Ubuntu Leaders Academy - Trainer's Manual

TRAINER’S MANUAL

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of theinformation contained therein.

TRAINER’S MANUAL

INDEX Introduction.............................................................................................................................................................................................................................................. 5 Ubuntu Bridges For Peace (Erasmus +)........................................................................................................................................... 5 The Manual.................................................................................................................................................................................................................................... 5 Theoretical Foundation ....................................................................................................................................................................................................... 8 Ubuntu Philosophy........................................................................................................................................................................................................... 9 Ethics Of Care ........................................................................................................................................................................................................................... 9 Building Bridges ............................................................................................................................................................................................................... 10 Servant Leadership ...................................................................................................................................................................................................... 10 Ubuntu Method .............................................................................................................................................................................................................................. 12 Framework................................................................................................................................................................................................................................. 13 Ubuntu And The 5 Pillars.................................................................................................................................................................................... 13 Self-Knowledge ................................................................................................................................................................................................... 13 Self-Confidence ................................................................................................................................................................................................... 14 Resilience ...................................................................................................................................................................................................................... 14 Empathy .......................................................................................................................................................................................................................... 15 Service................................................................................................................................................................................................................................ 15 Ubuntu Leaders Academy ............................................................................................................................................................................................ 16 The Project ................................................................................................................................................................................................................................ 17 Objectives ................................................................................................................................................................................................................................... 17 To Whom? .................................................................................................................................................................................................................................... 17 Formats ........................................................................................................................................................................................................................................... 17 Ubuntu Leaders Academy Year .................................................................................................................................................. 18 Ubunt Leaders Academy Semester...................................................................................................................................... 18 Ubunt Leaders Academy Week .................................................................................................................................................. 18 Ubunt Leaders Academy Day......................................................................................................................................................... 18 Training For Trainers And Ubunt Leaders Academy .................................................................................. 18 Methodology....................................................................................................................................................................................................................................... 20 Non-Formal Education............................................................................................................................................................................................ 21 Experiencial Learning .............................................................................................................................................................................................. 22 Learning Through Reference Models .......................................................................................................................................... 23 Evaluation ................................................................................................................................................................................................................................................ 24 Introduction............................................................................................................................................................................................................................. 25 Evaluation Of Program Impact ................................................................................................................................................................. 25 Ubuntu Trainers Team......................................................................................................................................................................................................... 28 Introductory Note ......................................................................................................................................................................................................... 29 Princíples Of The Ubuntu Trainer......................................................................................................................................................... 30 Roles Of The Trainers’team ........................................................................................................................................................................... 30

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TRAINER’S MANUAL Training Process ............................................................................................................................................................................................................................ 32 Introductory Note ......................................................................................................................................................................................................... 33 Ubuntu Training Of Trainers ......................................................................................................................................................................... 33 Resources .................................................................................................................................................................................................................................... 33 Pedagogical Resources ......................................................................................................................................................................................... 34 Training Units ........................................................................................................................................................................................................................ 35 Leading Like Mandela ................................................................................................................................................................................ 36 Building Bridges ................................................................................................................................................................................................. 37 Overcoming Obstacles ............................................................................................................................................................................ 38 Ubuntu Lives ............................................................................................................................................................................................................ 38 I Have A Dream..................................................................................................................................................................................................... 39 Cooperation Model.................................................................................................................................................................................................................. 40 Introductory Note ......................................................................................................................................................................................................... 41 Cooperation Model ..................................................................................................................................................................................................... 41 Logistics, Materiails And Resources ............................................................................................................................................... 42

Planos de sessão e materiais ............................................................................................................................................................................... 45 Liderar como Mandela .......................................................................................................................................................................................... 47 Construir Pontes ............................................................................................................................................................................................................ 75 Vencer obstáculos ................................................................................................................................................................................................... 105 Ubuntu lives ....................................................................................................................................................................................................................... 125 I have a dream ................................................................................................................................................................................................................ 141

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INTRODUCTION Ubuntu Bridges for Peace (Erasmus +) Ubuntu Bridges for Peace is a project funded by the Erasmus Program to disseminate knowledge on the Ubuntu method so that it can be replicated around the world where people can recognize its value and transforming power.

The Ubuntu method is the basis for the Ubuntu Leaders Academy.

Finally, the last output, a digital toolbox containing all training content in at least three languages Portuguese, Spanish and English.

This digital platform also manages the Ubuntu Leaders Academy training around the world.

The opportunity to develop and lead this project is of enormous importance to IPAV who has witnessed the tremendous transformative power that the Ubuntu method has had in many who have participated in Ubuntu Leaders Academies all over the world.

This project is composed of four different intellectual outputs framed with the same purpose: to provide all stakeholders with the means to replicate the Ubuntu Leaders Academy, based on the Ubuntu method and ensuring respect for its principles.

The Manual

The first product of this project is a Book on Ubuntu philosophy, containing the contribution of several experts offering diverse and complimentary perspectives and opinions on the theme. The second output is this Manual.

The third is an Entrepreneurial handbook offering the necessary tools to implement projects in the community developed by,the Tomillo Foundation of Madrid and Everis Consultancy in Lisbon.

The current Manual is the result of the work of many people who have been building the Ubuntu Leaders Academy over the past few years. We wanted it to be a very practical tool assisting in the establishment of an Ubuntu Leaders Academy. Here, all the materials which have been tried, tested and evaluated are made available to anyone wanting to set up an Ubuntu Academy, helping new promoters to stay faithful to the spirit that runs through Ubuntu.

This is a document in constant improvement and enrichment, and for this to be possible, it is fundamental that all those who apply this methodology do so in the spirit of co-construction and sharing of knowledge and experiences. It is the spirit of wiki-Ubuntu.

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THEORETICAL FOUNDATION CHAPTER I

Ubuntu Philosophy “Ubuntu is a way of being in the world. It is a word that condenses the true essence of what it is to be Human.

My humanity is intrinsically linked to yours and, therefore, I am human because I belong, I participate and I share being in community. You and I are made for interdependence and to complement one another.”

Desmond Tutu

“(…)The Ubuntu philosophy has obvious and deep African roots that have extended beyond borders. Its essence isn´t South African. Its essence isn’t Portuguese. The essence of Ubuntu is to be human.“ John Volmink

This South African word contains a philosophy of life that is transversal and independent of any country, culture, religion or political affiliation. Ubuntu means “I am, because you are”, that is, I can only be a person through other people.

The Ubuntu philosophy, as Volmink tells us, deals with the essence of the human being.

When questioned with what makes us more human, the answer is the appreciation of the “I” in its search for meaning through encounters with others in a relation of constructive interdependence. The Ubuntu philosophy proposes that we each learn to find ourselves and the others, communicating, relating, preserving and enhancing the individuality of one another.

We assume our lives as being interconnected and we are complete only when in relationship with each other. So, being Ubuntu, in stark contrast to the notion of self-sufficiency, is to believe in a common and interdependent humanity. Individual well-being and happiness are intimately linked to the well-being and happiness of others.

The Ubuntu Leaders Academy has its roots in the Ubuntu philosophy of life which permeates the project’s methodology, present in the tools and instruments used, in the attitude and way of being of the trainers/facilitators. It aims to empower young people and educators towards an ethics of care, the construction of bridges and servant leadership.

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TRAINER’S MANUAL

Ethics of care This concept is very close to Ubuntu.

We live in a world of speed and ephemeral digital immersion. Life is being increasingly mediated by sophisticated machines and software replacing irreversibly, what was previously done by and with people. The lack of human face and presence has ignited the need to seek meaning and purpose in the life of each person.

Building bridges

In Essential Care: an ethics of Human, Leonard Boff tells us that “In care lies the fundamental ethos of man”. This means that in care we identify the principles, values and attitudes that make life worth living and actions, a challenge to accept.

In an increasingly fragmented and often radicalized world where fear is so often the engine of decisions with tragic consequences, it is imperative to create a culture of bridges and to empower a growing number of personal, territorial, generational, cultural, civilizational bridge builders, for the creation of a cohesive, solidary, dignified and more humane world.

In the essence of “I Am because You Are” is the care, the attention, the protection, the relationship, intrinsic to the essence of the Human being. Caring for myself, caring for others and taking care of the planet leads to meaning and purpose, so often enlightened or hidden by a society that has become, in so many ways, dehumanizing.

The construction of bridges is closely linked to the deepest philosophy Ubuntu stands for. The ability to recognize interdependence is one of the key features for any bridge builder. The certainty of the need of the other, to connect margins not always close and to be transformed by this connection, is the essential attribute of the pontiff, that is, the one who builds bridges.

Ubuntu restores this sense of humanity by placing the focus on the person and on his/ her relationships, helping to connect with the person´s deeper and most humane essence.

Therefore, it is not difficult to understand why Ethics of Care is one of the basic foundations in this Ubuntu path.

It is thus clear that being a bridge builder is one of the essential characteristics of a servant leader. This is, very often, a difficult task and the Ubuntu Leaders Academy pays particular attention to this theme.

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Servant leadership “Everyone can be great ... because everyone can serve.

No college degree is required to serve. There need be no agreement between noun and verb, to serve. Only a heart full of grace is needed. A soul generated by love.”

Martin Luther King Inspired by Martin Luther King, the Ubuntu Leaders Academy is built on the conviction that everyone can be a leader, because everyone can serve.

Servant Leadership, focused on the common good, seeks to generate consensus and mobilize the collective will, in search of solutions to concrete problems. It is not a leadership centered on a single individual, on hierarchical verticality or on the logic of power; instead, it focuses on the capacity of a person, in relational, interdependent and collaborative mode, to enhance the capacities of others for the common good. Self-knowledge, self-confidence, resilience, empathy, and service are essential to those who wish to be servant leaders.

“The servant leader serves first. It all starts with a natural feeling of wanting to serve. So a conscious choice leads the person to want to lead. This person is totally different from the one whose choice is only to be a leader.”

Robert Greenleaf The servant leader is motivated by a deep-seated desire to make a difference in the lives of others and the world around him. It is from this premise that we work the leadership, assuming that it is a path that implies a set of competences that have to be developed throughout life. With the conviction that leadership traits are learned the Ubuntu Leaders Academy invests in empowering people to discover who they are, what skills they have, who they want to serve, and how they want to serve.

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UBUNTU METHOD CHAPTER II

Framework The word “Ubuntu” is a combination of two terms: “Ntu” meaning person and “Ubu” meaning to become. This philosophy reveals a centrality in the person in his/her uniqueness and, simultaneously, proposes a path: to become a person. The Ubuntu philosophy makes it evident that human nature has, at its core, relationship, “being-with-the-other.” We become people when in relationship with each other.

SELF-KNOWLEDGE This path, which begins in the “I” and is completed in the “We”, inspired the promoters of the Ubuntu Leaders Academy in helping each participant in seeing himself as an Ubuntu leader. Endowed with self-knowledge and aware of one’s own skills and strengths the first three steps the move towards the other two last steps, in a perpetual and circular dynamic, where one always returns to the center of one to meet with the other in a renewed and improved way.

“He who is not able to manage himself, will not be able to manage others.”

Mahatma Gandhi More than an intellectual self-analysis, self-knowledge implies the internal recognition of psychological and emotional processes, of passions and motivations, of fears and dreams. The experience at the Ubuntu Leaders Academy reiterates the idea that the first step towards true life transformation involves the start of an inner journey: the knowledge of oneself.

The practice has confirmed the potential of this method which, although still open to improvements and contributions, has been sufficiently tested, evaluated and consolidated, so that it can be offered to anyone who wants to apply it.

To help with this inner journey, the Academy proposes moments of individual reflection, varied dynamics and storytelling techniques helping to adjust the perception of self in each participant. It promotes the awareness of the present self, transformations and personal growth, and the projection of the future self, identifying strategies focused on the development of individual potential in each participant.

Realistic awareness of individual strengths and weaknesses is essential for empowerment and leadership.

Ubuntu and the 5 pillars The Ubuntu method focuses on the development of five core competencies. At a first level, focused on the individual: self-knowledge, self-confidence and resilience and, on a second level, the most relational skills such as empathy and service.

