CISV - Leaders and Staff Handbook

LEADER&STAFF HANDBOOK

Design by Amanda Scattolini

ABOUT CISV

VISION,PURPOSE&PRINCIPLES

CISV has a vision of a more just and peaceful world; we believe that we can all take responsibility for making this happen. This vision gives us a strong purpose, or mission, which is summed up clearly in our Statement of Purpose:

CISV educates and inspires action for a more just and peaceful world

In other words, CISV exists to educate and inspire people so they can actively contribute to a world of peace, justice and equality, where Human Rights and the environment are respected. CISV does this because we believe that everyone can play an active role in creating a better world.

OUREDUCACIONALPRINCIPLES

We appreciate the similarities between people and value their differences

We support social justice and equality of opportunity for all

We encourage the resolution of conflict through peaceful means

We support the creation of sustainable solutions to problems relating to our impact upon each other and the natural environment

We believe that through the choices we make, debates we have and actions we take within our families and communities, we can all take responsibility for making our world a better place to live in.

PEACEEDUCATIONCONTENT

CISV is a Peace Education organization acting to make a positive impact in the world. But what does “Peace Education” mean? Simply put, Peace Education looks at local and global issues, recognising that peace can mean much more than the absence of war. Peace Education is a way of learning about issues that are seen to be the root causes of social injustice and conflict.

The purpose behind Peace Education is to develop the Attitudes, Skills and Knowledge needed in order to act for positive change; in other words, to help individuals to become Active Global Citizens

EXPERIENTIALLEARNING

‘Learning by doing’, or ‘Experiential Learning’ is simply a way of saying learning through direct, personal experience, rather than from reading books or listening to lectures. It is the basic educational approach of all CISV Programmes and this process is referred to as ‘Experiential Learning’.

FOURCONTENTAREAS

CISV has four Peace Education content areas, which are each linked directly to its four Educational Principles, making a very clear connection to CISV’s Purpose.

Diversity explores the identity of the individual and asks us to consider ourselves within our own and the wider community.

Considers how Human Rights affect every aspect of our lives and how violations can lie at the root of problems such as poverty, violence and lawlessness.

Sustentable Development looks for integrated ways to promote economic and social well-being, while protecting the environment through the responsible use of natural resources.

Conflict and resolution helps us understand how conflicts can arise, deliberately or otherwise, and what can be done to help bring peaceful resolution.

TRAINING HANDOUT TOOLS

GOLDENCIRCLE

One of the skills that turns good leaders into great leaders is their ability to inspire and motivate others. And the reason they are able to inspire others is because they know their WHY. They have found their purpose in life, and they want to share it with others.

WHY do you do what you do? Describe your purpose, cause or belief.

Very few planning groups know WHY they do what they do. Why is not making an activity, that is a result. WHY is a porpuse, cause or beliefe. It's the very reason your activity exist.

WHY HOW WHAT

HOW do you plan on realizing what you believe in: your Why!

Some planning groups knows HOW they do an activity, those specific actions to realize your WHY. And that is what makes them special.

WHAT the result exactly? What activities and trainings do you deliver. Every planning group knows WHAT they do. These are your process, the results of your why, your proof.

FIVESTAGESOFGROUPDEVELOPMENT

Each stage of team development has its own recognizable feelings and behaviors; understanding why things are happening in certain ways on your team can be an important part of the self-evaluation process.

The four stages are a helpful framework for recognizing a team's behavioral patterns; they are most useful as a basis for team conversation, rather than boxing the team into a "diagnosis." And just as human development is not always linear (think of the five-year old child who reverts to thumb-sucking when a new sibling is born), team development is not always a linear process. Having a way to identify and understand causes for changes in the team behaviors can help the team maximize its process and its productivity.

Group Development

STAGE DESCRIPTION LEADER SHOULD MEMBERS CONFLICT

Forming

Group just formed and dependent on leader for direction, some exploration of roles, common goals are assumed, need for information

Give clear directions, help everyone to feel safe and included, help clarify what needs to be done, give positive feedback.

Often polite and tentative, rarely ask for clarification, comply with decisions, want to feel included, may be nervous and/or excited.

