Table 21: Lesson Plan vs. Scripts Lesson Plan Scripts Implemented as sessions (planning generally to It can be planned as sessions, yet its concept is biglast for 45 mins to an hour) ger. For example, session or block class. The content of the course defines what trainers The focus is on what participants do during the will do and how they will implement the course. class. (how participants will be involved in, what they will do and how they will finish in different learning conditions.) It focuses on the content (what will be told, which It focuses on the process. For example, how will materials and technology will be used). some activities start? How will the interaction among participants and between them and trainers be provided? It aims to plan an applicable course throughout the It plans courses/sessions to provide the purposes process. agreed on before to be successful. It generally uses a standard structure. (i.e. intro- It does not have a stable and monotonous strucduction, body, conclusion). ture. Its structure must be applicable to the learning goals, tasks and activities. The trainers only take the responsibility of teaching The trainer organizes the training set as a director. due to their dominant role. He/she deals with people’s motivation. The difference between lesson plan and script is not about the way the document is used or the differences between technical approaches. The difference is about how to approach to the training and training process. In active learning, trainer takes the director role instead of the lead actor. Creating educational scripts is the most important stage in the changing process from traditional trainings to active learning. In many respects, scripts are the tools that enable you to put your ideas into action in active learning. Scripts help you to turn participants from passive trainees into active participants responsible for their own trainings. No matter what your script is, you need to implement and translate them into action. Usually, there are three approaches used in order to achieve this:

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First and most well-known of them is to present the information, define concepts and show skills. This method is known as “tell and show”. Second approach is to ask participants questions, raise a problem and then guide them during the group works with discussions. This way, participants can find some answers for the questions and problems. This method is called inquiry-based method. Third one is to involve participants in bigger tasks such as projects, experimental works, etc. Participants are presented with a structure for them to do their jobs. Meanwhile, they are supervised as well. This method is called project-based method. Going from tell-show approach to project-based approach, direct effect of trainer on participants gradually decreases. Current researches show that these approaches should be used together to be more effective. For instance, you can start the session with the inquiry-based method and then continue with the show-tell method. Table 22: Approaches to Training Delivery Raise a problem to be solved or ask a question. Think out loud about the problem and question you have asked. Encourage participants to think about the problem or the question and give some

time. Show-tell

Raise another question or problem. Ask participants to work as individuals and/or groups using your explanations and

examples, to solve the problem or to answer the question. After a reasonable period of time, tell her/him or the group to present the solu-

tions and answers for the problem or question and ask them to discuss it together. Have a general discussion on the final results and learning process. Raise a problem to be solved or ask a question. Identify the individuals who can answer your question or can solve the problem

you raised. Create pairwise or small groups. Distribute the ones who can solve the problem

Inquiry-based method

or answer the question into groups to help others. Give participants a certain period of time to work on the problem or question. Ask the groups to discuss and present among themselves the solutions and an-

swers they found for the problem or question. Have a general discussion on the final results and learning process. Hand out the task or project document to the participants. Have a look at the task or project along with the participants. Make sure that the

Project -based method

participants understand what is expected from them and how much time they have. Divide participants into groups. Define a specific date for each group to present the results of their own work. Give participants some time for the QA part after each presentation.

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The main approach in active learning is that participants are responsible for their own learning process and for participating in this process actively. Selection of questions and problems for trainings is very important. Questions, discussions and dilemmas that make people challenge each other increase the participation in trainings. So long as they are formulated, those questions and problems will encourage to think, reflect and discuss. When the participation is very low, it shows that the questions and problems were not selected well. Finally, ending the session with a question to be answered in the next session keeps participants stick to the training during and after training hours. As the construction of information goes on, there will be some questions getting participants curious more and more. This means the training will last until this curiosity is satisfied. This is called “Zeigarnick Effect”. The subconscious do not let go of the question until it gets the answer. This tactic is especially used in TV series very often: To be continued.

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Collaborati e Learning Remember the last principle that Belgian Psychologist Eric de Corte suggested for learning process: Learning requires cooperation. Learning is not a one-man show; it happens with others. Individuals actually learn better in small groups. It is not surprising at all, after all you read about active learning above a while ago. Groups start the process of working together for learning in which people ask questions and reach certain results by discussing. This process is about the social dimension of learning. The social dimension of learning goes back to Socrates’ period. Contemporary studies started with the works by Lev Vygotsky. Vygotsky suggested that learning is a social process and social interaction has an important impact on the development of cognitive process of humans. That means social environments make learning easier. This handbook deals with this issue within the scope of learning in cooperation, social inclusion and adult training. Adults are more experienced in terms of working in cooperation with groups compared to children. However, once the cooperation process begins, a difficult dialogue process starts as well in which life experiences, problems, beliefs and prejudices of the participants and you also will be a part of it as the trainer. As a trainer, your job is to start the critical thinking process for these life experiences by looking at them from a wider perspective. For example, most people complain about some facts as they are not capable of performing some specific tasks or they are not treated equally, respectfully in their workplaces. These feelings are shared with others during the dialogue process. Current issues are handled from a critical perspective. For instance, why is everyone not treated equally in this workplace? What is the source of this problem? What else does this problem trigger? Are there any other factors leading to this problem? Is this problem affecting everyone or certain people? The purpose of these questions is not to have a heart-to-heart talk during the training. The point is to provide the opportunity for them to develop their knowledge and skills to be able to cope with the problem all together. Adults should come up with new information by working together and following their own life experiences. In terms of social inclusion, the process of learning by working in cooperation should be a collaboration that draws attention to such issues as ethnicity, gender, social classes and a cooperative work in which people reposition themselves morally. There are various researches and theories developed with different titles on learning together and cooperation topics. Some examples are peer learning, cooperative learning, collaborative learning, learning in teams and learning groups. Cooperative learning and collaborative learning are often confused both in English and Turkish literature. Actually, collaborative learning is the most inclusive term as it is a general term covering all the mentioned learning forms. In order to see the difference between the two, working format of the groups’ must be understood well. Collaborative learning is a worldview about people’s interaction with each other and their lifestyles. People are responsible for what they do and learn, and they respect their friends’ skills and their contribution to groups. This is a collaboration philosophy, rather than a teaching method, that describes personal characteristics such as appreciating people’s skills and contributions to working together. The interaction is structured between group members in cooperative learning. There are interaction structure and rules designed to achieve a specific task or goal. Participants get together and work for a desired product or a goal expected from them within this structure and rules.

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We can take an orchestra as an example to understand the difference between them. The orchestra’s performance depends on performing in harmony and cooperation. It is clear who is to do this, who is responsible for that; namely, how they will interact within the orchestra. This is cooperative learning. If orchestra members do not respect each other’s skills and contributions, the interactions and rules among them are no longer important. This is collaborative learning. In other words, the ones who do not know how to work together cannot cooperate no matter how good the rules are described. In collaborative learning, group members share authorisation and accept their own responsibilities for group activities. This aims to create an agreement/consensus among the members through cooperation in contrast to competition. This approach actually applies to all activities requiring acting together such as meetings, trainings, NGO actions. In cooperative learning, some processes are already defined showing people how to interact with each other. Group members try to succeed the task and goal assigned to them by using these processes and rules. Works of group members are supervised by the trainer like a maestro. Compared to collaborative learning, cooperative learning is a trainer-centered approach in which trainer has more responsibility. Table 23: Strategies for Collaborative Learning Particip tio

Participation must be voluntarily. Build a trustworthy and helpful environment for mutual relationships stating

Task Strategies & Techniques Problem solving

that they will be working in cooperation during the training. Determine the purpose, tasks and task distributions beforehand and explain them to the groups. Use the strategies and techniques included in the annex of this handbook. Encourage them to solve problems. Make members own the problem.

Social skills

Explain the social skills required for the group work. Highlight the importance of participation of each individual. Especially highlight that they must avoid competitive and judgmental

behaviours. Ensure that everyone takes responsibility equally.

Equality

Treat everyone equally. Sometimes you may need to stop the ones with

dominant characters while encouraging the quiet ones. Make them feel that you treat them fairly while doing this. State that social status is not important while working together.

Interactio

Construct the cooperation activities in advance. Define flexible group rules. Determine the roles within the group. Ensure that those roles are complementary for one another.

Assistance

Do not help unless it is necessary. When you are asked for help, try to make them discover through questions, if

Evaluatio

possible. Ask groups to evaluate themselves. Encourage participants to give constructive feedbacks.

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Managing Groups People act different when they are in groups than when they are alone. In fact, people act different in different groups. There is a group system in which everyone is dependent on each other. This system is referred to as group dynamics. Group dynamics, as can be inferred, are energetic and involve cognitive, emotional and physical energy. There is always a certain level of interaction among group members. This interaction is a reaction of group members to a series of activities and a synthesis of actions and reactions emerged during the progress. This means that each member in the group gets changed with the other members’ effects on them. While the members change within the group, the group itself changes and evolves in time. As the trainer, you should be able to manage groups around a specific script by having a control on group dynamics. In order to achieve this, it is necessary to be a good observer and understand under which dynamics groups act. One of the widely used models to understand the group dynamics is the “Tuckman Model” developed by Bruce Tuckman in 1965. When a group is established, this model explains which stage this group is going through. Table 24: Stages of Group Development Stage Forming

Observed Situation Undefined behaviours



Distanced communication Getting to know each other

Recommendation Explain the objectives



Define the roles Share resources

Avoiding from conflict

Give feedback to memers

Disagreements

Guide

Impatience

Set the relationships between

 Storming



Big arguments Slow progress



members Manage the conflicts and

provide consensus Give feedback frequently

 Norming

People being more sensitive

Promote communication

towards each other



Team spirit felt Accepting personalities and roles

Reinforce the sense of trust



Increased harmony and avoiding

Appreciate the achievement Stand back in taking decisions

and actions

from conflict

 Performing

Acting task-oriented

Make use of the resources at

the highest level

Interindividual open dialogues



Result oriented Sorting out disagreements with

creative methods



Keep supporting Celebrate the performance

and result

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Ringelmann E ect It explains individuals’ efforts in group works depending on the size of the group. The impact shows that the bigger the group is, the less effort people will make. The effort is also affected by the perception on how much effort other people show. You need to be aware of this effect in order to encourage the quiet ones staying behind. Figure 10: The Ringelmann Effect - Group Size and Group Performance

Performance

Expected Performance Actual Performace

Number of group members

Usually, small groups consist of 3-5 participants. Groups working with two participants are rather called as “working in pairs”. There is no magical number for the number of individuals in a group. The size of the group is primarily up to the purpose of getting a group of people together. If there is a possibility of an argument within the group, then the groups can be odd-numbered in order to avoid instability. If group members gather their individual works in a final project, you can define groups with four or five people. Also; • You can place the shy people into binary or ternary groups. That way, they will have to join discussions and works. • You can match the ones with less knowledge and experience with more experienced and knowledgeable ones, so you can apply peer teaching when needed. In peer teaching, there is a master-apprentice relationship. Thus both the ones providing help and the one helped get to learn mutually during the learning process.

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Facilitation Skill Facilitator is the person making a task easier or simpler. Facilitators are the manager of the learning process, first of all. After that, they are the content resources. They construct an effective learning environment in the light of the information on how people learn things, and they try to present a unique learning experience using the experience and knowledge of participants. Facilitator makes people responsible for their own learning process and guide them. Even though every facilitator can be a trainer, not every trainer can be a facilitator. In the classic method, trainers transfer the information to trainees. It does not matter who the participants are. Because the teaching principles are always the same and people have to listen and learn. On the other hand, while giving information, facilitators help learners understand the processes behind these facts and knowledge. Facilitators keep the learning process lively by leading and guiding, using experimental techniques. Such learning environment requires learners to be active and challenging. Facilitator’s job is to ensure that people learn more effectively and efficiently by using group and learning processes together. This way, participants can learn the topics discussed during the training in the best way while conducting the tasks they were assigned by using the most appropriate and effective methods. At this stage, by providing necessary methods and infrastructure, the facilitator gets participants and groups to use their energy and creativity at the highest level. The facilitator acts sometimes as a guide, sometimes as a servant, sometimes as a catalyst whenever needed during the whole process. Facilitators’ functions can be listed as: 1. Remaining neutral about the content. 2. Determining how participation will take place. 3. Making sure everyone’s participation is in balance. 4. Promoting dialogues between participants. 5. Listening everyone actively and making them listen each other actively. 6. Promoting different perspectives. 7. Summarising, classifying and recording the opinions and remarks of individuals and groups. 8. Helping individuals and groups make a decision and reach a consensus while working together. 9. Helping groups solve the conflicts that arise during the training in a positive and fruitful way. 10. Evaluating groups’ progress and making them see their own progress. 11. Turning differences of people into an advantage. 12. Avoiding that other people’s ideas are put aside and defending these ideas when needed. 13. Promoting intercultural differences and turning these differences into an advantage to work together.