While focusing on these five pillars, the Ubuntu Leaders Academy promotes skills such as teamwork, critical and self-reflexive thinking, communication and problem solving encouraging and nurturing participants’ selfempowerment.

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TRAINER’S MANUAL

SELF-CONFIDENCE

RESILIENCE

“Everything seems impossible until it’s done” Nelson Mandela

“Hardships often prepare ordinary people to an extraordinary destiny” C. S. Lewis

One of the positive consequences of self-knowledge, driven by a true and humane look, is the recognition of individual strength and potential. Self-confidence is understood as the ability to attain or fulfill a particular goal, based on individual competencies. This belief in self is not taken arrogantly but humbly, as a personal intrinsic value. As Prof. John Volmink defends, self-confidence speaks of focus and courage.

Focus on the path you want to tread and the courage to, despite obstacles, criticism and difficulties, still tread it.

Overcoming obstacles is a universal, daily and unavoidable challenge. Resilience materializes in the ability to turn these same adversities into opportunities for growth. Difficulties, be they large or small, simple or complex, challenge each one to overcome, to persevere, and to grow. The capacity to transform obstacles into opportunities, not to be overwhelmed by discouragement or despair, overcoming them in a healthy and constructive way, emerges as a central element during the training at the Academy.

Self-confidence is strengthened when we recognize ourselves capable of achieving the goals we set in fulfilling our purpose to serve .

The participants are encouraged to refuse narratives of resignation and self-victimization.

They are encouraged to see themselves as the authors of their own life story, “I am the master of my fate I am the captain of my soul” (William Ernest Henley – Invictus)

Resilience allows you to look at setbacks with the certainty that once overcome, you will strengthen your ability to strive for goals and dreams. Thus, every challenge or difficulty faced successfully strengthens the will, the confidence, and the power to overcome future adversities.

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EMPATHY

SERVICE

“To be empathetic is to see the world with the eyes of the other and not see our world reflected in his eyes” Carls Rogers

“I know that my work is a drop in the ocean, but without it the ocean would be smaller” Madre Teresa de Calcutá Service is an essential dimension that encompasses a concrete way of being in relation. It is hoped that every Ubuntu participant, aware of his/her responsibility in the world, will be able to acquire the human skills and the necessary technical tools, to become an active servant leader in the struggle for the creation of a better world.

Empathy synthesizes the ability to see and understand the world from the point of view of the other. It implies being available to recognize the other person in his/her uniqueness, to put yourself in the other’s place. Each participant is invited to decenter, to become more capable of listening to the other, of feeling with the other through encounter. It is fundamental to promote encounters, to bring realities closer, to deconstruct prejudices and to combat individualism.

Knowing yourself, relying on your talents, believing in your ability to overcome adversity and feeling with the other, each participant is ready to serve by leading, promoting, and restoring human dignity. Service is the starting point, and also the finishing line of a circular, growing and always incomplete individual construction process. I have become a person.

It is through encounter and relationship that better understanding, acceptance and respect arise. Thus, it is intended that each one can understand the essence of Ubuntu, to the extent that we become more human when we allow ourselves to be completed by the other. Empathy is “the art of putting oneself in another’s place to transform the world” (Krznaric).

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UBUNTU LEADERS ACADEMY CHAPTER III

THE PROJECT

bridge building where servant leaders play an increasingly important role; ➜ Promote dialogue between and within communities to promote peace and justice, contributing to the development of more inclusive and resilient societies; ➜ Develop an ethics of care, focused on empathy, attention and responsibility, considering three dimensions: I, I-other, I-world.

The Ubuntu Leaders Academy is a non-formal education project geared towards empowering young people with high leadership potential, from vulnerable contexts or who want to work there. It aims to accompany, facilitate, enrich and consolidate the development of each participant as a leader serving the community, promoting the relevant human skills and techniques.

TO WHOM?

AN INNER JOURNEY The Ubuntu Leaders Academy is designed for young people aged 13 to 35 with a high potential for leadership, coming from vulnerable contexts or willing to work in them.

This project invites the participant on an inner journey that challenges the way they see themselves and relate to others, becoming able, as Gandhi said, to fight for the change they want to see in the world. It aims to form leaders who are capable of caring, listening, trusting and promoting reconciliation by building bridges and promoting human dignity.

The Training of Trainers is intended for all those who are already experienced in training, intending to set up Ubuntu Leaders Academies in their territories. * As this is an essentially experiential, reflective and sharing program, it is important that the participants have a maturity level that allows the monitoring of the training plan. In this sense, the minimum age for participation is 13 years, and it is always fundamental to meet the criterion of maturity.

A COMMUNITY EXPERIENCE The Ubuntu Leaders Academy is a project that values each person’s contribution, embraces the richness of diversity, recognizes and respects the value of each new perspective.

Recognizing a shared desire to build a better world, it strengthens hope and motivation to intervene in society and transform reality.

FORMATS While this manual focuses more closely on the Ubuntu Week Academy of Leaders program, this project can take different forms, varying in duration, periodicity, target audience, and training units. Given that it is a modular proposal, the choice of format will depend on the availability of time and resources, the context needs and the objectives set. We present here four basic formats, which can be adapted / molded to the specifics of each situation.

OBJECTIVES ➜ Empower young people as agents of change at the service of their respective communities, promoting the integrated development of skills, focusing on servant leadership competencies ➜ Empowering educators who, by demonstrating their experience and aptitude as trainers, recognizing the transformative potential of the Ubuntu method, help disseminate it by promoting a culture of

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TRAINER’S MANUAL ACADEMIA DE LÍDERES UBUNTU YEAR ALUY Duration: 10 residential weekends Regularity: mensual Participants: 60/70 UBUNTU Introduction

SELF

Leading like MANDELA

knowledge

2

3

1

Overcoming

CIVIC

obstacles

TRUTH

Courage

Reconciliation

4

5

SERVICE

6

Building

BRIDGES

7

8

ACADEMIA DE LÍDERES UBUNTU SEMESTER ALUSEM Duration: 6 residential weekends Regularity: monthly Participants: 60/70 UBUNTU Introduction

Leading like MANDELA

BRIDGES

2

8

1

Building

Overcoming

I HAVE

UBUNTU

obstacles

A DREAM

LIVES 4

9

10

ACADEMIA DE LÍDERES UBUNTU WEEK ALUW Duration: 1 week (5 days) Regularity: daily Participants: 30/40 Leading like MANDELA

BRIDGES

2

8

Building

SUPERANDO obstáculos

I HAVE

UBUNTU

A DREAM

LIVES

4

9

10

ACADEMIA DE LÍDERES UBUNTU DAY ALUD Duration: 1 day Participants: it varies Leading like MANDELA

BRIDGES

2

8

Building

Overcoming obstacles

4

TRAINING FOR TRAINERS AND UBUNT LEADERS ACADEMY Duration: 2+5 days Participants: 20 + 40 UBUNTU Introduction

1

UBUNTU Introduction

1

+

Leading like MANDELA

BRIDGES

2

8

Building

Overcoming obstacles

I HAVE

UBUNTU

A DREAM

LIVES 4

18

9

10

I HAVE

UBUNTU

A DREAM

LIVES 9

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To simplify the organization and having as reference the type of training and the level of knowledge of the Ubuntu Method, 4 levels of Ubuntu participants are proposed.

Thus it is proposed: ➜ UB1 Ubuntu Leaders Academy pant

partici-

➜ UB2 Ubuntu Training for Trainers participant ➜ UB3 Ubuntu Trainer – already prepared to facilitate ➜ UB4 Ubuntu Senior Facilitator – Facilitators who are already fully experienced UB1 Rank – Given to those who participated and attended the Ubuntu Leaders Academy 5 days, where the 5 modules are facilitated.

UB2 RankGiven to those who attend the 7day Training of Trainers, (2 + 5).

UB3 Rank Given at the end of the training of trainers to people completing the cycle of 2 + 5.

UB4 Rank The last level that corresponds to Senior Ubuntu is attributed to those who already have experience as facilitator, have already facilitated training at the different Academies and know in depth the Ubuntu.

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METHODOLOGY CHAPTER IV

NON-FORMAL EDUCATION “Tell me and I’ll forget.

Show me and I can remember.

Involve me and I’ll understand Chinese Proverb The Ubuntu Leaders Academy is a non-formal education program that uses a pedagogical model centered on the trainees through a participatory and experiential approach. Based on a methodology that is, in essence, deeply relational and based on non-formal education, it is fully in tune with the principles of the Ubuntu philosophy.

As a non-formal education project, it uses a nonhierarchical approach between facilitators and participants allowing each the responsibility and autonomy in the construction of their own formative process which depends, in large part, on the openness and willingness of each participant to give and to receive. The facilitator’s team is the face and the guarantee of fidelity to the principles of the project, always developing an attitude of respect, of listening, and as Paulo Freire said, “those who teach learn while teaching, and those who learn teach while learning.” The facilitator is also tasked with facilitating learning processes and promoting good environment and cohesion of the group undergoing training.

The Ubuntu Leaders Academy aims to promote socio-emotional competencies with a cross-cutting impact on the participants’ lives.

The creation of a “safe space”, where each one feels respected and valued. During the sessions trainers promote peer learning, individual reflection times, sharing times, respect, and cooperation and teamwork.

The training program proposed by the Ubuntu Leaders Academy is flexible, adaptable and constantly under evaluation, in permanent attention and focus on the participants and valuing lifelong learning. In this sense, although it has pre-defined session plans, the development of each session is shaped by the particularities of the group of participants and the concrete challenges of each sociocultural context.

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TRAINER’S MANUAL

EXPERIENCIAL LEARNING A lived experience is, we know, a fertile source of learning. Dadid Kolb, in the 1970s, theorized about this by designating it as the “Experiential Learning Cycle”, valuing the learning that results from experience and the consequent ascribing of meaning to what is experienced.

One learns best when one participates actively in a reflexive process, based on a concrete life experience. Experiential learning can be understood as learning resulting from exploration, creation, discovery, relationship, or interaction with the environment.

1] EXPERIENCE Question: What happened?

Objective: To live an experience 2] REFLECTION Question: What did I feel?

Objective: To reflect and share how the experience was felt (feelings, thoughts, behaviour etc)

3] GENERALIZATION Question: Why did it happen?

Objective: To learn from the experience 4] FOLLOW UP Question: What am I going to do?

Objective: Understand the practical implications of the identified learning and its applicability in life

Experiential learning cycles in accordance to Dadid Kolb

What did I feel?

4.

iz at io

n

1.

on

ti

Ex

pe

ri

ec fl Re

en

It is because we believe in the effectiveness of an experience-based learning that in the Ubuntu Leaders Academy we seek to offer, in each session, a set of experiences that arouse curiosity and motivate learners to reflect and learn. We use a variety of tools such as films, documentaries, action-reflection activities, short stories, songs, texts, in order to provide participants with relevant experiences, promoting their individual and collective development.

The activities that are proposed are structured based on their pedagogical objectives and intentionality.

2.

ce

What happened?

3.

up

Ge n

w lo

er al

l Fo What am I going to do?

Why did it happen?

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LEARNING THROUGH REFERENCE MODELS “Nothing is as contagious as the example” Rochefoucauld

1] Ubuntu Leaders–Films, documentaries or testimonies project world renowned leaders whose life and example embody the principles of Ubuntu philosophy, a concrete example of Servant Leadership in their respective contexts, namely: Nelson Mandela; Martin Luther King; Malala; Madre Teresa of Calcutta; Desmond Tutu; Mahatma Gandhi;.

The Ubuntu Academy of Leaders also attaches great relevance to learning by reference models. We believe the power an example of life can have, and the inspiration that a story told in the first person can provide. In the full knowledge that no one is perfect and, as Nelson Mandela used to say, saints are those who do not give up trying, reference models allow us to bridge the gap between theory and practice, between the idealized and the possible.

This project intends to give visibility and importance to all those who, not being perfect, know how to persevere in the midst of adversity, materializing Ubuntu principles through their choices

2] Community Leaders – The presence of community leaders who, by sharing their life stories, demonstrate how it is possible to be a vehicle for change even in difficult and demanding contexts. The testimony of these guests is usually one of the most impacting moments of the training sessions. In a world where individualism, hatred, war and injustice are so evident and so propagated by the media, it is essential to give voice to those who are everyday “heroes”, showing other realities which usually remain hidden.