Storming

As members brgin to take ownership, task conflict and confusion will arise, role and goal clarification are needed

Help work through task conflict, step back and allow members to assume leadership and responsabilities

Will be more vocal and involved, may challenge leader, express confusion or want changes, shoul focus on tasks

Minimal, possibly developing under the surface, most will conform

Norming

Group sets norms of behavior and decision making everyone understands their role and task, communication is open and productive, feeling of affection grows

Become a facilitator that helps members develop their own tasks, support changes that increase productivity, listen and encourage progress

Help facilitate with clear communication, create effective decision making procedures, seek norms that increase participation and cohesion

Working through productive conflict can build trust, personal conflict can stop progress

Set norms to adress conflicts that may arise, change things to reduce confusion or ambiguity.

Performing

Group functions well and is able to make decisions challenges or conflicts, the group is excited and confident in their actions, evaluates progress

Act as an expert member, participate fully without dominating, watch for signs of problems or regression.

Work well with other teams members, can accomplish tasks, feel sense of belonging.

Conflicts may arise, but the group can function well and handle them appropriately.

Adjourning

The group must come to an end and everyone will feel strong emotions of loss, sadness, and possibly confusion. Need a chance for closure and support.

Facilitate ways to say goodbye and make sure logistics for leaving are prepared.

Need emotional support and rest, can best handle if they are aware of their needs, may feel excitement or anxiery at leaving.

Conflicts may arise as emotions emerge, continue to offer support.

TIMETOLOVECHART

The more time you spend at camp, the more your love grows and with it the intensity of activities increases (5 stages of group development).

SIMULATION GAMES

TRUST GAMES

TEAM-WORK GAMES

COOPERATION GAMES

COMMUNICATION GAMES

NAMEGAMES

ATTITUDES,SKILLSANDKNOWLEDGE

Active global citizens needs a combiantion of attitudes, skills, and knowledge (ASK). In CISV we ensure these attitudes, skills and knowledge are the heart of our educacional goals and our approach to learning.

Attitudes-howwethinkandbehave

Being open minded

Behaving flexibly Willingness to include people

Taking responsability for your own actions and decisions

Skills-ourabilityto/for

Communicate

Leadership

Self-reflection

Creative problem solving

Knowledge-informationwegainabout

Population dynamics

Communcation concerns

Geographical facts

Environmental issues

LEARNINGBYDOING(DRGA)

Learning by doing is the process of learning through actions. This process of learning does not require any previous knowledge or understanding.

By adopting this method, you learn through active participation or experimentation. When it comes to introducing yourself to any new activity, this is one of the best ways to do so because you don’t just read about how something works – you actually get a chance to understand the application of it.

concrete

APPLY REFLECT

When the "do" comes after the "apply" it is not the same "do" from the begnning. It is the moment to see what you did and reveal if you could do it better, and "do it again, you're not the same person".

SOME FEEDBACK TOOLS

SANDWICHFEEDBACK

A feedback sandwich is a method of feedback where positive feedback serves as a cushion to negative feedback. Generally, a manager or superior delivers positive feedback. Then, they deliver critical or constructive feedback and close with positive feedback.

THE FIRST POSITIVE COMMENT

THE CONSTRUCTIVE FEEDBACK

THE CLOSING STATEMENT REAFFIRMING THE POSITIVE COMMENT

Top slice of bread: The first positive comment, telling the team member the content was in-depth and it had great examples.

Meat: The constructive feedback, letting the team member know the slides needed some improvement to be more personal and engaging.

Bottom slice of bread: The closing statement, reaffirming the positive comment that the team member did a great job overall.

WRAPTECHNIQUE

1. Describe your context. Start by offering context to increase the other person’s understanding and appreciation of your situation.

2. List your observations. You then offer observations – without fingerpointing – of specific examples and instances.

3. Express your emotions. You let the recipient know how you feel about the facts, creating awareness of the impact of the facts on you, without blaming anyone in particular.

4. Set by values. You explain your needs, because the receiver just may not realize what is important to you.

5. End with suggestions. You allow the person to figure out what needs to be done to close the gap between needs and facts, and you offer a suggestion or two to move things forward.

DEBRIEFING IDEAS-ways todebrief

DELEGATIONS,QUESTIONS–BIGGROUP

Questions are asked, discussed within own delegation, and one person from each delegation can, if the delegation wants to, share what they discussed after each question.