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Being a facilitator is an exciting and enjoyable job. The purpose is to help training participants get some results in a trust-based and cooperative environment. Facilitator has a crucial role for participants in cooperation, getting to know each other and changing things as people get closer in such environments with cultural differences and prejudices. Facilitation is an art with scientific basis. It makes people express their unique ideas, communicate with each other and discover the facts in such issues as prejudices and social exclusion by using different methods and skills. They reflect their personal styles into these methods, hence turning it into an art. Skilled facilitators are also leaders and help people they work with learn in a creative and flexible way within current circumstances. Facilitation should not be confused with communication skills and traditional presentation techniques. Facilitation is a different skill standing out in such environments where a group of people need to work, produce and discuss all together. A good facilitator is also a good training leader. Yet the leadership concept here does not mean controlling people. On the contrary; it is constructing, maintaining and keeping the cooperation process in order to provide full participation by group members in training by guiding them. In order to achieve this, you need to take on various roles from time to time such as a friend, an assistant and an organiser. A normal teacher asks several questions during the training to measure the knowledge. However, facilitators use questions in order to increase the individual participation within groups. Table 25 : Features, Qualifications and Roles of a Facilitator Features Being consistent

Qualifi ation Knowledge social inclusion

Roles Helpful

Being neutral

Managing training environment

Organiser

Being flexible

Understanding participants’ mental and

Motivating

Being enthusiastic Being modest Dedicated to work

physical needs Effective

Role model

communication and conflict management

Being respectable

Trainer Friend

LEADERSHIP ENVIRONMENT Persuasion A guide inspires others and makes them follow his/her path.

Collaboration Acts like a group member and a colleague.

Facilitation They facilitate group work process and act neutrally in terms of content.

In a leadership environment, it sometimes requires to be a source of inspiration for the participants. In order to achieve this, you need to make participants go beyond their present ideas. Collaboration in learning is not an action that is only done by participants. Sometimes you may need to be a part of the collaboration acting as a group member. In such cases, you can be involved in works for short periods without being involved for too long.

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A successful training environment depends on the contributions of people. With the help of an open and thrust-based environment, people contribute by participating in training activities without hesitation. There are two main skills for you to create such an environment as a facilitator: Table 26: Verbal and Non-Verbal Facilitation Skills Verbal Skills Asking questions

Non-Verbal Skills Active listening

Probing

Voice

Paraphrasing

Eye contact

Redirecting

Silence

Referring to past

Facial expression

Promoting contradictory opinions

Body language

Summarising

Position selection and body movements

Bridging

Annoying actions

Verbal Skills Asking Question Is the act of teaching giving people the facts and answers or is it seeking the answers together? If it is looking for the answers together, we need to ask questions or the right questions. Think about your education life. To get more information, you go to school for years. Yet, have you ever thought about what comes after getting that information? You spent 20 years to get education. So, what will happen in the next 40 years? Most people have no idea about what will happen after their education life. Then what comes after the information? A man with serious injury is about to undergo a surgery and his spouse asks him: “What’s the answer?” He responds: “What’s the question?”. Questions are more meaningful and always bigger than answers. A good question can bring many answers, new interest areas and can change the opinions of people. Answers mostly kill the thinking process and stop the learning process. There are several benefits of asking questions: Examining the experience of a specific group closely Defining the thoughts and feelings of individuals and groups Involving people contributing less in group works Drawing or focusing attention Clarifying the perspectives Increasing participation Identifying current level of information Improving understanding Promoting group discussions Reducing the tension

A good trainer can control the training environment by using only questions and sort out the problems and conflicts among participants easily.

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Three-Level Technique in Asking Questions This technique aims to understand what people think. You may have used this method before unconsciously. First Level – Facts/Informatio • When was the last time you were discriminated? Second Level – Opinions • Why do you think you are discriminated in job applications? • Why do people exclude others different than them? Third Level – Feelings/Values • What do you think about Roma kids leaving school early? • How did you feel when you were excluded? Question Styles or Facilitatio Same questions can be used for different purposes, for example, for training environment management. This approach is usually used by moderators in TV programmes. • Pre-nominated Questions Used when it is known that a particular group member has the knowledge or experience required: or when the person concerned requires to be brought in. The person is nominated first and then the question posed. “Pelin, what do you think about Roma kids leaving school early?” • Delayed - Nominated Questions Used to keep the whole group thinking, question is posed 10-15 seconds pause and then nominate a person. “How did you feel when you are discriminated..........................Ahmet?” • Genel Soru: Often used to focus attention or when the tutor is not sure where the knowledge or experience lies. A question is posed to the whole group and anyone can answer. A member with an answer can often be identified by body movement or facial expression and be encouraged to speak purely by eye contact. • Closed Question It is useful for obtaining facts and information from individuals or from the group - but since it requires only a short answer does not promote discussion, “How many staff members do you have?” • Leading Question: It aims to get the answer from a person. It is used to get a quiet person to talk and attract people’s attentions to a specific point you support. “It is a terrible to be excluded by people, isn’t it?” • Ucu Açık Soru: It tends to ensure individuals or the group reveal their feelings and opinions. Essentially the question always requires more than a yes/no response “Canan, what do you think about the latest issue Ali mentioned about?”

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Probing Probing is used to get more information about a subject or an issue and get someone to talk. This method can make a difference on discussion quality and its depth. However, it is very important to know when or where to use it. You can benefit from this method when group discussions go nowhere. Probing can also be used in order to; 1. go to the root of a subject or an issue, 2. draw attention to an overlooked idea or subject, 3. have group members have a closer look at the issues, 4. relax the group and make them discuss about their concerns easily and honestly, 5. increase the confidence of the group, 6. promote creativity and open-mindedness. Probing can be followed with non-verbal techniques such as approving by nodding, making an eye contact and remaining silent. For instance, you can make them feel that they need to give more details and you can continue with some questions given below. What made you think like that? Can you give more details about it? Can you be more specific about what you meant by exclusion? I couldn’t understand well, can you give me more details? Can you give us an example? What happened after that? We suggest you not to use probing excessively. In such cases, group members may feel like they are interrogated or if the probing technique lasts longer, other members may feel excluded. Excessive and unnecessary use of the technique may result in an assumption that you have a hidden agenda.

Paraphrasing Paraphrasing is the act of summarising what participants said during the training with your own words. It is a very useful technique to check if you understand the speaker correctly or not. If you do not hear the speaker correctly or have a difficulty to understand, you can benefit from this technique. For example, “Ahmet, if I understand you correctly.....”. It is very important to use this technique honestly. It is not good to use this technique all the time just to make some additions to what others said. You can have a look at some examples on how to use the paraphrasing technique in different situations: Let’s see if I understood you correctly, Erhan. I understand ..... from what you said about social exclusion, am I right? You say people discriminate unconsciously. Do I understand you correctly, Betül? If you use the paraphrasing method excessively, it shows that you do not listen your participants or you have lost the control. The best way to use this method is to pick the keywords from what people said and keep them in mind, and listen them actively.

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Redirectio Redirection means that you transfer a question or a comment addressed to you to others and request their contributions and answers. This technique takes the attention away from you while developing the dialogues between participants. For instance, when you are asked a question; “What do other participants think about this issue?” or “Does anybody have any idea about this topic?” This technique makes participants produce their own solutions for the problems they encounter and also honours them by putting their opinions forward and makes them own the training. See the examples for redirection technique: Group’s decisions are more important than my opinion. Let’s consult to the other members of the group about this subject..... My job is to facilitate your work. This issue requires you to sort it out by discussing. What do others think about this subject? You asked a very good question. Let’s see what others think about it.

Referencing Back Referencing backt technique is used to interconnect the opinions of people and encourage discussion by referring to a statement made by a person previously. It is used when one of the participants’ comments on a topic mentioned before or when he/she says something similar. The things you said are related to what Erhan told us. Erhan, what is your answer in this respect? What you told me matches what Levent and Betül mentioned. How can we relate these two statements? This technique gives people an opportunity to build the new information on others’ opinions. It also allows them to discuss their disagreements. Most of the time, participants repeat what their friends already said because they do not listen each other. You can encourage participants to listen each other more by using this technique. Another benefit of referring to past is that it shows that you have listened everyone carefully and have taken their opinions in consideration. Participants gain the skills of listening each other and building the information on others’ opinions with this technique. Promoting Di ergent Views Most people tend not to mention about contradictory opinions that might be considered problematic in a community. People try to follow the group opinions in order to blend in. They hesitate to express divergent views so as not to appear as troubled ones. If there are dominant people within the group, they tend to wait for them to express some of the opinions. In order to see if there are divergent views, you need to ask the members working accordantly if they have a divergent views during the early stages of group works. For instance; “I see that all of you work in harmony. Is there anybody with a different opinion?” or “This task you are working on is both hard and important. Does anyone have a different point of view about it?”

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Summarising The activities and information produced need to be summarised from time to time while the groups continue their works. The difficult part of summarising is to give a short and concise briefing without drifting away from the topic. You may sometimes go into details that are unnecessary while summarising. Give the summary neutrally without adding your opinions. You will develop your skills as you use this technique more and more. In some cases, you can get someone from the group members to make summary. In this case, do not expect them to be as successful as you are and be patient. When you use this method, participants will be thinking that they might be the next one to make summary so they will always be on alert and own the subject. Give a reasonable period of time to the person who will make the summary to think about it.

Bridging Bridging is used to start another activity after one is finished. What has been done until then is mentioned and what to do next in the following activity is explained. Technique of summarising mentioned above is the first phase of bridging. If you want to give a coffee break between activities, you can do it after a summary and you can set up a bridge between the new activity and the previous one in the next session. If group members get tired, you can give a break before summarising and do the bridging in the next session with the summaries. For example, after a brainstorming; You made a long to-do-list during brainstorming which was about providing equal services to people. In the next stage, we will discuss about who will take which responsibilities. Is there any point you want to be clarified?

Non-verbal Skills Non-verbal skills are as important as verbal skills. In fact, sometimes they are more important. How you say a word is more important than the meaning. Remember cognitive processes and how we perceive the outside world in learning. People hear through all of their sense organs, yet do not react only to words. In addition; your gestures, posture and voice integrate with your words. Moreover, we can even add your training speed, body language, attitude and the place you conduct the training. Successful facilitators observe non-verbal messages of participants carefully, as well as their own behaviours. It is good to say hello to someone. But if it lacks of enthusiasm and kindness, it loses its meaning. In this guide, we are talking about creating a trust-based atmosphere in training. It largely occurs with our non-verbal messages followed by our verbal messages.

Acti e Listening Active listening is elaborated thoroughly in the participants’ guide of this training set. Everything mentioned in the participants’ guide applies to facilitation process as well. Active listening is the most important element of non-verbal communication. Without active listening, you cannot use most of aforementioned verbal skills in a successful way. When you really listen people, you can summarise what they said, rephrase it with your own words and ask the right questions. With active listening, you can increase the mutual trust and respect atmosphere and encourage cooperation. Many decisions you will take during the training will be linked to your skills on listening people.

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Voice Everyone has a unique voice. Just like fingerprint, everyone has a different track of voice and it is defined with the tone and level of the voice. Your accent, speaking speed and pronunciation combine and create a unique style. Just like the “Hello” above. Your voice adds enthusiasm to “hello”. Being aware of your voice while teaching as affects participants and the learning atmosphere. The ups and downs in the tone of your voice help you reflect many feelings to participants. Your speaking speed may have a positive or negative effect on participants. Speaking too fast makes the group hyperactive, thus, they get tired. When you speak too slow and monotonously participants get bored.

Eye Contact You need to make eye contact with participants while talking. Making eye contact means you listen participants actively. But this by itself is not enough. Active listening must be accompanied by other verbal and non-verbal skills. Making eye contact does not mean looking somebody straight in the eye constantly. When you want to make eye contact, you need to look at the person you are talking to in the eye and his/ her face in comfortable way. Feel free to blink and have a glance at participant’s face. You can also look at other participants for a moment while talking. Some people may find direct eye contact annoying. In such cases, participants will try to turn their eyes away from you and look at somewhere else.

Silence Using silence technique requires an important training skill. Silence sometimes gives important messages. During a training, it has a big impact on participants when you know when to be quiet and when to talk. Silence sometimes drives participants to think. When you remain silent while participants talk a lot within a group, it gives “be quiet” message to them. When you stop talking after asking a question, it shows you give some time for participants to think about it. Starting to talk after a certain period of silence gets participants’ attention all of a sudden.

Body Language Body language is the message your body conveys as a whole. In the training environment, sometimes you find a comfortable position to stand, sometimes walk around and sometimes use your hands and arms. There should not be any strict standards for body language. Because everyone is unique and they can provide similar messages in different ways. However, in most cultures, crossing arms indicates you shut yourself to the message and is like a defence move. The most comfortable position is releasing arms. This posture does not give the impression of superiority or weakness; it gives the message of equality.