Life testimonies can be very inspiring to the participants allowing the participants to believe that it is possible to hope in a better world. Learning through reference models occurs in three different ways:

3] Participants Through personal storytelling and reflection dynamics, each participant is aware that their own path can be an important source of inspiration for others. The life story of each one, their struggles and victories, become a vehicle of learning and reference, providing an opportunity for growth, a showcase of the pillars that underpin the Ubuntu Method.

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EVALUATION CHAPTER V

INTRODUCTION

ongoing evaluation method, at the end of the training cycle a new evaluation is also carried out, based on the application of a quantitative evaluation questionnaire. This survey includes a quantitative evaluation, on a scale of 0 to 10, of a generic nature to the subjects of training and personal reflection. It is complemented by a qualitative evaluation. In addition, an internal evaluation of the facilitators team is carried out at the end of each training unit, preferably with the involvement of the partners. To do so, we use the results of the daily qualitative evaluation, which allow for a reading of the results immediately after each evaluation exercise.

At the Ubuntu Leaders Academy, fundamental importance is given to evaluation since it is a most relevant component of the project. Restructuring, in terms of methodology and adaptation to the defined objectives and expectations of the beneficiaries and partners, has led to significant improvements over time as a result.

The Ubuntu Leaders Academy has monitoring and evaluation mechanisms throughout its entire training process. These are already well-established and experienced components, since they are an integral part of the Ubuntu’s culture of permanent improvement.

EVALUATION OF PROGRAM IMPACT

Along with the evaluation methodology described here, it is important that permanent openness and flexibility are taken into account in the process of adopting and establishing Ubuntu Leaders Academy.

The Ubuntu Academy of Leaders seeks above all to find out and learn about the real-life results of the people and organizations that are involved with the project. Measuring the impact of the Ubuntu Leadership Academy script on its participants is essential and should be a mandatory component in all editions so that one can understand what transformations are experienced by the participants and, on the other hand, have an empirical basis for continuous improvement of the project, in all its dimensions.

Monitoring at the Ubuntu Leaders Academy involves a periodic review of the achievement of defined goals. This monitoring results in the integration of readjustments deemed necessary and the development of evaluation mechanisms. This integrated process aims to ensure the constant adaptation of the program and a permanent care with the various partners, consolidating a cycle of continuous and shared learning. It is therefore necessary to have continuous report of the activities carried out, which will allow quantitative and qualitative evaluation indicators, identifying recommendations for greater effectiveness of future actions.

One of the tools of the Ubuntu Leaders Academy is a self-assessment survey applied at the end of the training to participants and facilitators, inquiring about how the participant and / or facilitator evaluates a set of indicators representing how their evolution at the beginning and at the end of the training program.

This very diverse set of 22 indicators are related to skills, attitudes and knowledge, as well as levels of personal and professional satisfaction and satisfaction with their participation in the Ubuntu Leaders Academy training. The 22 indicators are aggregated in six theme clusters related to different learning spheres. It seeks to evaluate either absolute values, on a scale of 1 to 10, or growth verified in each indicator

Moreover, the gathering of information, analyzing and reporting on performance, based on a decentralized and participatory methods allow for the involvement of the various project partners, in particular the target audiences.

Thus, the evaluation model to be implemented contemplates a daily qualitative evaluation for each training unit. Then, in addition to this

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TRAINER’S MANUAL / participant between the two moments of training: beginning and end. The application of the same survey, requesting the evaluation regarding the perception of the initial and final moment only included in the participation in the complete cycle of training allows to avoid any derivations resulting from deviation in the evaluation made at an initial moment of the training.

differentials between the two moments (beginning and end of training) in each indicator, per participant. These values are indicated in percentage growth compared to the value in the survey referring to the initial moment of the training. Simple averages are also worked out for each participant (considering the 23 aggregate indicators) and for each indicator (considering all participants as respondents).

The data is then treated by comparing the responses of each participant, establishing the

Confidentiality is maintained in data treatment and data aggregated by type of participation -facilitator or participant.

5 pillars

Leading by example

I know myself well

I am responsible and I can commit

I believe in my talent and personal qualities

I am punctual and reliable

I see difficulties as an opportunity for growth. I am resilient

I attach importance to personal testimony

I can place myself in other people’s place and feel with them. I have empathy.

I am willing to be of service to others.

Bridge Builders

Ubuntu and I

I like to be with people from different contexts.

I am familiar with the Ubuntu Philosophy

I am tolerant and I am able to see the point of view of others

I am happy to be a participant in the Ubuntu Leaders Academy

I am able to forgive and I am able to reconcile.

I have skills in conflict resolution.

I have negotiation skills Entrepreneurial and Soft-Skills

Satisfaction and hope

I have the capacity for critical analysis. I identify the I feel fulfilment in my profession problems with a view to their solution.

I am able to work in a team. I enjoy it.

Generally speaking I feel self-fulfilled

I feel at ease when speaking in public.

I am hopeful towards the future

I deal well with the unforeseen.I’m able to solve unexpected problems well.

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The mediumand long-term impact will be measured after the project implementation period. As partners continue to use the tools after the funded period, it will be possible for partners to continue to measure the impact, since the evaluation tools are an integral part of the Ubuntu features provided.

Taking into account all the interventions of the Ubuntu Leaders Academy worldwide, the global impact is measured through formal (and informal) communication with partners in order to develop an appropriate Theory of Change with a comprehensive and illustrated description of how and why change occurs in each particular context. The identified change diagram, drawn up by the trainers team, is compared with the changes revealed by the partners themselves in order to draw the visual map of long-term relationships between changes.

Where appropriate and possible, an external evaluation is recommended under the responsibility of an independent body that will evaluate the project as a whole.

The methodological strategy for external evaluation of an Ubuntu Leaders Academy will involve the use of a set of mixed techniques of information collection and processing, namely questionnaire, interview and focus group surveys, as well as bibliographic, documentary and Materials analysis produced within the scope of the planned actions. These reports should include the results of the processes and activities carried out, as well as the identification of recommendations for future actions.

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UBUNTU TRAINERS TEAM CHAPTER VI

INTRODUCTORY NOTE The team of facilitators is central to the success of the training program. This team has to be capable of interpreting the essence of what it is to be an Ubuntu and a servant leader, because being an Ubuntu trainer is a mission, not a status.

The root of the word facilitator (a) comes from the Latin animus, which means spirit, soul, opinion, intension. The facilitator is therefore the one who inspires, who gives soul, who supports and enthuses, is the companion of all who set out to start the journey at the Ubuntu leaders academy. It is someone who has Ubuntu that, as Desmond Tutu tells us:

The Ubuntu animator should be a person of good sense, sensitive and able to establish positive and constructive pedagogical relationships, should take a close look at all participants, knowing how to promote an atmosphere of trust, an essential condition in the Academy. The Ubuntu trainer has to know how to involve the most timid and manage the most dominant profiles. Always acting with the deepest respect for each participant’s freedom, the facilitator must foster a welcoming, empathic and respectful environment, being faithful to the principles of Ethics of Care.

“A person with Ubuntu is open and available to others, supports others, does not feel threatened when other people are capable and good�.

The team of animators responsible for energizing an Ubuntu Leaders Academy must show unquestionable competence in relational skills (between the team, participants, partners and partners) and also demonstrate specific technical skills (communication skills, logistics management, IT , etc.).

In order for potential facilitators to understand the requirements a training of facilitators from the Ubuntu Leaders Academy (see Chapter VII) was developed focusing on the specifics of training, appropriation of the Ubuntu method, session plans, facilitation strategies learning, as well as the necessary technical skills. The various tasks that each training requires should be given to the trainers taking into account the characteristics of each one.

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TRAINER’S MANUAL

PRINCĂ?PLES OF THE UBUNTU TRAINER RESPECT

COHERENCE

Cultivate a feeling of deep respect for each other. Not always having to agree with the other, the animator is challenged to seek to know and respond empathically to the opinion and the way of being of the other.

Knowing that example is most valuable, the trainer follows the Ubuntu principles transversally throughout the training whether in words, attitudes, actions and relationships.

COOPERATION

SENSIBILITY

In the pursuit of the common good the trainer must know how to work as part of a team, trusting and being reliable, paying particular attention to the members of the team

With the participants in the Academy it is essential for the facilitator to be attentive, welcoming and caring for each one with sympathy, affection and generosity.

FLEXIBILITY AND ADAPTIBILITY

HUMILITY

Must be able to solve unforeseen and unexpected situations, calmly and creatively, managing them in the best way possible. Be able to adapt to different realities and cultures.

Wanting to serve, the facilitator recognizes that relationships give and receive, teach and learn, understand and accept the limitations of his actions.

IMPARCIALITY The trainer should have a positive and inclusive view of all actors in the context, assuming the richness of difference / diversity.

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ROLES OF THE TRAINERS’TEAM The composition of the team of facilitators should take into account the number of participants, the format and duration of the program, the local language and culture, the characteristics of the target audience, etc. Ideally the teams should be gender balanced and the different profiles of competencies / responsibilities needed to be ensured, and of course an animator could take on several roles:

3] RESPONSIBLE PERSON FOR LOGÍSTICS AND MATERIALS Preparing all the necessary materials in advance, knowing and organizing the different spaces, ensuring a good sound and image, preparing the activities and articulating the logistical issues are essential tasks for the proper functioning of the training program. It is imperative that a trainer takes on this responsibility by focusing his attention on logistics needs. It is essential to be able to solve problems, anticipate potential needs, have great ability to improvise and always be in close connection with the other team members, especially with the coordinator.

1] EXPERT IN NON-FORMAL EDUCATION Experience in non-formal education, pedagogical skills and communicative ability are some of the technical requisites associated with this trainer profile. This facilitator should be able to develop an intervention focused on experiential learning cycles experiencing, reflecting, mediating, systematizing, generalizing contributing to the promotion of competencies underlying the Ubuntu pillars.

4] RESPONSIBLE PERSON FOR TECHNOLOGY AND TECHNICAL SUPPORT This animator profile is critical to the success of any training. A projector that does not turn on, a presentation or a video that does not start, a microphone that does not work, can compromise the whole training and the investment of weeks. It is essential that the technical issues are covered in detail, while investing time in the preparation, assembly and verification of all technical equipment such as microphones, speakers, projector, computer, as well as thoroughly test all audiovisual and multimedia content such as powerpoints, music, videos, movies. During the sessions it is also essential to provide the photographic and video records, for future memory, especially important moments such as special guests, group photographs, collection of testimonies, deliveries of certificates, etc.

2] EXPERT IN THE ANIMATION OF GROUPS It is also necessary that there be a profile oriented to facilitate fun and pedagogical activities, responsible for the animation of the group (energizer’s, ice-breakers, etc.). A “relaxed” trainer who is close to the participants, is able to motivate and identify the needs of the group, tailoring the intervention to the target audience.

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TRAINING PROCESS CHAPTER VII

INTRODUCTORY NOTE

awarded the UB4 level.

The Ubuntu Leaders Academy has a proven record of its great potential for replication. The Academy has been replicated in several different countries A great investment has been made in the training of trainers who, in turn, replicate the methodology in different countries.

For the training of trainers, IPAV will provide, whenever necessary, a specialized team (UB4 *), in order to train the group of trainers in training (UB2 *) for the implementation of the Ubuntu Leaders Academy. This team of senior animators (UB4) should be able to implement training in the language of the host institution where the training takes place or in a language shared by all (e.g. English). The team will facilitate the training of trainers, accompanying the group throughout the implementation of the 5-day training (Ubuntu Week).

There are several Ubuntu training formats, however it is through the training of trainers that the fidelity to the Academy´s founding principles is ensured.

UBUNTU TRAINING OF TRAINERS

RESOURCES Ubuntu Kit

The Ubuntu Training of Trainers Program aims to empower people to implement the Ubuntu Leaders Academy (week) and is part of the project’s replication strategy which consists of seven days of intensive face-to-face training. It is divided into two sections: [a] two days of theoretical-practical training, with a conceptual introduction to the project and methodologies used and five days of training in action.