DELEGATIONS,WITHOWNQUESTIONSHEET

Each leader gets all the questions, and does the debriefing with own delegation, where ever they want, and without sharing with the rest of camp.

PERSONALREFLECTIONS,TOGETHER

Everyone sits in a room. Maybe back to back to another person. One asks questions, for individuals to reflect upon, then ask another and so on. Everyone is quite, except for the person asking questions.

PERSONALREFLECTIONS,ALONE

Everyone gets a paper with questions and is asked to spend time alone reflecting upon those questions.

WRITING,LETTERTOYOURSELF

Write a letter to yourself, about how you feel, what you learned, what you gained, your reflections…

DRAWING

Make a draw to yourself or someone else about how you feel, what you learned, what you gained, your reflections

CIRCLES/SQUAREDANCE

Two circles. One facing the other. A question is asked, you discuss with the person sitting in front of you, then one of the circles move (one spot, two spots… whatever) and a new question is asked. You can prepare questions, but you can also do variations where maybe the outside circle asks the inside circle a question.

POSTERSONAWALL

Different questions or Statements are discussed at different Posters that have been placed on the Wall of room (well separated from each other) and you can walk around to any Poster you feel like, take part of the discussion and walk to another Poster when you feel like it. Or, in the same way, but only leave the Poster after a given time. So you have to stay at a Poster for eg. 4 minutes, and then someone says you can move, and you chose to move or stay at your Poster. Each Poster focuses on an area of the debriefing/topic.

CAFETABLES

Different questions are discussed at different tables, and you can walk around to any table you feel like, take part of the discussion and walk to another table when you feel like it. Or, in the same way, but only leave the table after a given time. So you have to stay at a table for eg. 4 minutes, and then someone says you can move, and you chose to move or stay at your table. Each table focuses on an area of the debriefing/topic.

WALKANDTALK

Walk with one or two others, discuss a question asked. Come back after a set time. New question – either new walking partners, or stay in the group and discuss the new question in a walk and talk style.

TALKINGTOATREE

Sit next to an object, alone. Whisper to the object how you feel, what you learned, gained, etc… Personal reflection and time to say things you maybe aren’t comfortable saying to others.

THEINTERVIEW

Put someone in the spotlight (it cold be the Junior Council group, five leaders, the staff, a certain delegation, only girl participants, someone who doesn’t speak English… up to you). Have a person facilitate prepares questions for the once in the spotlight, who are then being interviewed. Everyone else is observing the debriefing, and gets to listen and reflect on what is discussed on stage.

WORDSINAROOM

Put up different words at spots in a room. The words could reflect feelings or emotions (e.g. surprised, happy, frustrated) that the activity might have made participants feel, the words could relate to the activity in other ways. People walk to a spot with a word and talk about that word and how it related to the activity, share their experience in reflection with the world, etc…

BIGCIRCLE,QUESTIONS

Everyone sits in a big circle, questions are asked, people raise their hand and then organically answer following the DO – REFLECT – GENERALIZE & APPLY (Expeirential Cycle Model)

THEDEBATEPANEL

Place a number of high boxes people can stand behind and their upper body will be visible. Maybe 6 or 8 of them. Maybe as two sides of a square. Have everyone sit on chairs as the two other sides of the square, but maybe a bit further away (or place them somewhere else). Have a couple of facilitators run a discussion (a debate) where they invite different people to take a stand (behind one of the high boxes) and ask them questions, provoke them, get them to argue different opinions, views, experiences, etc… Have the facilitators replace the debaters throughout the debriefing.

BIGCIRCLE,DELEGATIONS

Everyone sits with their delegation, in a big circle.

IMPORTANT LINKS/ REFERENCES USED

GUIDES

Village Programme Guide - click here (last view January 2023)

Youth Meeting Programme Guide - click here (last view January 2023)

Step Up Programme Guide - click here (last view January 2023)

Seminar Programme Guide - click here (last view January 2023)

RULES

Child Protection Policy - click here (last view January 2023)

R-07 behavior rules - click here (last view January 2023)

EDUCATIONALCONTENT

The Passport - click here (last view January 2023)

CISV Resources - click here (last view January 2023)

Big ED - click here (last view January 2023)

Inclusive Magazine JB Brasil - click here (last view January 2023)

Here in this Village, an activity book for 11 years old - click here (last view January 2023)

BYEEE!