Position and M vement in the Room Your body language merges with the position you selected and your movements. Your presence in the training environment should be a supportive element; you need to avoid from appearing like a ruler. In the training environment, make participants feel they are the stars of the event and try not to be the center of attention all the time. Avoid from standing only at one point so as not to give a bossy impression. Wander around in the room and try to be at some points where people may need you to help. This can be the rear part of the room or right next to participants. Try to be away from the sight during group discussions if needed. This way, participants can proceed with the discussion by themselves.

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Distracting Habit Another factor affecting body language is the movements and habits done unconsciously. Playing with coins, keys in a pocket, a part of a dress, hair or jewels, a board marker, arms, nose and ears can be some examples. You may not notice what you are doing since it happens unconsciously. The main reason for these habits occurring is because you do not know what to do with your hands while somebody else is talking. Holding a pen or putting your hands on the table can help you avoid from making such actions.

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Visual Design Principles In training presentations, visual design principles are learning-oriented. The visual design of the texts and graphics including the information you present has a direct impact on the perceptions of participants. Your visual design must be clear and harmonious and include contrasts.

Clear • Too much information on a slide gets people confused. • The information hierarchy must be seen easily. • The information that is more important must be on the top or on the left.

Harmony • Mind detects the information around the perceptual environment piece by piece. • Constantly changing environments require constant mental adjustment. This can hinder the content you want to present.

Contrasts Diversities and contrasts will help you put forward and emphasise the information, strengthen your presentation, draw attention to certain points and issues in a harmonious environment. Training presentations should not be designed to show off. Remember that instant memory can hold external stimuli only for half a second. When you use extremely interesting presentations, you may lose participants’ attention and they start to focus on slides. A slide design must be made according to our reading habits. First, you need to place the object or text to the upper left corner of the slide to draw attention. Because people start to read from the upper left corner. Objects and text boxes must be placed in balance. Using too much visuals can get people confused. It is very normal that visual objects are more attractive than texts and they can make your presentation dynamic. Try to balance the visual objects while placing them in design space. On the other hand, visual objects occupy more space and will make your presentation bigger. Figure 11: Object Proximity in Slide Design

Too close

Too far

Balanced

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The spaces that are not used on the paper or slide are unused areas. For many years, designers pay attention to the use of those spaces in order to provide openness and clarity to visual designs. Figure 12: Using Empty Spaces for Comfortable Reading CROWDED

SPACIOUS AND COMFORTABLE

Contrasts; • highlight the important materials and topics • help you create a focus point • contrasts can be provided by using texts, colour, distance between objects, size, place or the combination of all. Typography The studies on cognition show that serif fonts give better results in block text and they are visually more efficient on computer screens and projectors. Serif fonts: Serif means bulge. In these fonts, letters are more spiked and the text seems more beautiful.

Typography Sans serif fonts: Not spiked, yet simpler fonts.

Typography 71


Try to use 2 font types, 3 at most, in your documents and slides. In these fonts, letters are more spiked and the text seems more beautiful. Try to make a contrast by using size and format features (bold, italic, different colours) of fonts.

This is my best presentation. I spent so much time and e ort to prepare this presen-

tation. I would like everyone to see my presentation and appreciate my

work. The presentation I prepared is full of wonderful information

that you need as my participants.

Avoid writing the whole text in bold. Making continuous and constant emphasis means no emphasis. Combine the meaning you want to express with your style. Try to avoid from capitalising the whole text. We read by looking at words’ shapes that letters make. Capitalisation prevents you to create diversity and it is even harder to read.

Outstanding Outstanding OUTSTANDING Using Colors Using colours help you create a visual distinction between nn/back and background. For example, inserting a black text on the background with a lighter colour (white). Avoid from using strong colors on the background. It may prevent you to make the emphasis you need by being in front and covering the texts and graphics you use. Try to use no more than 3 or 4 colours in your colour palette. Using so many different colours might be distracting just as in the fonts. Some colours may have several meanings depending on the cultures. For example; Pink : Babies and girls Red: Danger and heat Blue: Hospital and health

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Session Plans

Session Plans

Key Points and Recommendation 1. This training is a capacity building practice which aims to promote social inclusion in the context of public services. Some of the participants, naturally, may have a tendency to view some issues from the political aspect during the training. When you consult to the individuals or during the group discussions, do not let the training get stuck between the endless political discussions. Manage the training focusing on service provision. 2. The below session plans are just suggestions and have been designed for a 3-day training. When required, you can redesign the sessions depending on such factors as the experience of the target audience, trainees’ expectation from the training etc., and you can extend or shorten the duration of the training by adding or excluding topics. 3. The duration of the sessions and accordingly the information input for each session and the duration of activities have recommendation character. You can be always flexible about adding new topics to the sessions or changing the duration of the activities. You can redefine the duration depending on your experiences and planning. 4. You can have extra breaks when the trainees feel tired. Ideally, breaks should be held after each session of 45-50-minutes. 5. If you review carefully, you will recognize that the information input (lectures) for each session is quite limited in proportion to session. Rather than providing information to trainees, your task is to help trainees to discover their potential about what to do when they face social discrimination and to support them to develop new points of view. 6. Regular attendance of the trainees is of critical importance as most of the activities are complementary and progressive. 7. One part of the training activities will be conducted on individual base while the others will be conducted via group works. Some of the group works are a succession of activities. In these activities, the members of the same groups will be required to come together. We call these groups “project groups”. 8. Feedback is the most important component of the learning process. Feedback is considered important when the learned information is put into practice by means of discussions, group works and role plays. Mind the below stated points while providing feedback: Keep the duration of feedback short. Participants can also be included in the feedback process. Give priority to the participants when both you, as the trainer, and the participants are providing feedback. Build your explanation on the opinions of the participants and therefore you will be giving complementary feedback. Feedback should be related to the learning situations and should be relevant with the learned topics. Feedback should be clear-cut and concrete. For example; rather than giving feedback as “the examples were good.”, it is required to explain the reason why the examples were good. Constructive language should be used while providing feedback. Giving feedback is commonly considered as criticism. In constructive feedback, the effort exerted or success achieved is appreciated first and later the points that need to be improved can be explained by providing suggestions on how to improve. For example, “The strategic plan you prepared is well-thought and includes comprehensive objectives. You can reach your objectives more easily if you add two activities to your activity plan”.

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Session Plans

Symbols Acquaintance: It includes explaining the training objective and goals, learning the expectations of trainees and ice breaking activities. Lecture (Information input): It signals that you need to deliver a lecture on a specific content. Use a simple and clear language to ensure that everybody understands. Question-answer: It signals that you need to stimulate the participants by asking questions and ensure that they formulate various responses. Group work: It signals the activities where the trainees work together actively and undertake some tasks. Before initiating group works, explain what you expect from the trainees and observe the groups carefully. Individual work: It signals the activities that the individuals can carry out themselves. This includes selflearning and self-evaluation. Watch the training environment carefully while individuals having different learning pace are working by themselves and provide support if needed. Peer Learning (Pair work): It signals the activities where the trainees help to each other and both the activities they taught and learned. Match the trainees by choosing peers considering such factors as knowledge on the topic and experience of the trainees. Small and big discussion groups: It signals the discussions to be generated by the trainees on any topic. Describe the discussion topic clearly and provide support required to allow the trainees to produce alternative options and opinions. Feedback: Feedback refers to instantaneous or planned activities to interpret the answers given by the trainees, the learning results and the outputs obtained by the trainees during the learning process of the trainees. Wrap up-Summarise Summarizing refers to the summary of a specific topic, end of the session or end of the day. Emphasize the key content factors and check if there is any topic which is not understood by the trainees while summarising. Coffee break: It signals the breaks between the sessions. The most remembered times of a session are the start and end of the sessions. The mid of the session are the times that mental fatigue increases. Having breaks allows the brain to refresh and to wrap up the learned information.

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Session Plans

SESSION 1 What is social inclusion and social exclusion? Make an introduction by briefing on the objectives of the training in the first session. The trainees should introduce themselves at the beginning of the training and the trainees’ expectation from the training should be asked. After the acquaintance phase, you can start the training by discovering the concepts of social inclusion and social exclusion. First, ask questions to the trainees to make them think about these concepts and allow them to discuss about the impact of social exclusion on our daily lives.

Learning Outputs

At the end of this session, the participants are expected;

to be able to explain the concepts of social inclusion and social exclusion. TASK

DESCRIPTION Introduction to training:

TIME 5 min.

Start the training by explaining the topic of the training, the objective and the reason why you are together. Acquaintance and ice breaking:

20 min.

Divide the participants into groups of 4-5 persons in order to introduce the participants to each other. The groups discuss about their expectation from the training, and they write their expectations on flipchart papers (5 min.). Each group member introduces themselves for 15 seconds. One person from each group explains the expectations of the group on behalf of the members. Lastly, you introduce yourself and explain the objectives and goals of the training. Big Discussion Group: 15 min. Divide the participants into two groups and assign discussion topics to the groups. Ask the participants to write their descriptions of social inclusion and social exclusion on the flipchart paper. Group 1: What is social inclusion? Group2: What is social exclusion? One speaker from each group presents the definition of his/her group to the others. WHAT DO WE MEAN BY “SOCIAL INCLUSION” AND “SOCIAL EXCLUSION” 5 min. Explain the concepts of social inclusion and social exclusion by using the original definition of the participants. Emphasize that the social exclusion is a situation that can be encountered by anyone. Explain that the impacts of social exclusion and the obstacles that the institutions face during better service provision and then give a break.

15 min.

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Session Plans

SESSION 2 The Impacts of Social Exclusion and Institutional

stacles

This session aims to lead the participants to question themselves both from the individual and institutional aspect. In addition to the Roma people, discuss about the people that face the risk of discrimination at local level and explain the impacts of exclusion. After explaining the differences between poverty and social exclusion, guide the participants to discover the relation between power and social exclusion.

Learning Outputs


to be able to express the negative points of social exclusion and to provide solutions for the obstacles faced by the institutions. to list the things to do for rendering more comprehensive services within the remits of their own institutions. to distinguish the differences between poverty and social exclusion. to discuss the poverty of the Roma people within the framework of the relation between power and social exclusion. TASK

DESCRIPTION

TIME

ACTIVITY 1.1: “Am I Excluded?” Ask the trainees to complete the activity in 2 minutes. Three volunteer trainees share the job seeking problems that they face and their experiences about feeling themselves different from the other individuals in the society and staying out of the decision-making processes. Don’t force those who do not like to share their opinions.

10 min.

ACTIVITY 1.2: “How Do I Feel” Ask the trainees to write what they feel when they are subjected to discrimination. Invite some of the trainees to explain their feelings. Provide feedback to the trainees for the two activities above:

10 min.

“We all may have faced social exclusion in different periods of our lives. While some of us feel this throughout our lives, some of us can be subjected to social exclusion due to the group in which we live, due to our cultural differences or for any other reason. Try to view the problems depending on your experiences in order to understand the feelings of those exposed to exclusion for a long time.” WHO IS SUBJECTED TO SOCIAL EXCLUSION? – POVERTY AND SOCIAL EXCLUSION Explain such groups as the Roma people, people with disability, elderly people who have the possibility to be socially excluded, and inform the trainees on the impacts of exclusion.

5 min.

5 min.

Examine the differences between poverty and social exclusion comparatively. Remind that every poor person may not be disadvantaged or every disadvantaged may not be poor. ACTIVITY 1.3: “Our Roles and the Obstacles We Face” With this activity, the participants are encouraged to think about the services provided by their institution and to determine the obstacles faced during service provision to the disadvantaged people.

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15 min.

Session Plans

TASK

DESCRIPTION

TIME

Discuss about the problems resulting from such reasons as legislation, administration and similar reasons in public services. The objective of discussion is to lead the trainees to understand the current situation to develop service processes and policies. (Devamı)

The trainees can make constructive criticisms on the services provided by their counterparts. Have a break. Ask the participants to think about the concepts of poverty and 15 min. exclusion and the situation of the Roma people during the break.

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Session Plans

SESSION 3

Power and Exclusion – The Roma People and Poverty Poverty is the state of being powerless and mainly measured by financial terms. In this session, draw the attention of the trainees to the power relations based on poverty in the society. Also, compare the advantaged groups and excluded groups on the basis of such parameters as education, gender, social class. While doing this comparison, allow the participants to assess the features of their current position based on their personal characteristics.

Learning Outputs


to analyse the relation between the disadvantaged groups and the general public and to analyse their own positions in this relation. to tell the differences between poverty and exclusion by comparison. to describe the negative conditions of Roma community within the context of poverty. TASK

DESCRIPTION

TIME

POVERTY AND SOCIAL EXCLUSION 15 min. Discuss the conditions of the Roma people in Turkey based on such parameters as education, gender and social class within the context of the questions below. 1. What is power? What is the impact of power on our opinions, emotions and behaviours? 2. The Roma people have been staying apart from the society they live in for ages. Are there cultural reasons behind this? Or is it us, as others, not preferring to be close to the Roma people? Explain the concepts of poverty and social exclusion comparatively via the table below.