The Ubuntu Kit, consisting of a custom notebook with a Mandela phrase and a t-shirt, although not essential, is important since it helps create the sense of group and, more importantly, a somewhat transcendent sense of belonging.

More and more young people around the world are wearing the Ubuntu t-shirt and this is a very important intangible asset. The notebook is delivered at check-in on the first day of training. The t-shirt is offered at another training moment, usually at the end of the 4th day, as a sign of “investiture” as an Ubuntu in the participant´s own right. It is usually a high moment during the week´s training, therefore, it is desirable to create a special moment in the day, and the t-shirts can be delivered by someone relevant to the group, who may be someone from the community, the training coordinator, or someone the team finds relevant to the group.

As mentioned previously, four Ubuntu training levels have been conceptualized: ➜ UB1 Participant Ubuntu Leaders Academy ➜ UB2 Participant of the Ubuntu Facilitators Training Program ➜ UB3 Ubuntu Facilitator ➜ Trainers who have already facilitated at least one Ubuntu Leaders Academy Week ➜ UB4 Ubuntu Senior Facilitator

The training of facilitators targets all those who, having had some experience in non-formal education or training, are interested in implementing the Ubuntu Leaders Academy in their contexts. With this training, these trainers will be able to energize the Ubuntu Week Leaders Academy as Ubuntu Trainers at a UB3 level and, as they gain experience and consistent knowledge of the method, they will be

PEDAGOGICAL RESOURCES the five days of training correspond to an intentional “path”, proposed to each of the participants. Thus, when starting each session the animator Ubuntu should make connections

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TRAINER’S MANUAL INDIVIDUAL REFLECTION

with the previous sessions, remembering and reinforcing the themes covered. As a non-formal education program, the session plans bring together a set of pedagogical resources that aim to facilitate and mediate learning and transformation processes:

Individual reflection times offer each participant the opportunity for introspection. These moments allow for the construction of a personal inner journey, sincere and transparent questioning and the application of (new) meanings, together with reflection pointers.

GROUP DYNAMICS (ACTION/ REFLECTION)

➜➜The Ubuntu facilitator should encourage participants to tune in to the proposed activity, making silence, to better take advantage of the moment. ➜➜Whenever possible participants should be in a quiet space without many external stimuli (noise, people, etc.). If deemed beneficial, the facilitator plays instrumental music at a low volume, whenever the activity of introspection is taking place inside the training room.

The dynamics, much used in non-formal education, are very effective because they allow, in a relaxed and often playful way, to reflect on very serious themes. After the experience, recalling the cycle of experiential learning, we reflect on what happened, what we felt, and what we are going to do with what we have just learned.

For the dynamics to be effective in achieving its purpose, the role of the facilitator is once again vital.

FILMS / VIDEOS Movies and videos can be a great help in achieving some training goals as pedagogical resources intended to trigger reflection and critical thinking, of the subject matter. Movies or videos are facilitators of learning and therefore always require the facilitator to be fully familiar what is going to be presented.

➜➜The facilitator should know and master each aspect of the dynamics to be carried out, bearing in mind its goals as well as the different steps involved. ➜➜Prior preparation of materials and spaces is the responsibility of the facilitator. ➜➜In presenting the instructions for each dynamic, the facilitator should use a language appropriate to the target audience, sharing the information in a clear and concise manner, ensuring, prior to the start of the activity, that all participants understood the instructions.

➜➜The Ubuntu facilitator should ensure the proper functioning of the audio-visual materials, having movies / videos dubbed or subtitled in the participants’ mother tongue (ideally).

At the end of each dynamic, the facilitator should promote a space for discussion and integration of what was experienced, facilitating and leading the participants’ reflection. This is an essential moment, where respect for the opinion of all should be guaranteed, seeking spontaneity in the “conversation”. Although the sharing is ALWAYS voluntary, the facilitator should seek to involve as many participants as possible, valuing the contribution of each one.

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GUESTS TESTEMONIALS

EVALUATION

Whenever possible, the training should be enriched with the presence of local guests whose testimony is related to the theme explored throughout the day.

As already mentioned in the chapter on evaluation, this is an essential dimension of this project, allowing the facilitators to perceive the impact of the training process, identifying the dimensions to be improved.

The testimonies should last for approximately 30 minutes, allowing time for questions and debate.

At the end of each day the facilitator should invite the participants to reflect and share their assessment of the activities, as well as the emotions, thoughts and feelings regarding the training.

➜➜The facilitator should welcome the guest, should introduce his/her testimony and handle the question-answer time and, if possible, have at hand a small thank-you gift.

The qualitative evaluation can be carried out in many different ways: sharing in a large group; choosing a word that describes the day; an evaluation mural with post-its resources, etc. It is up to the facilitator to identify the most appropriate methodology.

INTRODUCING THE CONCEPTS The balance between theory and PRACTICE is fundamental. Although this is a program rooted in learning by experience, there are times where the facilitator Ubuntu should systematize the contents, presenting them to the participants.

In addition to the qualitative assessment, a quantitative evaluation can be made daily or at the end of the training, in order to identify the strengths of the project (reinforcing them), as well as suggestions for improvement and adaptation.

These presentations should be brief and to the point (objective) and, whenever possible, creating more questions than providing answers.

Almost always the participants, if well questioned, will arrive at the expected results.

Quantitative assessments ae carried our using a Likert scale designed for each day of training.

It can be filled digitally, using a QR CODE, a link or on paper, in places where access to the internet is lacking.

➜➜The facilitator should be fully familiar with the training content, articulating, whenever possible, with its practical applicability, providing concrete examples. ➜➜The facilitator should be well aware of the objectives to be achieved and carefully prepare the questions to be asked to the group.

TRAINING UNITS The Ubuntu Leaders Academy week comprises five days of intensive training. This is not intended to be a rigid and inflexible program.

On the contrary, the facilitator should be able to “listen” to the needs of the participants and to adapt the session plans to the group, in advance and / or during the training. The adaptations should be made according to the context, ages, motivations and responsiveness of the group of participants, always taking care not to distort the Ubuntu method. The proposed activities may be amended or even replaced if it is concluded that this change responds more

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TRAINER’S MANUAL

LEADING LIKE MANDELA

effectively and appropriately to the particularities of the group in question and does not jeopardize the objectives of the session.

DAY 1

Each session plan presented is structured for a training day from 8.30h to 17h00, providing for three intervals (morning, lunch and afternoon).

Once again, adaptation to reality is essential, leaving the local training team to adapt the plans to the specific conditions of each site.

FRAMEWORK

The proposed session plans assume that there are some basic resources such as access to electricity, room with chairs, internet, computer and projector, among others. Without these resources, it is still possible to facilitate the Ubuntu Leaders Academy, the only things necessary are adaptability and contingency management.

The welcome is a fundamental moment, where the whole team of facilitators must be present and aware of its importance, never forgetting that a smile is worth a thousand words. Everyone must feel very welcomed and it is essential that each participant keeps a first (good) impression of the experience. This day is dedicated to introducing the fundamentals of the Academy, taking a closer look at the concepts of the Ubuntu philosophy, ethics of care, bridge building, and servant leadership. However, it is Nelson Mandela that will inspire the whole day of training. It will centre around the life of Nelson Mandela, giving a practical example of what it means to be a leader at the service of the community. There will be an introduction to the history of South Africa and the context of leadership of Mandela. The participants will understand his life course and transformation, becoming aware of the legacy that he left to his country and to the world. More than the presentation of these concepts in a theoretical way, it is through watching the film Invictus which constitutes a true manual of leadership that participants will realize what servant leadership truly means.

This first module is the opportunity to get to know the group of participants, to welcome them and to get them enthusiastic about the Ubuntu experience.

Reinforcing what has already been stressed, the changes to the session plans should always be aligned with the objectives of the training unit, with the five pillars and the foundations of the project. These should always be the benchmarks for all Ubuntu animators.

The units related to Ubuntu week are divided, as already mentioned, in five days and five themes: DIA 1 DIA 2 DIA 3 DIA 4 DIA 5

LEADING LIKE MANDELA BUILDING BRIDGES OVERCOMING OBSTACLES UBUNTU LIVES I HAVE A DREAM

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BUILDING BRIDGES

Nelson Mandela was not only an example in his time, but an example for all time. And, for that reason, immersing the participants in his leadership is a powerful way to connect them with the concept of servant leadership, assuming that someone’s life testimony may be, despite its weaknesses and imperfections, an excellent leadership manual. This day is key to getting the group to adhere to the Ubuntu concept, discover Nelson Mandela’s leadership model and be conscious of the topics to be covered during the remaining days of training.

DAY 2

FRAMEWORK In this fractured world, it is urgent to talk about bridges. Here lies the complex challenge launched this day: to become a pontiff. This word, from the Latin pontifex, means “builder of bridges” (pons + facere). The walls, the divisions, the hatred and the individualism are evident traces in the world hindering a culture of humanization, dialogue and peace. It is in human relations that we find the roots of the most resistant walls, so often strengthened by mistrust, by ignorance, by fear and by the inability of sincere openness to the other.

MODULE Objectives ➜ Present and deepen the concept / Ubuntu Philosophy; ➜ Explore the concept of servant leadership, its theoretical component and its practical application; ➜ Promote reflection and knowledge about Nelson Mandela’s life´s course, analyzing his transformation as a person and as a leader; ➜ To increase knowledge regarding the history of South Africa and Apartheid.

Building human bridges is to foster trust, to facilitate rapprochement, to deconstruct fears, to encourage a humanizing look and to grasp the desire that, even though often concealed, we believe exists in each one of us. The humanity of a person is fulfilled only in his relationship with others. From the individual to the society to the state, it is fundamental to inspire the creation of a culture of bridges that promote peace and solidarity.

MODULE OBJECTIVES ➜ To systematize the competences and challenges inherent to the construction of bridges; ➜ Encourage reflection on personal identity and accountability of becoming bridge builders; ➜ Motivate and empower through examples and testimonies of dialogue and mediation; ➜ Promote a culture of dialogue and peace, increasing awareness to the dynamics of interpersonal relations.

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TRAINER’S MANUAL

OVERCOMING OBSTACLES

UBUNTU LIVES

DAYA 3

DAY 4

FRAMEWORK

FRAMEWORK

Overcoming obstacles is a daily and unavoidable experience. All difficulties, regardless of their size, can be experienced as opportunities for growth and overcoming, and can strengthen those who can overcome them. Through various dynamics and experiences, participants are expected to be aware of their own reactions to adversity, recognizing if they are persevering and resilient people in the face of the challenges they face. Through testimonies of life, stories are shared in the first person, giving meaning to adversities, reinforcing the capacity for resilience and surrender for a greater good.

Each person has something unique, valuable and unrepeatable: his/her life story.

We all have a story to tell and this seminar helps the participants to find the best way to do it and deepen their self-reflection about life, through an “Ubuntu look”; it proposes to (re) read the past, valuing the present and preparing for a more conscious future. Stories have the power to bring, captivate and inspire other lives. When told in the first person, they make it possible to understand each participant, by his/her words, by his/her looks and emotions, by his/her sharing. We discover how important it is to listen in order to communicate, to know in order to understand and to feel in order to accept. When we learn to listen to the other and tell our story as well, so often we discover a shared humanity.

Each participant is challenged, through the lens of Ubuntu, to reflect on the difficulties and obstacles of their life, to become aware of their ability to overcome and give a new meaning to what has been experienced.

MODULE OBJECTIVES

MODULE OBJECTIVES

➜ Promote self-knowledge, through reflection exercises and personal storytelling techniques ➜ Promote the capacity for structuring the life story and attribution of meaning ➜ Develop the ability to speak in public, increase empathy and active listening skills

➜ Provide situations of overcoming obstacles / barriers; ➜ Promote reflection on perseverance, persistence and overcoming, using testimonies and examples of life; ➜ Increase awareness and reflection on overcoming personal challenges, identifying its consequent learning.

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I HAVE A DREAM DAY 5

FRAMEWORK Inspired by Martin Luther King, each participant is challenged to discover his dream, looking at the concrete environment/ reality that each one feels called to intervene. What is my dream? What moves me?

Knowing how to identify individual goals and dreams is an important step. However, it is essential to be able to recognize the steps to be taken, using concrete strategies for its implementation.