POVERTY

5 min.

SOCIAL EXCLUSION

Not everyone who is poor is socially excluded Condition of not being able to earn enough Person is living in poverty

Not everyone who is socially excluded is poor Condition” of not being able to participate fully Person is living inequality

People who are poor

People who are marginal and denied

Lack of sufficient financial resources

Lack of access to rights

ACTIVITY 1.4: “Power versus Exclusion” 25 min. Before starting to the activity, ask the trainees to study by thinking about the questions discussed above and local conditions. The participants write the groups that are excluded on the basis of such factors as education, gender, ethnicity, religion and social class or the groups that cannot access public services. Then the participants answer the questions on the basis of the groups they put down and discuss the answers. Ask the participants to discuss about how to improve the public services during 25 min. the lunch break.

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Session Plans

SESSION 4 Viewing the Di erent Public Services from the Perspecti e of the Roma People and EU Principles on Roma Inclusion In this session, the problems faced by the Roma people within the context of education, employment, healthcare services and social services will be discussed and the 10 principles adopted by the European Union on social inclusion activities for the Roma people will be addressed together with the practices in Turkey. Allow the trainees to identify the problems of Roma people by referring to their own job experiences, and try to develop a new perspective by interpreting the “EU Principles on Social Inclusion” in local context.

Learning Outputs


to identify the points of the existing services that can be improved in order to allow the Roma people to better utilize the services provided by local bodies. to evaluate the EU Principles on the Roma inclusion by taking local conditions into consideration. TASK

DESCRIPTION

TIME

ACTIVITY 1.5: “Me, Myself and the Roma people” 20 min. This activity has been prepared for the purpose of guiding the trainees to evaluate the public services in terms of different services by putting themselves in the Roma people’s shoes The trainees should focus on what kind of problems should be solved or what kind of gaps should be filled in order to ensure the Roma people better utilize the services depending on their own experiences and the services provided by their institution. Social inclusion activities should include integrated service provision in terms of public services. Therefore, encourage the trainees to develop new perspectives to the services provided by other institutions other than theirs. For example, if the trainees are composed of only healthcare staff, ask them to fill in the other fields of services depending on their professional experience. EU PRINCIPLES ON THE ROMA INCLUSION 25 min. Explain the EU Principles on Social Inclusion to the trainees and discuss how each principle can be implemented and the principles that are difficult to implement in the context of local services and why these principles cannot be applied. If you like, you can print these principles on a foolscap and can hang on the wall of the training room. Before ending the session, ask what kind of local principles are needed in public 15 min. services for social inclusion.

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Session Plans

SESSION 5 Service Components and Local Principles on Service Provision In this session, handling of the institutional obstacles discussed in the second session and what can be done in 4 different fields of service for the Roma people and disadvantaged people will be addressed. Try to develop new perspectives on the services within the framework of the local service provision principles (equality, offering alternatives, acting together, cooperation, compatibility).

Learning Outputs


to offer suggestions for a more comprehensive and effective service provision to disadvantaged people to diversify the services in line with local principles TASK

DESCRIPTION

TIME

LOCAL SERVICE PROVISION PRINCIPLES 20 min. Explain the five service provision principles stated in the participant handbook (Equality, compatibility, offering alternatives, acting together and feedback, cooperation). The details of each service principle are stated in the participant handbook. While explaining the principles of acting together and feedback and feedback and cooperation, underline that they are not similar and explain the differences. “Acting together is a way of thinking, cooperation is a method of working.” ACTIVITY 1.6: “What Can We Do?” 25 min. If you are working with participants from different public institutions, create homogenous groups including the staff of the same institutions. Ask the groups to think about suggestions on how to improve service provision in line with these five principles and ask them to write these suggestions on the participant handbook. The groups can write the suggestions on the flipchart paper and hang them on the training room. Such thinking practices are mainly restricted by legislation and civil servants, overwhelmingly adopting central government approach, can consult to the high level officials for solution. In such cases, discuss how the services can be diversified or facilitated within the scope of the legislation. For example, many disadvantaged people are not well-informed about the current developments in public services and changing practices. To provide proper information, establishing a better communication and information system supporting the activities described by the legislation is an acceptable measure. Tell the participants that you will discuss the prejudices and stereotypes in the 15 min. next session. Ask the participants to think about why people in the different segments of society approach each other with prejudices.

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Session Plans

SESSION 6

Social Exclusion, Stereotypes and Prejudices Human brain classifies the outside world by differentiating and creates new categories. Our mind has a similar functioning mechanism to that of the structures of language and meaning. Basically, our brain has a tendency to understand the world through opposite meanings that directly exclude each other. Night and day, good and bad, sea and land, blond and dark exist together. The contrasts in the human brain engage with each other and give a meaning to the world, and these contrasts form the basis for discrimination. In this session, it will be discussed when categorization was transformed into a hazardous human behaviour.

Learning Outputs


to explain why people should categorise the outside world and the relation of this with the discrimination, to give examples about the deteriorative impact of prejudices and stereotypes on the communication process. TASK

DESCRIPTION

TIME

ACTIVITY 2.1: “He is a Spy, He Wears Fake Beards!” Participant handbook includes a list of different cultures, countries, habits etc.

10 min.

In the first stage, the participants work individually and frankly mark the options they don’t like. Then, they write, together with the reasons, three options they don’t like most. This activity is prepared to allow the participants to view their own prejudices and stereotypes at the beginning of the session. After the completion of the activity, ask the participants to explain the options they don’t like also by listing the reasons. Provide feedback at the end of the activity:

5 min.

“Many of us have different judgements about people around us. Like in the exercise you have just completed, decide if some people are spy or not by assessing their behaviours and characteristics. However, a spy with fake beard is only seen on movies. In other words, the proposition that every person with fake beard is spy is not true but again we tend to use this information and similar information unconsciously”. SOCIAL EXCLUSION AND CATEGORIZATION Ask the participants to look at the figure between the square and the diamond and ask which figure (square or diamond) they recognized first. SQUARE

5 min.

DIAMOND

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Session Plans

TASK

DESCRIPTION

TIME

After getting answers from some of the participants, correlate the function of 20 min. categorization of human mind and social exclusion and state that this a natural tendency. In the next step, explain the prejudices and stereotypes to the participants. Ask the participants to give examples about prejudices and stereotypes related to public services. Through the examples of the participants discuss about the distortions caused by the prejudices and stereotypes during the communication process. Past experiences

Past experiences

culture, feelings

culture, feelings

(Contd.)

Message - Feedback Prejudices, stereotypes judgements

Prejudices, stereotypes judgements

Distortions

Distortions

Ask the participants to go back to Activity 2.1 and to review the reasons for the options they don’t like. The participants will write “P” for prejudices and “S” for stereotypes near to the options they marked. Summarize the day. Write the key points discussed during day on the flipchart and repeat the key points as a summary.

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5 min.

Session Plans

SESSION 7

Identi ying Social Inclusion Problems in the Cultural Context If there is any shortcoming or problem that should be corrected or solved, first the problem should be analysed. So far, the participants should already have so many questions on their mind. In this session, help the participants to analyse these problems within cause and effect relationship. These types of activities will mainly provide a good amount of information which is required to transform the problem to be addressed into a mini project. The existing problems are prioritised, and the roadmap to be pursued is determined within cause and effect relationship. This session is the first step for the participants to intervene in the problems in local context with participatory approaches, and the participants should work more actively. During the whole session, observe the group work carefully and provide the required support as a facilitator.

Learning Outputs


to determine the prioritized problems in accordance with 20/80 Pareto rule. to analyse the social inclusion problems at local scale within cause and effect relationship. TASK

DESCRIPTION

TIME

IDENTIFYING THE SOCIAL INCLUSION PROBLEMS 10 min. Social inclusion problems are generally caused by some missing points or some applications that should be corrected in the current situation, and these problems should be diagnosed. Explain the participants what problem analysis is and why we need this kind of activity before starting Activity 2.2. Tell the participants that they should act in line with the 20/80 Pareto rule. Why do Roma children leave school early?

Why do public institutions combat discrimination ineffectively?

80% 20% Why do companies avoid employing Roma?

Why don’t Roma youth apply vocational courses?

Pareto Rule states that a simple problem can have more than one reason; however only some of these reasons have a real impact on the problem and results. Accordingly, the key reasons or the missing points underlying the problem should be focused but less important details should be written down. Problem analysis is a risky endeavour. During the analysis, the participants should determine the prioritized problems by thinking for their own field of intervention. Some participants may keep the problems too general and move to other areas which are out of their own responsibility area and that they cannot overcome. Tell the participants that they cannot solve the problems of the whole country but they should focus on the problems within their own remits.

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Session Plans

TASK

DESCRIPTION ACTIVITY 2.2: “Table Cloth” This activity can be carried out by using both table cloth and flipchart paper.

TIME 45 min.

Activity instructions are stated in the participant handbook in detail. Participants work in groups. It is more proper to make problem analysis by creating heterogeneous groups including people with different points of view. Considering the time constraint, creating homogenous groups during the training will facilitate the training process. Participants can reach to the results about the problems and possible solutions more quickly. The groups that are composed in this activity will continue to work together as a “project group” in the next session of the training. Tell the participants that they are going to make stakeholder analysis after the break. Ask the participants to think about the stakeholders that can be responsible for the problems they identified in this session.

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5 min.

Session Plans

SESSION 8 Particip tion of S akeholders and Partners in Social Inclusion Activitie Management of social inclusion activities in collaboration with the institutions and other stakeholders will yield good results in shorter period. In this kind of activities, public institutions do not efficiently engage the certain segments of society or individuals affected from the problem in the decisionmaking mechanism. This session aims to equip the participants with the skills of stakeholder analysis in order to intervene in the problems within the framework of system approach with the participation of stakeholders and disadvantaged groups.

Learning Outputs


to explain the importance of stakeholder analysis for the anti-discrimination initiatives. to list the types of participation. to evaluate the relations between the stakeholders by using stakeholder analysis matrixes. to express the differences between coordination, communication activities and cooperation. TASK

DESCRIPTION

TIME

WORKING WITH THE STAKEHOLDERS Start the session by explaining the importance of acting together with the local society in the social inclusion activities for disadvantaged people.

5 min.

Emphasize that people who think that they are subjected to discrimination also think that there is nothing they can do for themselves, and this way of thinking is wrong. Tell that local society members better know the problems and that it is necessary to cooperate with these groups. After stating that everybody participates in different dimensions, explain the characteristics of 7 different types of stakeholder participation. ACTIVITY 2.3: “Do I Have a Participatory Approach?” Participatory approaches are critical in terms of planning the public services more efficiently. This activity was prepared for participants to develop a perspective about their own management approaches and participatory characteristics.

5 min.

Participants work individually and mark one of the options of “always”, “sometimes” and “never” for 20 statements. Then they sum up the scores given for each of them and evaluate their own features of participation. ACTIVITY 2.4: “Who Are My Stakeholders?” Relations can be established with stakeholders at different levels. There are 3 matrixes to decide how the stakeholders will participate in local projects. Explain to the participants how these matrixes should be filled in.

20 dk.

Participants work within their own project groups. Participants make a decision about with which stakeholders they will work for the solution of the problem they identified in the Activity 2.2. “Table Cloth”. Participants fill the Activity 2.4 “Who are My Stakeholders?” considering the stakeholders determined.

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Session Plans

TASK

DESCRIPTION

TIME

10 min. ACTIVE AND EFFECTIVE COOPERATION WITH STAKEHOLDERS Guide the participants to discuss about the problems related to cooperation, coordination and communication via the following questions: 1. Are coordination and cooperation same? 2. Are regular communication activities among the public institutions enough? The regular communication among the local public service providers is mainly considered as cooperation.

5 min.

However, interaction and favourable decision making process are required to establish meaningful cooperation in social inclusion activities. People and institutions you work together need to understand why they come together and what they must achieve. Local institutions and stakeholders should come together under a common strategy. Tell the participants that they are going to do the World Café exercise; some of 15 min. the participants will be the owner the café and some will be the travellers. Ask the participants to think during the break about which role they want to take.

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Session Plans

SESSION 9 Strategic Planning for Local Initi ti es and Activity Plan Working groups, local initiatives, project teams… No matter how you name them, these groups are organised structures that come together to collaborate for a particular objective. In order to help disadvantaged groups, goal-oriented, more meaningful and more fruitful cooperation should be built. It is highly important for anyone involved in the work to see the big picture clearly. This session is the process of transforming intellectual efforts into systematic actions and planned efforts so as to implement social inclusion measures. Stakeholders and various institutions draft a strategic plan for social inclusion measures. Strategic planning is a management tool, and it provides a roadmap.

Learning Outputs


to write vision, mission and objectives (VMO) for their own local initiatives; to form their strategic objective statements according to S.M.A.R.T rule; to prepare activity plans within the framework of strategic planning. TASK

DESCRIPTION

TIME

STRATEGIC PLANNING 10 min. Tell the participants at the beginning of the session that they will make strategic planning on the problem that they have defined before. Ask whether they do strategic planning at their institutions or not. Bring experienced participants into the forefront in the working groups. Explain the five pillars of the strategic planning: VMO (Vision, Mission, Objectives), strategy and activities. Go through VMO statements in the participants’ handbook together. WRITING STRATEGY OBJECTIVES Tell that S.M.A.R.T rule is a method developed to write measurable objectives. Explain each item of the rule by giving examples. Then, ask participants to write two objectives in accordance with S.M.A.R.T rule

5 min.

ACTIVITY 2.5: “WORLD CAFÉ” 90 min. This exercise is prepared to create strategic plan through dialogue between the participants. Stages of WORLD CAFÉ activity and what the participants are expected to do in each stage are stated in participants’ handbook. World Café is an analysis technique based on conversation, which promotes group interaction. The aim is to share information through cooperation and plan the work together. Café technique is a flexible and simple approach and based on dialogue. Setting: Arrange the training environment like a Café. For example, small round tables with paper or white linen cover, block notes, colored pens and flowers can be used. There should be four chairs in each table (ideally) but the number of tables should not be more than five. A setting where people feel comfortable, think creatively and have a conversation should be created.

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Session Plans

TASK

EXPLANATION

TIME

Greeting and Meeting: Café owners welcome warmly and introduce World Café process. They explain the rules of Café and start working by ensuring that participants are comfortable. They tell for what purpose they bring Café travellers together. They define local problem that they have identified before and explain that they will develop a strategic plan. What should vision, mission and objectives be? What kind of activities should be conducted? etc. Small Group Tours: The process begins with the first round of (out of three or more than three speech rounds) 20-minutes speeches of small groups around the table. At the end of 20 minutes, travellers transfer to another table. In each table, one person stays in place as a ‘Café Owner’ and welcomes new guests. Café owner briefly informs new travellers about the activities conducted in the previous round at their table and the results. Questions: Each round starts with defined World Café agenda and special questions prepared for desired goal. Same questions might be used in more than one round or different questions might be asked successively in order to focus on a certain point or set the direction of conversation. (Contd.)

Harvest After small groups and/or between rounds, if required, participants are asked to share their insight and the other results that they obtain from the dialogues with the big group. These results can be reflected visually and visual records are mostly used to show everyone. Using Visual Record (Visual Facilitation) Visual record includes capturing ideas and expressions of people in the shape of words, pictures and colours while they are speaking. It is used to build a bridge between visual world of thought and ‘World Café’. Colored pens and blank papers on the tables enable to write or draw keywords, expressions, pictures and symbols during speeches. Participants gain visual dominance on discussed issues through seeing drawings and ideas on the tables, and common mind of the group becomes visible and accessible. A person in charge of visual record in each table listens to table travellers, visualizes the core of the ideas and information and arranges them. He/she records them on papers and flipcharts are hung on the wall by using pens and the other tools. He/she might use various ‘visuals’ like pictures, words, colours, templates and post-its. World Café activity is a long activity including two sessions. Continue the activity 15 min. after lunch break. After the next session of the activity is completed, give a break by stating that the participants will write their strategic plans.

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Session Plans

SESSION 10 Preparing VMO Document and Activity Pla Visual results of World Café will be used to draft a strategic plan and prepare an activity plan. Activity set of different actors should be prepared as an activity plan in the systematic of distribution of labour. After the participants prepare their strategic plans, they will decide on who will contribute and to what extent they will contribute and how activities will be divided into parts.

Learning Outputs

At the end of this session, the participants are expected; to write an integrated strategic plan;

to prepare an action plan designed according to objectives in the strategic plan; to distribute the tasks by taking into consideration the results of stakeholder analysis and stakeholder participation types. TASK

DESCRIPTION

TIME

10 min. ACTIVITY 2.6: “Develop VMO!” ‘World Café’ results of the groups provide all details required for strategic plan. The participants combine visual WORLD CAFÉ results in the VMO table. PREPARING VMO DOCUMENT After the VMO document is finalised, check the logical relation between ‘problem-vision-mission-objective’ statements according to the following:

5 min.

1. Do objectives in the strategic plan ensure achieving mission? 2. Are there any other objectives that have been missed? 3. To what extent do the objectives contribute to the solution of problematic situation when they are achieved? The participants prepare their activity plans in line with the objectives in the VMO documents. Before starting the activity, remind the following to the participants:

5 min.

‘Now we will start to plan activities to achieve the objectives in the VMO document. You will decide who will fulfil which tasks altogether. Please consider the following points while developing the plan: 1. Who will contribute to which activities? 2. Should activities be divided into meaningful sections in themselves? 3. Are human resources, economic and technical capacities of the institutions and individuals sufficient for activities? 4. Who will take which role to conduct the activities? Remind that tasks and roles are different from each other: Task: Performance to be put forth as a part and result of an initiative. Role: Functions fulfilled by individuals and institutions for certain activities. For example, support role, leadership role, etc.

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Session Plans

TASK

DESCRIPTION ACTIVITY 2.7: “Let’s Do It!” Participants complete the activity plan in accordance with the instructions.

TIME 15 min.

It should be clearly and briefly explained parties will conduct which activity, until when and with which resources. After the groups finalize their tasks, check their activity plans according to the 10 min. following criteria and provide feedback: 1. Does everybody come to an agreement about what they expect from each other? 2. Are your expectations from the others too much or less than required? 3. Do the partners have resources and staff to meet expectations? 4. What can be demanded at minimum to fulfil the tasks? Ask the following question and give a break: “Action plans that you have prepared require to work with the partners and stakeholders. Think about potential cooperation problems that you may encounter with your partners during the break.”

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15 min.

Session Plans

SESSION 11

Cooperation Mana ement Cooperation is a sensitive process requiring attention, and it should be monitored regularly. Planning is the first stage where the systematic and rules of cooperation are defined. Practice of the process is more dynamic, and it is highly probable to encounter various problems. This session aims at developing more professional point of view regarding cooperation among participants and provide analysis skills to the participants concerning potential problems that might lead to conflicts by using various tools and methods.

Learning Outputs


to explain problems and factors that might cause breakdown of the cooperation; to analyse the situation of stakeholders and activities at some point of their work; to conduct relation analysis based on criteria. TASK

DESCRIPTION HOW SHOULD COOPERATION BE MANAGED? Inform the participants about the practices of cooperation: “Cooperation is a dynamic process. After division of labour and cooperation rules are determined in the planning stage, you may proceed with the practices of cooperation. Putting something into practice is much more different from ideas and theories, and it has a dynamic structure. Change actually starts, and institutions and individuals start to conduct their activities in line with their own commitments. Those who approach work from a formal point of view and in terms of their own commitments instead of flexible cooperation may try to have their own way after a while by developing power relations on the others rather than establishing cooperation.” Discuss about reasons that might break down the cooperation and intervention methods with the participants.

TIME 5 min.

5 min.

1. Lack of information: Parties to inform each other regularly. 2. Changes in balance of power: Observing balance of power, political and social relations between the parties during the activities and discuss periodically. 3. Control: Supporting the parties withdrawing themselves. 4. Intervention in the internal a airs: Defining the boundaries of the activities clearly and stating that there will not be any intervention in the internal affairs of the other parties at the beginning. 5. New alliances: Expressing during the meetings if alliances between the partners have a damaging role. S.W.O.T ANALYSIS 10 min. SWOT method provides an analytical frame to understand the current situation of the cooperation and check the problems. Have a look at the SWOT analysis example in the Participants’ Handbook with the participants and ask them to evaluate their project groups’ performances during the training according to the same table.

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Session Plans

TASK

DESCRIPTION

TIME

CRITERIA-BASED RELATION ANALYSIS

10 min.

Explain Criteria-Based Relation Analysis to the participants: “When there are problematic situations between the parties, most of us refrain from mentioning them in the meetings in order not to hurt the other party and harm relations. One of the ways to receive feedback is measurement of working performance according to pre-defined criteria through certain tools and analysis of the results together. It is possible to evaluate the point of view of stakeholders concerning the cooperation by developing various criteria including positive understanding. There is a mini-survey composing of 6 criteria in your handbook. Have a look at the survey and evaluate your project group’s performance in a short time.” After the participants fill in the mini-survey, ask each project group to calculate weighted averages for 6 criteria.

10 min.

After all groups complete calculations, ask them to graph their averages in the table as follows. Criteria 1. Aggreement on mission objectives

Strongly Agree (4)

Agree (3)

Disagree (2)

3,2

2. Rights and duties

2,1

3. Cooperation

2,3

4. Trust

Strongly Disagree (1)

3,4

5. Communication

1,4

6. Conflict

1,3

Wrap-up the day. List the important points mentioned during the day on the flipchart and repeat them briefly.

94

5 min.

Session Plans

SESSION 12 Conflict Mana ement Conflict is everywhere, inevitable and related to different expectations, values, goals and cultures of people. Conflicts are complex reactions developed by people because of emerging problems or changing human relations. This session explains that conflicts are typical part of cooperation process, and informs how conflicts should be addressed. The section aims to develop mediation skills of the participants.

Learning Outputs

At the end of this session, the participants are expected; to differentiate reactions given during conflicts;

to decide when to use which conflict tactics by taking into consideration the advantages of these tactics; to mediate during various conflict situations by taking into consideration different tactics. TASK

DESCRIPTION

TIME

10 min. MANAGEMENT OF CONFLICTS Explain conflict situations to the participants by making a speech similar to the following: “Conflict is a sign of disorganization. If there is a conflict, then it means that you ignore some of problems of your partners. In such case, the objective is to take necessary decisions early in order to foresee potential conflicts, prevent conflicts from growing and eliminate preventable part of the conflict before it occurs. There might be 3 reactions in conflict situations, namely fighting, avoiding and cooperation/problem-solving. These reactions may change in accordance with the personality of people, society where they live in and institutional structure. What is the most important in each case is to find solution without allowing negative reactions grow much more. Sometimes mediations might be needed for solution. In some conflict situations, intervention in conflict might be needed by choosing one of the tactics in the participants’ handbook.” Explain the participants how mediators should behave. Discuss conflict tactics table to be used in the next case studies.

COLLABORATING Problem Solving

COMPETING Fighting

COMPROMISING Negotiating

ACCOMMODATING Self Sacrificing AVOIDING Ignoring

95

Session Plans

TASK

DESCRIPTION

TIME

40 min. ACTIVITY 2.8: “Things Go Bad!” Participants read the case. After everybody reads, two role-plays in which four of the participants will come together will be conducted (10 mins. for each roleplay). The observing participants provide feedback in 7-8 minutes after role-plays. Selected tactics for each role-play are presented below. Tell which tactics will be used by each player to only the players or write them on the paper and give it to the players. The players may use the table in the participants’ handbook for tactic details. Role-play 1 Tactics:

Rol oyunu 2 Taktikler:

• SCHOOL: Avoiding

• SCHOOL: Competition

• İŞKUR: Competition

• İŞKUR: Compromising

• HIROMA: Cooperation

• HIROMA: Competition

In each role-play, hospital directors try to ensure agreement as a mediator. 15 min. Ask the participants which communication skills they need to have for fighting against social exclusion and give a break.

96

Session Plans

SESSION 13

Multi-Dimensional Social Inclusion Communi ation and I terpersonal Communicatio Communication is a dynamic and essential phenomenon which directs human relations and which is experienced in different dimensions in every part of life. Most of the efforts regarding fight against social inclusion are related to communication and persuasion. Management of communication process in the promotion of social inclusion is a complex process in which three different dimensions like ‘corporate communication’, ‘interpersonal communication’ and ‘mass communication’ are combined. This session aims at providing various skills to the participants in strategic communication management and interpersonal communication in order to be familiar with the communication process with a holistic approach.