MODULE OBJECTIVES ➜ Clarify one´s life mission ➜ Motivate for action, persistence and continuity in the path of self/personal growth ➜ To deepen the theme of service and social involvement

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COOPERATION MODEL CHAPTER VIII

INTRODUCTORY NOTE

COOPERATION MODEL

The Ubuntu Leadership Academy is a project that aims to facilitate transformation, foster encounters and (re) connect each person to their essence, training leaders for community service.

These are the steps that must be followed by the entity that has shown interest in setting up an Ubuntu Leaders Academy:

1. SHOW OF INTEREST A cooperation model has been developed making the project accessible to any entity that feels motivated to work through the Ubuntu method (anywhere in the world). The dissemination of the Ubuntu Leaders Academy should take four guiding principles:

An expression of interest will always be the starting point. An entity (organization, institution, project, university, etc.) that wishes to organize the training and is in tune with the mission, objectives and principles of the Ubuntu Leaders Academy should express its interest in implementing the project to IPAV, through the website or by email.

EMPOWERMENT The Ubuntu Academy of Leaders is committed to empowering, by investing in local agents capable of replicating training in their contexts.

In the contact between IPAV and the interested entity, about practical issues regarding the format that it intends to implement, and the means that will be made available. Having every detail clarified, the following step ensues.

OPEN SOURCE The cooperation model contemplates a free and open source materials sharing model.

2. SIGNING OF A COOPERATION PROTOCOL

WIKI UBUNTU This is an open project, always available to receive the contributions of all. Although there is a basic structure of the training program, rooted in its foundations and methodologies, we believe in the importance of adapting the contents to the culture and specificity of the context. Thus, we give autonomy to question the program, propose new resources and co-construct this project in a wiki logic, valuing the contributions and the experience of each participant.

By means of a joint positive decision, the cooperation protocol, which will cover the agreements of both parties with regard to work plans, financing, partnerships, dates, among others, should be concluded.

NETWORKING

3. GETTING READY

We believe in the richness of cooperation, with an emphasis on building a network of partnerships between organizations that are aligned with the principles of the Ubuntu Leaders Academy. They will be able to collaborate, finding joint solutions and responding to the needs / resources necessary to make the local implementation of the project viable.

Coordination and management of training will be the responsibility of the host entity and the local partners, with the technical assistance of IPAV. The mobilization of the training team, the selection of the participants, definition of the training place, the guests, equipment and materials, food, etc.

From that moment the responsible entity will have access to the restricted area of the site www.ubuntuleadersacademy.org where all the necessary resources will be available for the organization of the training.

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TRAINER’S MANUAL

LOGISTICS, MATERIAILS AND RESOURCES

4. FACILITATION, EVALUATION, REPORT It is up to the team of facilitators to adapt the session plans to the context in which to develop the training, the application of the evaluation surveys, the preparation of a final report, and to access the templates made available for the purpose on the site.

In order for the Ubuntu Training to take place the responsible entity should collaborate with its local network of partners, The preparation should be done in conjunction with the Instituto Padre António Vieira, IPAV, which will provide all necessary consulting support.

5. FOLLOW UP After the training the responsible entity should follow the dissemination process, mobilizing the facilitators and enhancing necessary partnerships. It is very important that the trainers can be followed up, so as not to lose the energy activated by the training.

PARTNERSHIPS AND DISSEMINATION

6. UBUNTU GLOBAL NETWORK

Publicizing the training activity is important so that the Academy can reach as many interested parties as possible. In the case of sponsorship, dissemination also allows for funders to have some visibility.

Ideally the Ubuntu Leaders Academy, while being the responsible institution, should promote a network of partners that can take responsibility for some of the training.

The Ubuntu Global Network-UGN is a worldwide network of organizations that develop the Ubuntu Leaders Academy or that are inspired by the Ubuntu philosophy, therefore, the Academy’s promoting institutions are invited to join the UGN.

PARTICIPANTS The identification, recruitment and selection of participants for the training of Ubuntu Facilitators and for the Ubuntu Leaders Academy should pay special attention to maturity, previous experience in training and / or non-formal education and willingness to participate during the entire training period.

The participants’ registration can be made online, by email or face-to-face depending on the available technological resources.

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UBUNTU FACILITATORS TEAMS

TRAINING MATERIALS

The team has to count with at least one senior facilitator available who can be assisted by one or two trainers with less experience. If the institution does not have these facilitators, you should ask IPAV to assist in finding them at partner institutions or to request them from IPAV.

It will be necessary to have the materials ready for the training sessions, by means of a list made available in advance (ex: pens, A4 white sheets, post its, etc.), as well as to ensure the printing of the necessary documents, and to be able to print documents, as needed, during the training process (adaptations, changes to the training plan, etc.).

The promoter shall provide accommodation, food and transport for the facilitators responsible for training.ara dinamização da formação de animadores é necessário ter a disponibilidade de pelo menos um animador sénior que poderá ser ajudado por um ou dois animadores com menos experiência. Se a instituição não tiver estes animadores, deseeá solicitar ajuda ao IPAV para os encontrar em instituições parceiras ou solicitando-os ao IPAV.

TECHNICAL RESOURCES ➜ Computer with HDMI cable and input ➜ Projector ➜ Sound system (speakers and microphones if required) ➜ Electrical outlets (extensions) ➜ Access to Wi-fi

CERTIFICATES A entidade promotora deverá providenciar o alojamento, a alimentação e os transportes para os animadores responsáveis pela formação.

The participants will receive a certificate of participation, depending on the training they have done, and the awarding of the certificates is shared between the responsible entity and IPAV. IPAV provides the template of the certificates, and the host entity provides the logo , identifying who will sign the certificates.

The entity shall print the paper certificates on 200300 grams paper.

TRAINING VENUES Ideally the training should take place in a large and versatile room that should include removable chairs that can be moved according to the training needs [an auditorium with fixed chairs is not advisable for this type of interventions]. The initial chair arrangement should be in a semicircle. There should also be a sidetable containing documents and other support materials Some of the group dynamics and games need wider spaces and can be noisy so care must be taken as not to annoy people in the proximity.

MEALS FOR PARTICIPANTS Meals may be provided for participants during training hours. It is advisable for the training to include lunch and two snacks / coffee breaks for mid-morning and mid-afternoon.

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TRAINER’S MANUAL GUESTS

UBUNTU KIT

Profiling guests for personal testimonies.

➜ Ubuntu Kit (T-shirt and notebook)

Day 2 Theme: Building Bridges

These two elements are, as already mentioned, very important symbols for theUbuntu Leaders Academy.

Guest profile: The guest should be someone who has faced the need to “bridge” between realities / people / contexts. From personal experiences, to community / social projects, or even professional challenges, empathic capacity, knowledge of the “other” and the construction of bridges should be the central themes of this testimony.

Whenever possible, the organization responsible for training should produce the t-shirts (one per participant). A document with the final art will be available for the production of the t-shirts. In the same way, Ubuntu notebooks can be produced and the graphic art is also available.

Day 3 Theme: Overcoming obstacles Guest Profile: The guest should be an example of resilience in the way he or she faced or faces daily adversities, showcasing the capacity to transform obstacles into opportunities.

Day 5 Theme I have a dream Guest Profile: The guest should be someone with prior knowledge about the challenges and needs of the context (community, city, country, etc.), being himself / herself / an active agent of transformation in the community.

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SESSION PLANS & MATERIALS

LEADING LIKE MANDELA

Topic | Day 1

LEADING LIKE MANDELA

Objectives

➜ Introduce to the Ubuntu concept/philosophy ➜ Explore the concept of servant leadership, in its theoretical component and in its practical application ➜ Promote reflection and knowledge about Nelson Mandela’s course, analysing his transformation as a person and leader ➜ Increase knowledge regarding the history of South Africa and the issue of Apartheid.

ACTIVITY DESCRIPTION Activity Description

Schedule

Duration Responsible Person| Equipment | Objectives Person Responsible ___________________________________

Welcoming of the participants

08h45/ 09h00

15’

Materials (depending on each training context) ➜ Ubuntu cloth bags ➜ Ubuntu notebooks ➜ Computer | Projector Objectives ➜ Welcoming and ice-breaker ➜ Introduce the trainers team Person Responsible ___________________________________

Activity Human Bingo + brief presentation of participants [See Materials]

09h00/ 09h20

20’

Materials ➜ Activity Handout [1 per participant] ➜ Ballpoint pens Objectives ➜ Introduce the participants ➜ Facilitate group cohesion Person Responsible ___________________________________

Introduction to the project Ubuntu philosophy and method

09h20/ 09h45

25’

Materials ➜ Computer | Projector | Speakers ➜ Powerpoint Presentation ➜ Desmond Tutu video ➜ John Volmick video Objectives ➜ Present the project and its methodology ➜ Introduce the Ubuntu concept and philosophy ➜ Explain the five pillars [Ubuntu Method] Person Responsible ___________________________________

Activity What is a leader?

Coffee break

09h45/ 10h00

Materials ➜ Flipchart ➜ Marker pens 15’

Objectives ➜ Identify beliefs, ideas and preconceptions about leadership ➜ Introduce the concept of servant leadership

30’

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LEADING LIKE MANDELA

SESSION PLAN

LEADING LIKE MANDELA

TRAINER’S MANUAL Activity Description

Schedule

Duration Responsible Person| Equipment | Objectives Person Responsible ___________________________________

Presentation Nelson Mandela: A servant leader [Bio]

10h30/ 10h50

Materials ➜ Computer | Projector | Speakers ➜ Nelson Mandela Biography Video ➜ Powerpoint Presentation 20’

Objectives ➜ Make an historical context of Nelson Mandela’s life (Apartheid) ➜ Explain of the most important milestones of this leader’s life Person Responsible ___________________________________

Introduction to the movie “Invictus” [See Materials]

10h50/ 11h00

Movie “Invictus” Segment I [30 min]

11h00/ 11h30

Materials ➜ None 10’

Objectives ➜ Make a historical contextualization of the movie “Invictus” ➜ Raise awareness for an attentive, critical and reflexive posture Person Responsible ___________________________________

30’

Materials ➜ Computer | Projector | Speakers ➜ Movie“Invictus” Person Responsible ___________________________________

Reflection in small groups “The problem” [See Materials]

11h30/ 12h00

Movie “Invictus” Segment II [25 min]

12h00/ 12h25

30’

Materials ➜ Handout ➜ Ballpoint pen ➜ Markers ➜ Flipchart Objectives ➜ Strenghten the knowledge on the historical context of Apartheid in South Africa ➜ Raise awareness for the internal dynamics resulting from the conflict situation [eg: Revenge, Fear; Resentment] Person Responsible ___________________________________

25’

Materials ➜ Computer | Projector | Speakers ➜ Movie “Invictus” Person Responsible ___________________________________

Reflection in small groups “The solution” & “Leadership characteristics” [See Materials]

12h25/ 13h00

35’

Materials ➜ Handout ➜ Ballpoint pen ➜ Markers ➜ Flipchart Objectives ➜ Reflect, from the concrete aspects of Nelson Mandela´s life, on the importance of a personality in a given historical moment ➜ Identify concrete strategies and servant leadership characteristics

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Schedule

Lunch

Duration Responsible Person| Equipment | Objectives 60’ Person Responsible ___________________________________

Activity Do what I say [See Materials]

14h00/ 14h15

15’

Objectives ➜ Reflect on the congruence between what we say and what we do ➜ Promote the discussion on social learning (learn through what I do rather than what I say) and leadership by example Person Responsible ___________________________________

Movie “Invictus” Segment III [25 min]

14h15/ 14h45

30’

Materials ➜ Computer | Projector | Speakers ➜ Movie “Invictus” Person Responsible ___________________________________

Reflection in small groups “The impact” [See Materials]

14h45/ 15h05

Movie “Invictus” Segment IV [30 min]

15h05/ 15h35

20’

Materials ➜ Handout ➜ Ballpoint pen ➜ Markers ➜ Flipchart Objectives ➜ Reflect on how to transform a threat into an opportunity to build peace ➜ Develop skills of empathy, conflict resolution and communication Person Responsible ___________________________________

Coffee break

30’

Materials ➜ Computer | Projector | Speakers ➜ Movie “Invictus”

15’ Person Responsible ___________________________________

Reflection in small group “The Lessons” [See Materials]

15h50/ 16h10

20’

Materials ➜ Handout ➜ Ballpoint pen ➜ Markers ➜ Flipchart Objectives ➜ Identify leadership lessons from the movie “Invictus” Person Responsible ___________________________________

Presentation Mandela´s legacy [See Materials]

16h10/ 16h40

Materials ➜ Computer | Projetor ➜ Powerpoint Presentation 30’

Objectives ➜ Summarize and identify the lessons and leadership characteristics of Nelson Mandela ➜ Strenghten participants knowledge on servant leadership

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LEADING LIKE MANDELA

Activity Description

LEADING LIKE MANDELA

TRAINER’S MANUAL Activity Description

Schedule

Duration Responsible Person| Equipment | Objectives Person Responsible ___________________________________

Qualitative evaluation “A word to describe the day”

16h40/ 17h00

Cierre del día

17h00

20’

Materials ➜ Flichart sheets or post-its Objectives ➜ Encourage the exchange and discussion on the day´s learning experiences (Lessons, feelings, etc.)