Learning Outputs


to interpret multi-dimensional structure of communication in social inclusion process; to explain the importance of assertive communication skills required for various communication situations like advocacy and claiming rights; to build sentences to express their emotions frankly and non-defensively by using XYZ formula; to compare verbal and nonverbal aspects of passive, aggressive and assertive behaviours. TASK

DESCRIPTION

TIME

COMMUNICATION PROCESS IN SOCIAL INCLUSION ACTIVITIES 10 min. • Explain multi-dimensional structure of communication process in the social inclusion activities via the following figure. Communication for Inclusion

İŞKUR

CSOs

MoH

Organisationa Interpersonal

Mass Youth

a

MoNE

Aşağıya --- Yukarıya

MoFSP

Targeted Excluded Groups Opinions, needs, problems, attitudes, knowledge, social system, culture, history

Ro m

Hinterland of Communication Service-oriented, productive, efficient, cost-effective, transparent, and accountable

Disadvantaged

Capacity

Skills

Tools

Human resources Knowledge Expertise Database Legal

Networking Mediation Counselling Training Communication Leadership

Campaigning Website Media Social Media Seminars /Meetings Dedicated services

“There are three dimensions of communication in social inclusion activities, namely corporate, interpersonal and mass communication. Corporate dimension is a management of communication activities in the process of cooperation of different institutions to support disadvantaged groups through service-oriented, productive, efficient, cost-effective, transparent and accountable services. Interpersonal communication is necessary for fulfilling functions better like networking, mediation, counselling, training, communication and leadership. The third dimension is mass communication process. Mass communication includes messages to be conveyed to public, especially to disadvantaged groups, and persuasion process and it is realised through various communication tools.”

97

Session Plans

TASK

DESCRIPTION

TIME

ASSERTIVE COMMUNICATION 10 min. Underline the importance of interpersonal communication and assertive style in interpersonal communication. Assertive communication is sharing feelings clearly, promptly and nondefensively. Messages can be conveyed through XYZ formula in order to have assertive communication. Explain how feelings can be shared by using XYZ formula in the participants’ handbook. Discuss verbal and nonverbal assertive communication and assertive listening by referring to the participants’ handbook. ACTIVITY 3.1: “Have your say!”

20 min.

Participants work in pairs. They create a role play of that allows them to illustrate assertive communication. Everybody holds conversation in pairs. As a facilitator, visit each conversation table briefly and observe verbal and nonverbal communication skills of people according to the following criteria. Take notes for each table. Criteria are as follows: 1. Expressing the points that they disagree clearly and definitely; 2. Using ‘I’ language to state difference between their own opinions and facts; 3. Explaining reasons for disagreement with the opinions; 4. Changing their idea if necessary in line with the new information; 5. Stating with which points they agree or disagree; 6. Respecting other opinions. Share your notes or observations according to the aforementioned criteria with the participants after the activity.

Deliver a speech similar to the following one and give a break: “Most of us consider that communication is speaking or expressing oneself. However, the majority part of the communication is listening and providing feedback. In the next session, we will focus on developing listening and feedback skills.”

98

5 min.

15 min.

Session Plans

SESSION 14 Feedback and Listening Skills Feedback is a natural part of daily interaction. When it comes to discrimination, feedback is a process of convincing and changing the other party. However, words like discrimination, superiority, heterosexism and racism cause negative reactions and people feel uncomfortable. No matter how well-intentioned it is, convincing people to get to realise and change their behaviours leads to negative results and it does not work most of the time. Nonetheless, if you do not speak about discrimination, nothing can be done on this issue. Feedback process requires active listening skills. Listening is the most critical invisible element of communication process. This session aims at equipping the participants with feedback and active listening skills.

Learning Outputs

At the end of this session, the participants are expected; to use basic feedback rules while giving feedback;

to explain the importance of listening in the communication process; to use visible and invisible aspects of listening model in listening process in a controlled way. TASK

DESCRIPTION FEEDBACK Explain what feedback is and why it is important in communication process.

TIME 10 min.

State that feedback is not a conversation after listening and it should be provided in a planned way. Share receiving and giving feedback rules. ACTIVITY 3.2: “What would I do?” 10 min. Participants work in pairs. They are given a statement that they will discuss during the exercise: The Roma people are different than us. We cannot trust them, and I do not want to employ them even for temporary jobs.” 5 different responses are given to the participants. The task of the participants is to choose the best right response to such a statement. After listening the responses that the participants have chosen and their reasons, give feedback:

5 min.

Respond A: ‘You are racist.’ (Accusatory response) Respond B: ‘ ‘This argument is wrong.’ (Rejecting an opinion directly) Respond C: ‘I do understand you pay attention in employing right person but discriminating someone isn’t fair. What do you think?’(Giving advice) Respond D: ‘How would you feel if you were a Roma?’(Making think but narrowscoped) Respond E: ‘What is the essential purpose of not employing Roma? Who do you see as the employable group? What would you do if you were a Roma rejected after a job interview?’ (Aiming at making someone think about what they say without expressing any opinion)

99

Session Plans

TASK

DESCRIPTION

TIME

ACTIVE LISTENING 20 min. Remind that listening is the most important element of communication process in team work, decision-making, negotiating and personal relations. Listening is a controlled process. Share listening model and dimension of listening visually.

VISIBLE

INVISIBLE Staying Focused

There are many distractions that can tempt our minds to wander.

Capturing the mesage Building a complete and accurate understanding of the speaker’s message.

Helping the spiker Avoiding the kind of behaviors that suggest you are not really paying attention and actively giving supportive feedback

ACTIVITY 3.3: “I’m All Ears” The participants work in pairs. Place two chairs around a small table by ensuring that participants are seen from side face. After everybody reads scenarios, invite two participants that have not worked together yet. The participants perform 5 minutes for scenarios extemporarily. Tell the listeners to choose representative roles from various institutions. For example, they can be social worker or job and vocational counsellor interviewing a jobseeker Roma father. After each role-play, give two-stage feedback. The participants should provide constructive feedback rather than negative critics. First, ask voluntary participants (4 or 5 people) among the group to give feedback. Different participants should provide feedback after each role-play. Then, provide feedback by taking into consideration feedback of the participants. After stating that communication strategy will be prepared in the last session, give a break. Ask the participants to have a look at the table showing communication channels and tools in their handbook during the break.

100

40 min.

Session Plans

SESSION 15 Communication St ategy Communication strategy helps to plan actions in which various communication methods, techniques and approaches are used in order to fight against discrimination. Clear and well-defined objectives are needed in the communication strategy to determine how discrimination problem will be tackled. These objectives are the core of the strategy. It is a cycle consisting of strategic communication, planning, implementation and evaluation. The participants will formulate a communication strategy for corporate communication and mass communication activities based on activity plans that they have prepared and various data collected. The aim of the session is to ensure that the participants will manage communication activities according to a pre-defined strategy.

Learning Outputs


to write communication objectives in accordance with the action plan prepared in the Session 10; to prepare messages and themes for communication tools and activities; to choose appropriate communication tools to convey messages and themes that they prepare; to draft an integrated communication strategy. TASK

DESCRIPTION

TIME

COMMUNICATION STRATEGY 15 min. Tell the participants that the objective of the session is to develop a communication strategy to support strategic plan that they have completed before. Share components of the communication strategy with the participants. Ask them to refer to ‘Activity 3.5: Communication Strategy’ section in the participants’ handbook to see the output to be achieved by the end of the session. Explain why communication strategy is developed and why it is important by using the content in the participants’ handbook. State that they will write communication objectives by using S.M.A.R.T method like in the previous strategic plan. Messages conveyed through communication activities and tools are divided into two groups: messages and themes. Explain concepts of message and theme and the difference between them by using the content, comparison table and examples in the participants’ handbook. ACTIVITY 3.4: “I’ve Got a Message for You!” The participants work with their project groups.

15 min.

Ask the groups to write message and theme sentences for diversity, prejudices and discrimination by taking into consideration the characteristics of messages and themes. WRITING MESSAGES AND THEMES 10 min. Ask the groups to share examples of messages and themes with other participants. Each group gives an example about only one subject. Discuss with the other groups how good message sentences and themes are structured (Maximum two-minutes feedback for each group). You can make use of the table showing the differences between message and theme while giving feedback.

101

Session Plans

TASK

DESCRIPTION

TIME

MEANS OF COMMUNICATION 15 min. Before discussing various communication channels and tools with the participants, you can make a speech similar to the following; ‘Many communication channels and tools like special events, lobbying, reports, campaigns, meetings and sports activities to fight against discrimination and social exclusion can be used. Mostly, using one or more communication channels and tools together gives better results. If you combine your messages, themes and communication tools creatively, the probability to convey your intentions to target group increases.’ Ask the participants to have a look at the table in their handbook showing various communication channels and tools and define communication tools that they will use in their own strategies by considering the advantages and usage of communication channels. ACTIVITY 3.5: “Communication Strategy” 30 min. Communication strategy starts with writing problematic situation that the participants have determined in the ‘Table Cloth’ activity. In the next stage, groups write their communication objectives by using strategic plan data in accordance with S.M.A.R.T rule. Communication objectives should be set in line with the objectives in the strategic plan. While writing objectives, not just outputs (how many leaflets, posters or media coverage) but also outcomes (the behaviour or action desired to be seen in target audience) should be focused on. For example; “We will raise awareness on the importance of job equality of disadvantaged among 80% of local employers employing 10 or fewer employees within one year.” Target groups can be community groups, local community, public institutions and even partners and stakeholders to whom messages will be conveyed and thematic activities will be conducted with. Communication tools should be determined by taking into consideration characteristics of target groups, and it should be ensured that relevant communication objective is achieved. For example, distribution of leaflets in a region where literacy level is low is not appropriate for characteristics of target groups and does not serve for communication objective. Such mistakes are made rarely. However, leaflets with complex and hard-to-read content for groups whose literacy level is low are commonly seen. It is better to use visual and audial communication tools in such cases. Such mistakes generally result from the fact that content writers regard all target groups like themselves. If message and content are unfamiliar to target groups, the result might be more negative. For this, very simple content development rule can be used. This rule is related to using more simple language which is under the level of education level of target group. For example, writing a booklet for university graduates in a language which high school graduates can understand. After the participants determine the communication tools, they calculate the cost for each communication activity, prepare communication budget and write expected results.

102

Session Plans

TASK

DESCRIPTION

TIME

Ask the groups to present their strategies to the others after they complete their communication strategies and evaluate strategy documents by using participatory methods; 1. Are objectives written in accordance with S.M.A.R.T rule? Do objective sentences include result statements consisting of behavioural changes and actions? (Contd.)

2. Are chosen communication tools appropriate for target groups? 3. Are cost-effective communication tools chosen? 4. Is communication strategy integrated? Distribute training evaluation forms to the participants.

10 min.

Deliver a closing speech in which you summarise all activities implemented during the training and explain what the participants should do after the training, and finalize the training.

103

Toolbox

Toolbox

How to use this toolbox? It is not correct to limit teaching methods and tools to this implementation set and to say that a certain teaching method can be employed for a specific purpose. Various methods and tools can be used in different ways depending on your perspective. It is more appropriate to select methods and tools on the basis of different factors such as behaviour to be developed, most efficient way to provide information and involvement of the participants. Planning the activities in line with content and learning objectives depends on your creativity and experience. In order to achieve the learning you can try to achieve the learning objectives by combining different activities in your training script. In this section, commonly used methods are presented. The toolkit annexed to this section can be used at appropriate teaching settings as teaching methods. All methods should be designed and planned to render the learning more active and enjoyable both for the participant and trainer. In this way, the participants become willing to participate in the training rather than just listening and making notes. Some methods are more suitable to be used at certain areas of the training. Some guidance is provided below on how and when to use the techniques selected for this handbook. STARTER TECHNIQUES

DIRECTION CHANGING

DEEPENING THEUNDERSTANDING

Self Introduction

Brain storming

Case study

Tick Box Discussion

Big discussion groups

Question and answer

Discussion groups

Small discussion groups

Role play

Brain storming

Tick Box Discussion

Summarising

↓

↓

↓

Warming up at the

beginning of the training Introduction Involve the shy

participants in the group Gain the trust of the

participants Find out about current

level of expertise Introduce the purpose of

the session and ensure that it is understood Decide on the level of

teaching

Change the direction of

lecture Draw attention to new or

different topics Motivate the participants

after session breaks Change the environment

after a problem, fight or difficult situation

Prove that newly gained

information and skills are applicable Make connection between

abstract situations and reality See and confirm that

training topics have been understood correctly Boost confidence by giving

the opportunity to apply new information and skills Gain the opportunity to

correct misunderstood or mislearned information and skills

107

Toolbox

BRAIN STORMING Brain storming is one of the best ways to receive high number of ideas from a group within short time. It is very useful for innovation and problem solving, and it is one of the best ways to motivate the participants or to enliven a particular session. It promotes the participation of all trainees and encourages the participants to think. Brain storming is very useful for the trainer as well. In this way, you can collect information about level of information and experience of the participants and direct the teaching process with different approaches and interventions based on real needs of the participants.

BENEFITS AND AREAS OF APPLICATION Encourages to think widely and freely on a topic. Ensures that the group grasps the depth and details of an issue. Encourages all members of the group to participate. Gives an idea to the trainer about the experience of the group. Introduces a new discussion or topic. Ensures that experience and ideas are shared at maximum level within shortest period of time. Enlivens the session and increases the participation.

PREPARATION Materials

: Flip chart, projector or blank paper (selecting one of these depends on the need to use the information consecutively).

Group size

: 6-20 participants

Planning

: At the beginning of a topic

Duration: 3-4 minutes (a list composed of 60 different ideas is prepared).

IMPLEMENTATION 1. Write the topic on flip chart or on a blank paper. 2. Ask people to say in one or two words whatever comes to their mind. 3. Ask the participants to think freely and underline that they should not be concerned by the fact that some ideas may seem meaningless at the beginning. 4. Ask the participants to wait until the end of the session to express their judgements and comments on the ideas of other participants. 5. Ask the participants to produce ideas constantly. 6. Remind the participants that they can produce ideas based on the ideas of other participants. 7. Write the ideas expressed and number them. 8. Make sure that no ideas have been missed. 9. Sometimes produce ideas yourself to change the flow of the ideas. 10. Keep the list of ideas at a visible location to drive new ideas from the ones expressed. 11. If there is no further contribution from the participants remind the topic again. 12. When you reach enough number of ideas end the session.

108

Toolbox

ROLE PLAYS Role plays offer a semi-real case to the participants to play a game where they replace main characters and to see the issue from different perspectives. It allows to address individual problems and needs from a wider perspective. Furthermore, role play offers a different and enjoyable training environment thanks to sense of humour.

BENEFITS AND AREAS OF APPLICATION Ensures that the participants have a better understanding of an already learned issue. Combines different skills and information. Ensures that learned information is seen in practice.


: Stage decor, table, chair, occupational health and safety

Group size

: 2-4 persons

Planning

: At the beginning or end of a topic Duration: 5-15 minutes Duration of feedback: 10 minutes

IMPLEMENTATION 1. Prepare the script in advance. 2. After preparing the stage explain the role play to the participants briefly. 3. Distribute the roles to participants in written format (Players should not know the role of each other). 4. Make an information speech of 1-2 minutes. 5. Announce the duration of the play to all participants. 6. Ask other participants to make notes and record videos. 7. Give the participants some time to plan their tasks. 8. Ensure that role play is exercised without interruption. 9. Allow free development of ideas. 10. Discuss important points of the play by using the notes and video records. 11. Get feedback of the participants. 12. Ensure that players assess themselves. 13. As the trainer you give feedback at the end.

109

Toolbox

DISCUSSION GROUPS Discussion group is one of the commonly used participatory teaching techniques. Discussions can serve to various purposes such as mobilizing group dynamic, revealing different ideas and views, raising awareness of the topic with the help of the participants. While the participants harmonise newly acquired knowledge with their existing information they also gain the opportunity to interpret this information with concrete experience. Discussion and similar participant-centered activities create a relaxed environment, thereby enabling active participation by the attendees, and increase the interest in the training by enabling autonomous and independent movement. Notes below provide important information for the management of discussions. When to use the discussion groups during the training depends on various factors such as how tired and attentive the participants are, wish to include their views in the training and to start the training.

OBJECTIVES Discussion groupTo decrease the tension and strengthen the relations before the start of the

training. To draw attention to the topic. To change attitudes and information by sharing ideas. To create interaction. To lay the foundations for next topic. To link the sessions.

BENEFITS Creates a relaxing noise. Trainers can observe the participants very well. People realise that everybody can make a contribution. Some ideas can be caught from discussions in other groups.

IMPLEMENTATION Questions asked to the groups should be net and concise and if possible should describe required

action. For instance, 10 hygiene conditions applicable to any workplaces. Each question should be tested before the training to be able to get desired response. Question(s) should be written on flip chart or paper before starting the discussion. Paper and markers should be provided to each group.

BRIEFING 1. State the purpose and time available. For instance, “We will work around 20 minutes in groups of 3-4 participants to share our ideas”. 2. Explain what is expected. For instance, a list of problems caused by discrimination. 3. Explain the working method. In each group, assign one participant as writer, one as note taker and one as presenter. 4. Ensure that explanations are net and understandable. 5. Do not discuss the training technique, do not name the technique. 6. Set up groups of 2-10 participants.

110

Toolbox

DISCUSSION GROUPS (Cont .) ROLE OF THE TRAINER During the discussion Allow the groups to work alone. Check whether all groups have understood the question and whether someone notes group

discussions. Take care of all groups without focusing on one of them. Help more quite groups. Leave the environment so that the groups can work freely. Ask the groups to write the conclusions on flipchart. Hang the paper on walls after finalization of the discussions.

After the discussion Keep the duration of feedback short (5-10 minutes) Clarify the issues which have emerged during group discussions. Summarise the information. Encourage interaction between the groups. Underline important issues. Do not get all responses and comments. Do not take a defensive stance in case of conflicts. Invite quite group members to give feedback. Ask questions to clarify unclear issues and summarise. Summarise key points of the training. Thank all groups.

111

Toolbox

CASE STUDY A good case study should be in line with level of information of the participants and should not be prepared by using missing or incorrect information. The script should be developed based on available information about target group, and a case reflecting the realities of the individuals should be created. If needed, entertaining situations can be incorporated into the scenario.

BENEFITS AND AREAS OF APPLICATION Ensures that ideas and experience are shared. Ensures that existing information is used to discover new or non-conceived information. Increases the interest in the topic. Ensures the solution of problems. Helps to develop and change behaviours.


: Print-out of the case study to be distributed to each participant, paper, flipchart

Group size

: Around 3-5 participants (Groups balanced in terms of experience)

Planning

: Duration can change depending on the type of the case (on average 20-30 minutes).

Net questions should be prepared concerning the case and be tested before the training.

IMPLEMENTATION 1. Divide the participants into groups. 2. Explain the purpose and duration of the case study. 3. Explain the result/product (a list, solution of the problem, etc.) that you aim to reach by the end of the work. 4. Distribute the case study where questions and explanations are written. 5. Ensure that everybody understands what is expected from him/her. 6. Give time to the groups to read and study the case. 7. Follow the work of each group. Encourage passive participants and give hints to identify points of attention by asking questions. 8. Do not intervene in the groups doing well. 9. Remind the remaining time in the last 3-4 minutes. 10. Determine who will act as speaker. 11. Ask the group speakers to summarise the key points of their feedback and then to explain the groups’ views. 12. Encourage the members of other groups to ask questions. 13. If needed, ask other participants to share their views. 14. Summarise and give final feedback by underlining important issues.

112

Toolbox

CASE STUDY (cont.) PREPARATION OF THE CASE 1. Identify to which learning objectives the case will serve and write the purpose of the case. 2. Develop the main theme of the case. 3. Prepare a case starting with simple problems and developing into complex problems: The case selected should be interesting and realistic. It should be in line with the level of the participants. It should include details about the topic of discussion. It should encourage the participants to make judgements and solve the problem by taking all

details into consideration. 4. Collect information that will constitute the basis of the case by studying documents, making interviews and searching the issue via internet. 5. Write the case.

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Toolbox

TICK BOX Tick box is an effective teaching method used at the beginning of the training in order to determine views, attitudes and preconceptions of the participants towards training topic. Opposing views on discrimination, social inclusion, poverty or any other topic are written, and difference of opinions between the participants and different perspectives can be identified quickly. Thus valuable information in order to intervene in to-be-changed attitudes of the participants is obtained. Information collected on the basis of discussions can be noted and can be referred in following sessions/days.

BENEFITS AND AREAS OF APPLICATION Ensures the determination of previous experience (especially at the beginning of training or

session). Helps to determine existing ideas and information. Ensures that individual views are collected and general behaviours and beliefs are found out

without asking.


: Tick box form, pen, paper, flipchart

Group size

: Individual

Planning

: Duration: 15 minutes

5 minutes to inform/mark the boxes Duration of feedback: 10 minutes

IMPLEMENTATION 1. Distribute mark box form. 2. Explain what is expected from the participants. 3. Make sure that the participants work individually. 4. Remind that it is not a test but a tool to develop the ideas mutually. 5. While the participants complete mark box form try not to watch or inspect them. 6. Encourage the participants to complete the form in 3-4 minutes. For instance, ask “have you all completed the form?”. 7. At the beginning, ask whole group to which option they feel closer. Then ask the participants to explain their choice. 8. Once the discussions get into a shape ask questions to participants directly. For instance, “Ahmet, did you mark A or B for Q3?”. 9. For superficial answers try to go into details. Ask “why”. 10. Try to find out real experience. 11. Draw conclusions based on the distribution of opinions in the group and give feedback.

114

Toolbox

TICK BOX Somebody is always excluded in the society. We cannot prevent this.

 

Nobody has to be excluded. These problems can be solved if legal measures are taken.

Being poor means being excluded.

 

Being poor does not mean being excluded. There are other individuals and groups who are excluded due to other characteristics.

I can hide my cultural values, beliefs and political opinion in order not to lose my job.

 

I do not make concessions from my characteristics and values. I expect people to accept me like this.

I do not fight against social discrimination. Such situations cause troubles.

 

When I encounter social discrimination I intervene in and report it to relevant authorities.

Eliminating prejudice is more difficult than splitting the atom.

 

Maybe prejudice cannot be eliminated but it can be ensured that inidividuals see the consequences of their behabiours.

Tourists can be discriminated as well.

 

Tourists are not excluded. They are seen as different as they are foreigners.

Women can perform certain jobs.

 

Women can do any jobs like men.

Equality of opportunity in education is important. Otherwise some people may not be able to use their right to education .

 

People who do not love each other do not need to communicate.

 

People willing to educate themselves attain their target under any circumstances. Some people hide behind equality of opportunity in education. People may not love each other but they should understand the other party by communicating.

Public services are available everywhere and are accessible to everybody.

 

People should be informed about their rights to benefit from public services equally.

NOTES

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Toolbox

SUMMARY TECHNIQUE Summary technique is based on brain processing theory. The aim is to render the information processed by the participants permanent by repeating and coding it. In order to render the learning permanent, important points of newly acquired information and skills are repeated and/or the participants get them repeated. New information/skills can be repeated by the end of session(s), at the end of the day and by the end of the training if the training lasts more than one day. In any case, the aim is to summarise important points via short repetitions and make new information permanent. While order and timing of the activities and teaching methods can change in any training summarizing technique never changes. It is useful to apply it during all training programmes in a disciplined and simple manner. Once target behaviours have been taught an action plan is prepared to transfer them to real life and it is planned how important topics will be used.

BENEFITS AND AREAS OF APPLICATION Ensures that ideas and actions to be taken are considered in depth. Helps to plant seeds of a set of individual ideas and actions in individuals’ minds in order to

prepare the “Individual Action Plan”, to be drafted by the end of the training.


: Pen, paper, flipchart, projector

Group size

: Individual

Planning

: End of section, day and training

Duration of summary: 10 -20 minutes Duration of action plan: 45 minutes

IMPLEMENTATION 1. Explain that you will make a summary. 2. Remind briefly main issues that were addressed. 3. Ask the questions that you have formulated and put them on the presentation or flip chart in advance or reflect them to screen. 4. Ask the participants to summarise 2-3 issues that they learned and found important on a blank paper. 5. Give the participants 2-3 minutes to develop their individual opinions and write them. 6. Ask each participant to say 1 issue that they learned and found important and write it on flip chart. 7. Show that you agree with the participants’ views and link it to the subject of the training. Show that you approve some topics and praise others if appropriate. 8. If it is a summary at the end of the session or day, give a title to flipchart papers on which you have written the conclusions and hang them on the wall. Summarise the most important points and link them to next day. 9. If it is a summary at the end of the training distribute a printed action plan.

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Toolbox

INDIVIDUAL ACTION PLAN I will use following information and skills that I have learned during this training at my workplace .

IN THE SHORT TERM Till (date) My target

:

: My activiti

Resources

Possible Challenges

IN THE MEDIUM TERM Till (date)

:

My target

: My activiti

Resources

Possible Challenges

IN THE LONG TERM Till (date)

:

My target

: My activiti

Resources

Possible Challenges

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Toolbox

TRAINING EVALUATION QUESTIONNAIRE Title: Location: Dates:

TRAINING 1. Conditions of the training venue were suitable for studying. 2. The training started on time. 3. Content of the training met my expectations. 4. Duration of the training, lectures and activities were sufficient. 5. Sufficient breaks were given during the training . 6. Training materials were clear and provided required information.

TRAINER 7. Presented topics in an interesting manner. 8. Answered questions sufficiently. 9. Used time efficiently and effectively. 10. Clarified steps that we will follow in performing our tasks 11. Helped us to clarify unclear issues. 12. Informed us sufficiently about all issues discussed. 13. Managed the discussions between the participants and helped us. 14. Summarised important points. 15. Gave feedback if needed.

SUGGESTIONS:

118

❷

❸

❹

Strongly Agree

❶

Agree

If any, please give your comments and suggestions at the end.

Neutral

Please mark only one choice for each question.

Disagree

Please evaluate each question in a scale of 5

Strongly disagree

How do you evaluate the following after the training?