Person Responsible ___________________________________

PEDAGOGICAL RESOURCES ➜ ➜ ➜ ➜

Video Desmond Tutu Video John Volmick Video Nelson Mandela Biography Movie “Invictus”

➜ Powerpoint presentation | Nelson Mandela: A Servant Leader[Bio] ➜ Powerpoint presentation | Mandela´s legacy ➜ Game handout [Human Bingo 1 per participant] [See materials] ➜ Movie Handout [Invictus] [See materials]

EQUIPMENT AND MATERIALS ➜ ➜ ➜ ➜ ➜ ➜ ➜

Ubuntu Bags Ubuntu Notebooks Computer | Projector | Speakers Pens Markers Scissors Flipchart

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activity The game ends when the stipulated time ends, or when the first participant shouts “Bingo!”.

At that moment, the facilitator must stop the game, confirming the participant’s answers.

OBJECTIVES ➜ Introduction of the participants ➜ Promote group cohesion

OBSERVATIONS

MATERIALS

The sheets of the game should be, as far as possible, adapted to the characteristics of the audience to which it is directed. Through the personal information of each participant, available before the training, the team should add phrases with identified specificities (eg: If a participant refers, in the session registration form, that he likes to walk, that may be one of the phrases of the game sheets). In the event that there is no specific information of the participants, the adaptation must take into account the characteristics of the context (language, culture, music, regions/places of birth, gastronomy, etc.). In addition, this activity is more challenging if there are different game sheets, distributed randomly to the participants.

➜ Game sheets

DURATION ➜ 20/30 minutes

PREPARATION ➜ Game sheets adapted to the group

FACILITATION This is an activity for introducing participants and also works as an ice breaker, implying that the participants move around the room, interacting with the others. The facilitation team can participate, as this is a good opportunity to get to know the elements of the group.

The main objective of this game is that each participant knows the other elements and lets himself/herself be known. Each one should receive a game sheet with different phrases.

Later, they will have to walk around the room, looking for signatures of the participants that correspond to the sentences written on their game sheet (because these are true or applicable to their life).

One of the purposes of the game is to collect all the signatures in the minimum possible time, collecting also some additional information described on the game handout. However, it is not possible to repeat signatures, which means, the same participant cannot sign on the sheet of another person more than once and, furthermore, it is important to note that no one can sign on their own sheet.

When the participant finishes filling the sheet, he/she must shout “Bingo!”, sitting on a chair.

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LEADING LIKE MANDELA

HUMAN BINGO

activity Find a person who has the characteristics listed below and collect that person’s signature (1 sheet, 1 signature), you cannot repeat signatures! When you’re done, yell “Bingo!”

Find a person who ... ... knows how to speak more than two foreign languages _________________________________ Which ones? __________________________________________________________________________ ... studies at the University ______________________________________________________________ Which one? _____________________________________________________________________________ ... knows how to play a musical instrument _______________________________________________ Which one? _____________________________________________________________________________ … has kids _____________________________________________________________________________ How many? _____________________________________________________________________________ ... has a special talent __________________________________________________________________ Which is it? _____________________________________________________________________________ ... was born in another country __________________________________________________________ Where? ________________________________________________________________________________ ... has lived in another country __________________________________________________________ Where? ________________________________________________________________________________ ... knows who Nelson Mandela was ______________________________________________________ Who was? ______________________________________________________________________________ ... knows what “Ubuntu” means _________________________________________________________ What is the meaning? ___________________________________________________________________ ... has an unusual fear __________________________________________________________________ Which one? _____________________________________________________________________________ ... whose favorite drink is water? ________________________________________________________ Why? __________________________________________________________________________________ ... does not like to dance ________________________________________________________________ Why? __________________________________________________________________________________ …has already visited Vietnam __________________________________________________________ How many times? _______________________________________________________________________

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LEADING LIKE MANDELA

HUMAN BINGO

activity

LEADING LIKE MANDELA

TRAINER’S MANUAL

HUMAN BINGO Find a person who has the characteristics listed below and collect that person’s signature (1 sheet, 1 signature), you cannot repeat signatures! When you’re done, yell “Bingo!”

Find a person who ... ... does volunteer work _________________________________________________________________ Where? ________________________________________________________________________________ ... was born in a different country ________________________________________________________ Where? ________________________________________________________________________________ ... knows how to speak two foreign languages ___________________________________________ Which ones? ____________________________________________________________________________ ... studies at the University _____________________________________________________________ Which one? _____________________________________________________________________________ ... who knows how to play a musical instrument __________________________________________ Which one? _____________________________________________________________________________ .... is or has been a teacher ______________________________________________________________ Where? ________________________________________________________________________________ ... has studied in a different country _____________________________________________________ Where? ________________________________________________________________________________ ... knows who Nelson Mandela was ______________________________________________________ Who was? ______________________________________________________________________________ ... does not like to dance ________________________________________________________________ Why? __________________________________________________________________________________ ... knows what “Ubuntu” means _________________________________________________________ What is the meaning? ___________________________________________________________________ ... has children _________________________________________________________________________ How many? _____________________________________________________________________________ ... has a special talent __________________________________________________________________ Which one? _____________________________________________________________________________ ... prefers the color blue? _______________________________________________________________ Why? ___________________________________________________________________________________

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activity Depending on the answers, one might ask:

OBJECTIVES

“Are all leaders born leaders?

Are you born a leader or do you become a leader? And what is a servant leader?”

➜ Identify beliefs, ideas and preconceptions about leadership ➜ Introduce the concept of servant leadership

Materials ➜ Flipchart ➜ Marker pens

The facilitator should encourage participation, without making any judgments, and preparing the final comment that will serve as an introduction to Nelson Mandela’s leadership style.

The facilitator may in the end leave the question:

DURATION ➜ 15/20 minutes

“Does it seem to you that Nelson Mandela was a servant leader?

Why?”.

PREPARATION ➜ None

FACILITATION

FINAL NOTE

This activity aims to promote brainstorming about the concepts of leadership and what it is to be a leader. While it may seem obvious, the truth is that there are many theories about leadership and even more examples of leaders.

The Servant Leader is focused on the common good, seeks to generate consensus and mobilize the collective will to find positive solutions to concrete problems in the community. Far from the concept of leadership centered on a single individual, hierarchical verticality or the logic of power, the servant leader is someone capable of relational, interdependent and collaborative strategies, empowering the capacities of others for the common good. Thus, self-knowledge, self-confidence (recognizing with humility our own capacities), resilience (knowing how to overcome obstacles and grow from them), empathy (feeling with others) are essential pillars in the growth path of all those who want to become servant leaders.

In a training about servant leadership, it is important to define concepts and, therefore, it is recommended that this dynamic happens on the first day of the training.

In a large group and inviting everyone to participate freely and without judgments, the facilitator asks

“What is a leader? What kind of characteristics should a leader have?”.

The answers are collected by one of the facilitators on a flip chart or in a white board to be able to talk about what was said afterwards.

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LEADING LIKE MANDELA

What is a Leader?

presentation HISTORICAL CONTEXT AND BIOGRAPHY

A SERVANT LEADER [BIO]

Nelson Mandela is probably one of the most consensual leaders in contemporary history, marking a unique style of leadership. In his autobiography he says that he feels uncomfortable when people identify him as a kind of “saint” or “perfect man”. He added, with a sense of humor: “I’m not a saint, unless you see a saint as a sinner who keeps trying”. In fact, Nelson Mandela is a man with many virtues and frailties, with very unique characteristic which, due to the historical context in which he lived, transformed him into an example of servant leadership. Thus, it is important to avoid making the mistake of looking at Mandela as a distant figure; on the contrary, we must seek to identify the link with our reality, contexts and challenges.

OBJECTIVES ➜ Make an historical context of Nelson Mandela’s life (Apartheid) ➜ Explain of the most important milestones of this leader’s life

Materials ➜ Computer | Projector | Speakers ➜ Nelson Mandela Biography Video ➜ Powerpoint Presentation

Duration ➜ 45 minutes

Let’s look at some milestones of this man’s life now. Nelson Rolihlahla Mandela was born in July 1918, in Mvezo, within a family of tribal nobility, in a small village in the rural part of the country, where he would possibly come to occupy a position of leader. He left this fate when he was 23 years old and decided to move to the capital (Johannesburg), where he enjoyed university life, becoming a young lawyer, leader of the nonviolent resistance of youth in struggle.

KEY IDEAS FACILITATION This seminar´s objectives are focused on Nelson Mandela’s life. As the main leader of the Ubuntu Leaders Academy, we invite you to dive into the context and life of this remarkable man, to better understand what it means, specifically, to be a servant leader. At first, we will look into the history of South Africa and the leadership context of Nelson Mandela.

Throughout the seminar we can deepen the trajectory of this man, analyzing his transformation and evolution, as well as the legacy he left us. Through his example, we will explore the concept of servant leadership, in its theoretical component and in its practical application.

Until the 1990s, South Africa had a political model based on what we call Apartheid, which means separation. There were four officially classified groups, which were different in statute and rights: blacks, whites, Indians and mestizos. The rights of whites were incomparably superior to those of the other groups. There was a widespread ideology that held the belief that with this separation there would be a better functioning of society. However, this distinction was based solely on the criterion of skin color, neglecting criteria such as merit or effort. Whites had a diversified set of rights that others did not enjoy political participation, economic rights, land ownership, etc.

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LEADING LIKE MANDELA

NELSON MANDELA

presentation

LEADING LIKE MANDELA

TRAINER’S MANUAL After completing his studies, Mandela opened the first black law firm in South Africa, with Oliver Tambo. This event became an important milestone for South Africa. It was not usual to have black lawyers and the possibility of having these lawyers to question white witnesses was considered unprecedented.

most dangerous terrorists. It is on this island that he was trapped for 17 years, having been given prisoner number 466/64. Life on Robben Island was very hostile and severe, as the entire political and prisons system carried out a set of actions that aimed to break the determination of the people fighting for the end of Apartheid. A methodology widely used in this regard was that of visits. Each prisoner had the right to only two visits per year, since this right was used as a strategy of manipulation and dissuasion. If an inmate behaved in a manner considered inappropriate, the suspension of the annual visits was the first line of punishment. In this sense, Mandela paid a very high price for this struggle, especially on a personal level. When he was arrested, he was married to Winnie Mandela and had two daughters from that marriage. His family relationships were destroyed throughout these 17 years. Winnie Mandela during the fulfillment of his sentence began another emotional attachment, and the two daughters never forgave him for having chosen the fight against Apartheid, instead of choosing them.

Nelson Mandela is quickly involved in the struggle against Apartheid. He was the founder of the Youth League of the African National Congress (ANC), in 1944. In 1948, the National Party, which was an apologist for racial segregation, won the elections. This event unleashed a growing force and activism in the anti-apartheid struggle. Initially, the ANC struggle was very inspired by the principles of nonviolence, defended by Gandhi who, curiously, began his civic intervention in South Africa which, later, he continued in India.