❺

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Social Inclusion and Social Exclusion SOCIAL INCLUSION Greater participation of indviduals in decision making which affects their lives and access to their fundamental rights.

SOCIAL EXCLUSION

• The experience of social, cultural and economic inequalities. • Lack of fully participation because of poverty, inadequate

education or

underdeveloped life-skills.

• Social exclusion is something that can happen to anyone. • People with certain backgrounds and experiences are often more likely to experience social exclusion.

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Who may experience “Social Exclusion”? • Unemployed people • Women • Migrants • Low educational achievers • Older people • People with disabilities • Travellers • Lone parents • Home-makers or careers • Homeless people

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The E ects of Exclusion Financial loss Poor access to services Lack of hope

Underachieving educational potential Health Stress

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Poverty and Social Exclusion They are strongly inter-related; however they are not the same thing.

POVERTY Narrow

Broad

Not everyone who is poor is socially excluded Condition of not being able to earn enough Condition of not being able to earn enough Person is living in poverty

Not everyone who is socially excluded is poor Condition” of not being able to participate fully Condition” of not being able to participate fully Person is living inequality

Lack of sufficient financial resources

Lack of access to rights

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SOCIAL EXCLUSION

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Roma People and Poverty • Overcrowded houses • Houses with low infrastructural capacity or limited water and electricity utility

• Houses with no infrastructure (no drinking water/sewerage connection or electricity, no heating)

• House like structures built out of

carton boards or in worst case no houses with roof

• No roads and pavement in the slum areas • No security within which resembles a ghetto in some cases • Other reasons LECTURE NOTES

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Common Basic Principles of EU on Roma Inclusion - 1

Pragmatic nondiscriminatory policies

Aiming for the mainstream

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Explicit but not exclusive targeting

Inter-cultural approach

Awareness of the gender dimension

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Common Basic Principles of EU on Roma Inclusion - 2

Transfer of evidence based policies

Use of European Union instruments

Involvement of civil society

Involvement of regional and local authorities

Active participation of Roma

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4 Pillars of Social Inclusion

02 Employment

Education

01 03 Health Services

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04

Social Services

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5 Principles for Local Service Provision e Ch

Vary Services

Equality

Choice

oi c

Make services available

Offer different choices Feedback and consultation mechanism

Engagement and feedback

Engage with your local instituition

Do not discriminate

Active participation

Treat fairly Create inclusive work culture

Engagement & feedback

bility

pta Ada

Be proactive Make assessment Tailor services Make changes if unnecessary

Reduce duplications Allocate tasks

Collaboration

Adaptibility

Share knowledge & infrastructure

Collaboration

Equality

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Social Discrimination and C tegorizatio SQUARE

DIAMOND

Prejudice and stereotypes

• A prejudice is a feeling about a person based on their membership in a group. • A stereotype is a belief about a certain group of people. Both stereotypes and prejudice •

can be either positive or negative. Discrimination is an action that denies the rights of a person due to their membership in a group. When a single person discriminates, it is individual discrimination, when an organization discriminates, it is institutional discrimination.

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Distortions in Communicatio Past experiences culture, feelings

Past experiences culture, feelings

Message - Feedback Prejudices, stereotypes judgements

Distortions

Prejudices, stereotypes judgements

Distortions

Perception issues in communication can lead to a number of distortions, which are judgments of others.Stereotypes and prejudices are different type of distortions.

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Problem Analysis ve 20/80 Rule Why do public institutions combat discrimination ineffectively? Why do Roma children leave school early?

80% 20% Why do companies avoid employing Roma?

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Why don’t Roma youth apply vocational courses?

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Types and Levels of Stakeholder Particip tio ① Passive participation ② Providing information ③ Consultation Type of ④ Giving Support Particip tio ⑤ Functional participation

Level of particip tion in decision-making

⑥ Interactive participation ⑦ Collective Action

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Matrix of interest:

Stakeholder Analysis

• Help you to identify key stakeholders, their potential conflicts of interest and • Reveals the expectations between stakeholders. Matrix of participation:

• Maps whom to involve in which way at different stages of your activities • Desribe the degree to which partners and people are being meaningfully involved Matrix of readiness and power:

• The level of preparedness of the stakeholders against your activities • Helps to see the capacity or ability of your stakeholders to influence the course of your activities. • Willingness/Preparedness: Willingness is the state of being prepared to do something for you. • It is also the stakeholder’s view of your activities, whether sometimes positive or sometimes negative. • Power: the influence that stakeholders have over the success of your activities. LECTURE NOTES

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ica t Co mm un

What are the coordination problems among public institutions?

n tio

ina ord Co

What is the role of communication for cooperation and coordination and why is it important?

ion

Acti e and E ecti e Collaboration with S akeholders

Collaboration What are the differences between coordination and cooperation? LECTURE NOTES

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Strategic Planning 01

02

03

04

05

Vision

Mision

Objectives

Strategy

Actions

Vision: The statement that conveys your hopes for the future Equality for everyone A world without poverty, A world where everyone has a decent place to live...... Mision: The tatement talks about how you will get there. “Our mission is to help disadvantaged groups to find sustainable jobs.”

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Strategic Objecti es Specific Measurable Achievable

S M A

Relevant

R

Timely

T

Well-defined and clearly stated What exactly do I want to achieve? Where? How? When? What are the barriers and limitations? Assessable, comparable, easy to calculate How many? How will I know when it is accomplished? Attainable, realistic and applicable in the current local conditions. How can the objective be accomplished? How realistic is it when we take into account the possible barriers? Relevant to the problem, contribute the accomplishment of the mission Is it worthwhile? Is this the right time? Do we the right organization? Is it applicable in current local environment? Within a time frame, with a date for completion When? What can we do in following 9 months from now?

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Distribution of Activitie and Tasks

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The Dynamic Nature of Cooperatio • Lack of Information • Changes of Power • Control: • Interfere in the internal affairs • New alliances

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S.W.O.T Analysis • To draw a picture of current situation

• To explore possibilities for new efforts

• To explore solutions to problems

• To plan and act effectively.

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Criterion Based Relationship Anal sis

To talk figures rather talking problems friendly.

We do not like giving feedback during meetings due to fear of hurting others and disrupting relationships.

Measure cooperation performance against a fixed set of predetermined criteria

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Recognize Conflic Battling

2

1 Cooperation and Problem Resolving

3

Avoiding

Direct Intervention / In-direct Intervention LECTURE NOTES

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Tactics Used in Co flict Situ tion

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Multi-Dimensional Communi ation or Social Inclusion

MoFSP MoNE MoH

İŞKUR CSOs

Capacity Human resources Knowledge Expertise Database Legal

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Bottom to Top

Service-oriented, productive, efficient, cost-effective, transparent, and accountable

Communication for Inclusion

Organisa onal

Targeted Excluded Groups Opinions, needs, problems, attitudes, knowledge, social system, culture, history

Mass

Interpersonal

Youth

Ro ma

Hinterland of Communication

Disadvantaged

Skills

Networking Mediation Counselling Training Communication Leadership

Tools

Campaigning Website Media Social Media Seminars /Meetings Dedicated services

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Communication Styles

01

Assertive

Speak openly in a conversational tone, have good eye contact, and value themselves and others

02

Passive

Afraid to speak up, avoid direct eye contact, and agree with others even when they don’t really agree

03

Agressive

Tend to interrupt and intimidate others, speak loudly, and try to control others

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XYZ Formula

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Asserti e Listening Show them you understand: they feel strongly what they feel strongly about why they feel strongly about it.

Win yourself a hearing. Explain your own feelings Refer back to their points Make your points firmly but stay friendly.

Work to a joint solution: Seek their ideas Build on their ideas Offer your ideas Construct the solution from everyone’s needs.

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Non-Verbal Aspects of Di erent Behaviours Passive Non-Verbal Behaviour

Aggressive Non-Verbal Behaviour

Assertive Non-Verbal Behaviour

Dull and quiet tone of voice. Hesitant and jerky flow of speech. Frequent throat clearing. Smiling when being criticised or put down. Little eye contact. Hand wringing and hunched shoulders. Nervous movements and stepping back.

Strident and loud tone of voice. Cold or sarcastic tone. Fast and sometimes clipped speech. Chin thrust forward, jaw firm, scowls and raised eyebrows. Clear and dominating eye contact. Arms crossed, strides about, finger pointing and arm waving.

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Firm and clear tone of voice, but always controlled. Fluent and even speech pattern. Facial expression related to emotions, and neutral when emotions not being expressed. Upright or relaxed. Erect but non threatening head posture.

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Verbal Aspects of Di erent Behaviours Passive Blames others Threatens through questions or requests Opinions expressed as facts Lots of ‘I’ statements Lots of advice through ‘should’, ‘must’ and ‘ought’ Puts others down, often through cynicism or sarcasm Makes assumptions.

Aggressive

Justifications

‘I should’, ‘I ought’

Self deprecating

Long statements

Apologises, seeks permission

Dismisses own requirements

Assertive Concise, to the point statements Positive approaches to overcoming problems Little advice given No ‘musts’, ‘shoulds’ or oughts No assumptions or blaming, only constructive criticism ‘I’ statements that distinguish between fact and opinion Seeks to find out requirements, opinions of others.

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When Giving Feedback 1. Get the timing right. 2. Ask the performer how they think the task went or is going; ask specific well thought out questions to make them think about the task, to become aware and to be responsible for the task. 3. Give only as much feedback as you think the receiver can use based on behaviours that can be changed. 4. Talk only about what you have seen and what you have felt. 5. Focus on the behaviour on the person. 6. Avoid feedback that is negative judgmental, prescriptive, moralizing, admonishing, demanding. 7. Ask for, listen to, the response to your feedback. 8. Ask for, and listen to, options open to the other person to resolve the problem. 9. Contract on one of the options.

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Listening Model

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Writing Messages and Themes MESSAGE

THEME

Used to transfer information

Used to start dialogues and discussions between people

Assumed to be understood in the same way by everybody

Discloses different perspectives on a discrimination and exclusion issues

Proposes solutions for people and includes recommendations on what to be done for discrimination discrimination

A discussion on discrimination is started and parties are invited solve the problem

Shows benefits of recommended information to the people

Helps people realize needs and opportunities, and propose solutions

Aims at persuading people and helping them absorbe recommended information

Aims at picking brains regarding reasons and probable solutions of identified problems

Can be sent directly or indirectly

A theme must be carried out face to face with people or via TV and social media

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Means Of Communicatio

FACE TO FACE

BROADCAST MEDIA

MOBILE

SOCIAL MEDIA

Meetings Training Activities Exhibits and public art Sports Conferences and seminars Community or national events etc.

TV Radio Films Recorded Music Web etc.

Messages Phone calls Email etc.

Blogs Forums Social networking services Business-oriented social networking services etc.

PRINTED

Posters Brochures Promotional materials Comic books or other reading material News stories, columns etc.

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Reference

Reference Anderson, L. W(Ed.)., Demetriou, A., Mavroskoufis, D. D., Janevski, V., Pešikan, A., Spasic, R., Hodolidou, E. (2013) Teaching for Learning A Reference Guide For Results-Oriented Teachers. Beograd: Gama Digital Centar Biech, E. (Ed.) (2008). Handbook for Workplace Learning Proffesionals. Link: https://www.td.org/Publications/Books/ASTD-Handbook-for-Workplace-Learning-Professionals Butcher, C., Davies, C., Highton, M. (2006). Designing Learning. New York: Routledge Connolly, B. (2008). Adult Learning in Groups. New York: McGraw-Hill Davis, B. G. (2009). Tools for Teaching (2nd ed.). San Francisco: Jossey-Bass Freire, P. (2003). Pedagogy of the Oppressed. İstanbul: Ayrıntı. Furjanic, S. W., Trotman, L. A. (2000) Turning Training into Learning. Link: http://www.amacombooks.org/ book.cfm?isbn=9780814405192 Herod, L. (2015) Adult Learning: From Theory To Practice. L ink: http://en.copian.ca/library/learning/ adult_learning/adult_learning.pdf Ittner, P. L., Douds, A. F. (2003). Train-the-Trainer Workshop Coursebook. Massachusetts: HRD Press Jordan A., Carlile O., Stack A. (2008). Approaches to Learning. New York: McGraw-Hill Knowles M. (1973). The Adult Learner: A Neglected Species. Houston: Gulf Publishing Company Marriam, S.B. (2002). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. Wiley Online Library. Doi: 10.1002/ace.3 McArdle, G. (2010). Instructional Design for Action Learning. Link: http://www.amacombooks.org/book. cfm?isbn=9780814415665 Mezirow and Transformation Theory. http://arabcampaignforeducation.org/vb/attachment.php?attachmentid=71&d=1414414784 Moon, J. A. (2004). A Handbook of Refective and Experiential Learning. London: Routledge Rees, F. (2005). The Facilitator Excellence Handbook (2nd Ed.). San Francisco: Pfeiffer

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NOTES

NOTES