As we know, Mandela won the Nobel Peace Prize (1993) and is considered an important figure in the process of peaceful transition.

However, like so many other black nationals, at a certain point in his life, Nelson Mandela was an apologist of the armed struggle. On March 21, 1960, in the province of Gauteng, there was a peaceful demonstration against the “ the pass”, a document that determined where blacks could go and, if they did not present it, they were detained. On that day, thousands of protesters were walking through Sharpeville in a peaceful protest, when it was suppressed by the South African police with firearms, killing 69 people and wounding more than 180. This day marked a turning point for the ANC (African National Congress); it convinced them that the nonviolent strategy was no longer possible.

Mandela becomes involved in the new orientation for armed struggle. It is very interesting to analyze his evolution over time, in regards to the models of struggle for the end of Apartheid, abdicating after the armed struggle.

Later, he was transferred to the Pollsmore prison and, in 1988, to Victor Verser prison, where he served the final 14 months. This last change of prisons was triggered by several factors: the emerging negotiations between the South African Regime and the ANC; by the growing awareness of the need for regime change; by the recriminations of several countries regarding the situation of racial segregation and discrimination; for the international trade boycott (International Bank, Olympic Games, International Commercial Relations) and for the increasing risk of civil war.

Nelson Mandela was released on February 11, 1990 and accepted the role of principal mediator with the Apartheid regime, defending the peaceful transition to the democratic regime.

In 1990 the ANC was legalized as a political party recognized by the system, ceasing to be considered a terrorist movement. The first democratic electoral act was also scheduled, the presidential elections in 1994, with the principle “one person, one vote”. In 1993, Fred-

In 1964, Mandela was arrested, went to trial and was sentenced to life in prison in the penitentiary of Robben Island, an island next to Cape Town. It was a penal colony where political prisoners were isolated, considered the

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presentation “take justice into our own hands.” This humanized meeting between the two margins allowed us to initiate a process of healing and reconciliation, restoring human dignity to the South African people. On the basis of this whole process of transition and peace was an African philosophy: Ubuntu. This word that means “to become person through other people” sustained the whole narrative of joint construction of a common future. Steve Biko, a key figure in the fight against Apartheid, died in prison, a victim of torture and police violence. As a prisoner, he said that he was fighting not only for the liberation of his people, but also for the release of his jailer, because he too was a victim of the Apartheid. This man, who had tortured him, dehumanized himself deeply “I have to fight for myself, and for him.” This vision of interdependence was central to the whole process and is now also essential for our world. This was the inspiration of Nelson Mandela who, after 27 years of unfair imprisonment, manages to take on what would have been impossible: not to take on a desired revenge. That is the basic view of the whole process: the vision of interconnection, of co-responsibility. We can talk about an ethics of care caring for oneself, others, the community, the future... that is, being Ubuntu.

Mandela faced a colossal challenge. As president of a fragmented society, with a capital of resentment and desire for adjustments accumulated over decades. It truly ambitioned a peaceful and inclusive transition, which could create a “rainbow nation, where all would have a place.” As obstacles, he had the evident thirst for revenge of the blacks and the fear and distrust of the whites. We could say that we witnessed a political miracle, because everything pointed to a civil war. We have one question left: How was this transition possible?

This is the challenge that we will propose throughout the seminar. Through the life of Nelson Mandela, understand and identify the characteristics, values and strategies that allowed this transition. We will now see a small biographical video of this leader that summarizes the information transmitted so far.

The model used as an auxiliary of the peaceful democratic transition, materialized in the Commissions of Truth and Reconciliation, ie, unlike the model of classical justice, an alternative model of restorative justice was proposed. There was a possibility of appealing to the commission, on the part of the perpetrators who perpetuated crimes in the framework of Apartheid, for the purpose of being heard and able to make declarations, showing repentance the urgency of forgiveness. In turn, the victims had the right to listen and question the perpetrators. The right to the truth was essential and constituted the starting point for reconciliation processes. However, disproportionate crimes and extreme violence could not be included in these commissions, moving to the justice system. We underline an interesting detail at these hearings, presided over by Desmond Tutu, for more than two years, after the victim-aggressor encounter, it was never witnessed (in the post-trial) who had chosen to

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erik De Klerk and Nelson Mandela received the Nobel Peace Prize, and in 1994 Mandela was elected president of South Africa. However, from the beginning he made an unusual decision, affirming that he would serve the first term and then move away from the presidency.

activity Referência de liderança servidora

- 7 years old - becomes the first member of the family to attend school - 23 years old – Starts studying Law - Open the first black law firm in South Africa - 45 years old - He is detained and goes to trial, being sentenced to life in jail [1965] - Goes to Roben Island with the number 466/64 - Spends 27 years in prison - 72 years old – is released unconditionally and ANC is legalized

NELSON ROLIHLAHLA

MANDELA 18.07.1918 - 05.12.2013

NELSON MANDELA A reference in Servant Leadership

APARTHEID South Africa 1948 - 1991

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- [1993] Wins Nobel Peace Prize (with F. de Klerk) - 74 years old - South Africa's first free elections. Mandela is elected president.

- [1999] Presidency ends and he leaves the political life.

LEADING LIKE MANDELA

NELSON MANDELA

activity OBJECTIVES

he/she should make a gesture and, simultaneously, say another, for example, say “hands on the head “and place the hands on the belly.

➜ Reflect on the congruence between what we say and what we do ➜ Promote the discussion on social learning (learn through what I do rather than what I say) and leadership by example

Generally, most participants will repeat the behavior they observe and not what they were told, which was the only orientation of the game (do what I say).

TIPS FOR REFLECTION

Materials

FACILITATION

The facilitator should ask the participants what happened for them not to follow the only instruction of the game, allowing the participants to contribute with suggestions or opinions. In the end, each one must reflect on learning by example, because people learn by observing social models. Thus, our behaviors are more likely to be repeated than our words.

A teacher may ask her students several times to speak low, but if she herself is always speaking loudly or shouting, they are more likely to speak loudly as well.

This is an activity that, in addition to exploring the above objectives, implies movement and, therefore, can be facilitated at strategic moments of the training (eg. after a more stationary or theoretical exercise). The facilitator should ask all the participants to stand up, turned to him/her, challenging them to participate on a game: “I propose a simple challenge.

I’m going to make several gestures and you have to do what I say! Did you understand me?”

As trainers or educators, it is essential that the skills and learning that we want to promote in others are, first and foremost, practiced and demonstrated by ourselves. Each one of us should seek to be a reflection of what we want to see/empower in others. Thus, it is important to remember that “the method must be equal to the content”. Also as leaders, it is essential to be aware of the importance of congruence, because it is what makes us trustworthy.

This is the clue that the facilitator will have to give: that everyone should do what he/she says. Start by making and saying several gestures: “hands on the head, hands on the belly, clap, hands on the knees, jump, hands on the feet”. In this first phase, gestures and words are congruent, that is, when the facilitator says “hands on the head”, he/she places his hands on his/her head and thus is doing exactly what it is said.

Actually, we are only respected by others when our words and actions are congruent “What is the point of making nice and inspiring speeches if the actions do not correspond to those values?

How can we ask someone to do something that we are not able to do?”

➜ None

DURATION ➜ 15 minutes

PREPARATION None.

The facilitator could also refer to the example of Nelson Mandela: how could Nelson Mandela ask the South Africans to forgive and integrate the reconciliation process if he wouldn’t have been able to do so?

When the facilitator considers that the participants are “mechanized”, that is, when they imitate the gestures by observation (which usually happens at the end of two or three minutes),

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DO AS I SAY!

Presentation “The world is in a terrible need for great leaders, inspiring people not by words, but by their service to the people. Yes, the most modern idea is the old idea that leadership happens when you serve others. We can say that the whole human race desperately needs these extraordinary people who are present for others and become beacons of hope in our search for a world society where justice, equity and care for the weakest members of the community take first place.”

Kalungu-Banda, 2013

OBJECTIVES ➜ Summarize and identify the lessons and leadership characteristics of Nelson Mandela ➜ Strenghten participants knowledge on servant leadership

Materials ➜ Computer | Projetor ➜ Powerpoint Presentation

DURATION ➜ 30 minutes

KEY IDEAS FACILITATION A partir de: Richard Stengel (2009) Mandela´s Legacy. Editorial Planeta (5º edição).

The life of Nelson Rolihlahla Mandela, whose legacy cuts across culture, race, gender, religion and age, has become the main source of inspiration in the training of new servant leaders. His life is not just an example for our time, but an example for all time. A man whose legacy is his unquestionable consuming passion is the welfare of others. His life can reflect on some of the key qualities and principles of servant leadership, believing that his legacy can be a key example.

Martin Kalungu-Banda (2013) Leading like Madiba. Leadership lessons from Nelson Mandela. Prime Books

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LIDERAR COMO MANDELA

MANDELA´S LEGACY

presentation

LEADING LIKE MANDELA

TRAINER’S MANUAL 1 | LEADING FROM THE FRONT AND LEADING FROM BEHIND

Jongintaba, the tribal king who guided him.

When Jongintaba had meetings in his court, the men assembled in a circle, and the king would begin to speak only after all had spoken.

The job of the leader, Mandela said, was not to tell people what to do, but to generate a consensus considering the inputs of everyone involved.

“It is better to lead from behind and put others in the frontline, especially when we are celebrating a victory over something that has happened.

But we should step into the frontline when there is danger”.

Nelson Mandela

2 | LEADING BY EXAMPLE The leader must be a role model. Having the “gift of the gab” can help, but it is the ability to lead by example that is central to this type of leadership. When leaders lead through actions, their acts symbolize their message and it is through their example (even if silent) that they share their beliefs, philosophies, passions, and wisdom. Some leaders want to speak at all times in an effort to put into words what they should demonstrate with action. When leaders advocate genuine causes, they do not need to say a single word for people to hear. In turn, great leaders do not ask of others what they themselves are not willing to do. As Nelson Mandela puts it, “After all, if I cannot change when circumstances demand, how can I expect others to do it?”

Nelson Mandela’s leadership style is established between these two poles. Mandela takes both the front line, stepping forward and becoming visible, and he steps back, turning into an invisible guide and ensuring that others receive their fair share of recognition.

Leading from the front means many things. Of course, it involves taking the initiative at critical moments, as Mandela did throughout his life. In Robben Island prison, he often stepped into the front row of prisoners, under the guards’ glares and taunts, showing the others how they should react. When there is danger and people need to feel safe the leader must take the lead, by setting an example. Leading from the front can also take place in the small things of everyday life. Even in the way he walked, Mandela led from the front “I just had to see him walk in a confident stride, to feel comforted” (prisoner in Robben Island). Finally, leading from the front also implies being able to recognize mistakes, even when no one assumes them.

It is not necessary to govern a country to emerge as a great leader. This relates to anyone who is committed to bridge the gap between words and deeds, being willing to live and, if necessary, die for what one believes in (as Mandela stated during his court case). This congruence gives rise to a leader in whom people can trust.

Mandela is also a very relevant example of coherence between what he politically and civically believed and defended and the way he acted. During his tenure as President of South Africa, Mandela, in addition to being pragmatic and focused on unifying his country, consistently demonstrated his capacity for dialogue and negotiation, making himself available and flexible, in order to bring reconciliation. This idea of reconciliation is central to Mandela’s leadership style, as he struggled to bring reconciliation to the post-apartheid country. It is

Simultaneously, Nelson Mandela understands the importance of leading from behind. A style of leadership that does not imply standing out, but rather listening to people and genuinely valuing their contributions. Mandela liked to reminisce about his childhood and his lazy afternoons of cattle grazing. “You know,” he said, “you can only lead them from the rear.”

As a child, Mandela was greatly influenced by

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presentation thank you so much for asking President Mandela to invite me for breakfast. It’s something I would never expect would happen to me. I just do not know how to thank you enough for what you did. “ Peter impulsively replied, “Oh, please do not say that! It was the least I could do! “ As he spoke these words he felt really stupid and ashamed to lie and to keep his laurels for something he did not deserve. A few days later he called Dumi, told him the truth and apologized”. Kalungu-Banda, 2013

Mandela is also a reference of self-discipline and method, creating in his surroundings, whenever possible a healthy, reliable and predictable environment. These characteristics are also associated with him, given his simplicity and humility traits. By acting in accordance to these values, Mandela inspires people around him to be equally attentive to it.

Great leaders do not see titles. They see human beings who happen to have titles to perform specific tasks. Leaders who touch truly other souls recognize and honour people simply for being human beings and not because of the institutional tasks they perform. In recognizing human beings, not titles, great leaders enable and allow others to realize their value and hence their potential. As leaders, we must cultivate a deep sense of respect for each person. No one is invisible to Mandela.

3 | NO ONE IS INVISIBLE “At the request of Mandela, BP started building a primary school in one of the most densely populated areas of the Eastern Cape. When the project began, Peter (a BP worker) received an invitation to meet with President Nelson Mandela to inform him of the progress of the work.

He was invited to breakfast at the president’s house. On that day, Peter put on his best suit and asked one of the company’s drivers, Dumi, to take him to Mandela’s house. To Peter’s surprise, his host was waiting for him in the parking lot. He was ecstatic and humbled to see Mandela waiting for him on the street, watching him gesture inside. In the traditional mode of business and protocol behavior, the driver withdrew silently and remained in the car. Peter entered the house and sat at the table with Mandela. Just before they started breakfast, Madiba asked, “Peter, I thought there were two people ...” Peter replied, “No sir, I came alone.” “And the other gentleman?” He insisted. Peter replied, “No sir, he’s the driver. He’ll wait in the car. “ At that moment, Mandela got up and went to the place where Dumi was. He introduced himself to the driver and asked him to join them for breakfast.

4 | LET THE GOOD IN EACH PERSON INSPIRE YOU It is extraordinary that a man who was mistreated for most of his life is able to see so much good in others. Richard Stengel once asked Mandela about his views on John Vorster, the president of South Africa who made apartheid even more severe and who expressed his displeasure that Mandela and his companions had not been executed. Mandela replied

“He was an honest guy. To begin with, he was extremely well-mannered. When he spoke of us, he always addressed us respectfully”.

After finishing the meal, Peter informed Mandela about the progress of the construction of the school, and then he and Dumi said goodbye. Dumi started the engine and drove out of Mandela’s house. As soon as the gates closed, Dumi parked the car on the side of the road, got out of the car, and turned around to Peter’s door. Then he knelt down and said, “Peter,

This doesn´t mean that Mandela was not aware of the blackest facets of a man like John Vorster. Instead, it meant he opted for not seeing only that. Mandela looks in others for what they have of positive and constructive, won-

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only possible given the personal process the leader enters into, from his victory over resentment and intent to revenge.

presentation

LEADING LIKE MANDELA

TRAINER’S MANUAL dering what can be learnt from each person.

Curiously, rather than restricting, prison widened Mandela’s perspective on human nature.

According to him, it was apartheid that created mean men, and it was not wickedness that created apartheid. Ultimately, he considered them both the victims and the perpetrators of the system. As he often said, they were rude and uneducated men, who had, since childhood, grown up in an unjust and racist system.

In this sense, it is up to each person to see the good in each person. In turn, Mandela believes that seeing the good in others increases the chances for revealing the best in themselves.

habit of considering all possibilities. In this context, solutions never before thought through, can be found. It is, however, a demanding way of thinking because, even without abandoning our point of view, it requires us to put ourselves in the place of those with whom we disagree.

Mandela’s empathic capacity was instrumental not only on the various political decision-making fronts, which required an enormous capacity for dialogue and negotiation, as well as in the way he interacted with the people around him, and showing himself available to learn and share.

For Nelson Mandela, the good (recognized in the other) is a source of inspiration for his life.

We know that great leaders can inspire others to aspire to greatness. Leaders must be in an ongoing learning process and need to have their own sources of inspiration in order to inspire others.

Mandela’s leadership style is the result of his life story and is deeply marked by his experience of seclusion:

6 | GET TO KNOW THE OTHER SIDE

“Over the course of his life Nelson Mandela had many teachers, but the one who taught him the most was in prison. It was the prison that shaped the man we know today.

The Nelson Mandela who was released from prison at age seventy-one was very different from Nelson Mandela, who had come in at forty-four. He was a mature man”.

Stengel, 2009

5 | NOTHING IS BLACK OR WHITE Nelson Mandela feels comfortable with the contradictions. Even when they are his. Was this or that? Was it A or B? Yes or no? Why not both? For Mandela the answer is almost always “one thing and another”. There are no simple answers to complex questions. There are always several interpretations, several points of view and all can be valid. Mandela understood the fears of the whites and the frustrations of the blacks, he understood the importance that the Afrikaans gave to the rugby and the contempt expressed by the freedom warriors had for this sport. He almost always had the perspective of the various sides of a problem and sought to find an intermediate course, a form of reconciliation between the two parties.

When he was in Robben Island prison, Mandela began to learn Afrikaner, the language of those who had unjustly condemned him to life imprisonment. He took every opportunity to speak in Afrikaans with the guards, study their history, and familiarize himself with their culture. Many of Mandela’s comrades did not understand this attitude. However, it was not long before the guards came to the window to talk to him at night, partly because it had touched their hearts. Mandela converted some enemies into allies.

Sometimes he came across situations where, although he understood the two sides, he only agreed with one. It is not easy to articulate the grey areas. Black and white are seductive because they are simple and absolute and seem clear and unmistakable. For this reason, we tend to answer ‘yes’ or ‘no’ instead of ‘maybe’ or ‘both’. For Mandela one should cultivate the

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presentation reconciliation and through the focused hope of unification of his country.

8 | COURAGE IS NOT THE ABSENCE OF FEAR

“In 1994, Nelson Mandela decided to fly in a propeller device to the province of Natal to address his Zulu supporters. When they were within 20 minutes of landing, one of the engines of the small plane died Some of the crew began to panic, and the only thing that calmed them was to look at Mandela, who was quietly reading his newspaper, as if nothing had happened.

The airport prepared for an emergency landing, and the pilot managed to safely land the plane. When Nelson Mandela sat in the car, Stengel asked him how he had coped. He leaned over and said in a dramatic tone, “Man! You cannot imagine the fear I felt!”

Kalungu-Banda, 2013; Stengel, 2009

Mandela believed that South Africa could never be governed, nor would a peaceful settlement of the conflict be possible if the interests of the Afrikaners were not taken into account. It was in this recognition of interests that Nelson Mandela understood the importance of rugby, the national sport of the Afrikaners. represented by the national team, the Springboks, rugby was a source of pride that gave them a distinct character. In turn, the black South Africans supported any team opposing the Springboks, fuelling their thirst for revenge. After assuming the presidency, Mandela resorted to a curious tactic often misunderstood by many: he devoted his attention to rugby, recognizing its unifying potential. Mandela creates the opportunity to build bridges through the (re) cognition of the other party.

7 | LEARN TO LIVE WITH MADIBA´S PARADOX Mandela’s life is, from different points of view, paradoxical. This man had, at the outset, reasons to be bitter, to seek revenge, to opt for armed struggle, not to forgive. On the contrary, he became an example of resilience, hope, leadership and reconciliation. Mandela transforms difficulties into opportunities, becoming a model and inspiration for the whole world.

For most people, Nelson Mandela is the embodiment of courage. But Mandela defines “courage” in a curious way. Courage lies in how we react in different situations. Thus, it does not imply the absence of fear (which in turn is natural and healthy), but the triumph over it.

It is the ability to act, to choose, to decide, in spite of fear “The courageous Man is not the one who does not feel fear, but the one who conquers fear” (Nelson Mandela).

From Mandela’s example, and through the appropriation of the principles of servant leadership, it is possible to highlight the importance of resilience and overcoming, even in contexts of difficulty, conflict, and pain. By finding hope and opportunity in these circumstances, it becomes possible to help the people around you to move forward and overcome your own adversities. Mandela did this throughout his presidency, through his own personal process of

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LEADING LIKE MANDELA

In Robben Island, he insisted with his companions that the Afrikaners were also Africans.

Knowing the other side, Mandela realized the many similarities that existed between Africans and Afrikaners. Both of them suffered the anguish of insecurity, and the Afrikaners shared a sense of contempt and rejection when they were oppressed by the English.

presentation

LEADING LIKE MANDELA

TRAINER’S MANUAL Courage involves aligning our words and actions as much as possible with the way we think we should behave. Often courage calls for public display of where we think the truth is. It is a matter of recognizing our fears and, at the same time, choosing to follow what we consider to be the right course of action. All great leaders have this courage.

CONCLUSION The example of Nelson Mandela is truly inspiring as a reflection of servant leadership.

In his struggle against apartheid in South Africa and the rebuilding of the country, starting from the idea of a rainbow society, Mandela, as President of the country, inspired through his determination and confidence and in setting goals that included all those who felt diminished and hurt before, supportive or not of their party and position. By being consistent and perseverant in his ideals, Nelson Mandela was able to dialogue, negotiate and consolidate his ideals in favor of a society of peace.

In his political and personal life, Mandela is still an example of a leadership of service, assuming an empathic stance based on ethics of care.

His legacy is therefore very relevant in the construction of an Ubuntu culture, based on the pillars of self-knowledge, self-confidence, resilience, empathy and service.

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presentation LEADING LIKE MANDELA

NELSON MANDELA Mandela’s Legacy

MANDELA’S LEGACY

NO ONE IS INVISIBLE

CULTIVATE A DEEP SENSE OF RESPECT BY EVERY INDIVIDUAL

NELSON MANDELA

NELSON MANDELA Mandela’s Legacy

Mandela’s Legacy

LEADING

FROM THE FRONT AND FROM THE BEHIND

LET THE GOOD IN

EACH PERSON INSPIRE YOU

NELSON MANDELA

NELSON MANDELA

Mandela’s Legacy

Mandela’s Legacy

NOTHING IS BLACK OR WHITE

LEADING BY EXAMPLE

USING WORDS IF NECESSARY

It is a constitutional right

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presentation

LEADING LIKE MANDELA

TRAINER’S MANUAL NELSON MANDELA

NELSON MANDELA

Mandela’s Legacy

Mandela’s Legacy

GET TO KNOW THE OTHER SIDE

NELSON MANDELA Mandela’s Legacy

LEARN TO LIVE WITH MADIBA’S PARADOX

NELSON MANDELA Mandela’s Legacy

COURAGE IS NOT THE ABSENCE OF FEAR

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BUILDING BRIDGES

SESSION PLAN CONSTRUIR PUENTES

Objectives

➜ Systematize the competences and challenges inherent to the building bridges ➜ Encourage reflection on the personal identity and responsibility of the bridge builder ➜ Motivate and train through examples and testimonies of dialogue and mediation ➜ Promote a culture of dialogue and peace, increasing awareness of the existing dynamics in interpersonal relationships

ACTIVITY DESCRIPTION Description Welcoming

Schedules Duration Responsable | Materials | Objectives 08h15/ 08h30

15’ Person Responsible ___________________________________

Activity The Balloons [See Materials]

08h40/ 09h00

30’

Materials ➜ Balloons ➜ Toothpicks ➜ Post-its ➜ Labels ➜ Ballpoint pens Objectives ➜ Promote group cohesion ➜ Reflect on empathy, inter-help and a sense of service ➜ Increase knowledge on the Ubuntu philosophy and servant leadership Person Responsible ___________________________________

Activity If I were a bridge?

[See Materials]

09h00/ 09h45

45’

Materials ➜ Speakers and music ➜ Bridges Photos [See Materials] ➜ Scotch tape ➜ Post-its ➜ Ballpoint pens Objectives ➜ Promote self knowledge ➜ Understand individual traits of bridge builders ➜ Develop communication skills and sharing

Coffee break

30’

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Topic | Day 2

TRAINER’S MANUAL Description

Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________

BUILDING BRIDGES

Materials ➜ A4 white sheet ➜ Pens ➜ Activity handout (drawing) Activity “Blind Drawing” [See Materials]

10h15/ 10h35

20’

Objectives ➜ Understand the complexity and difficulty of interpersonal communication processes, as well as the underlying dynamics ➜ Acquire tools that facilitate interpersonal communication and conflict management through empathetic communication and active listening ➜ Understand how diverse points of view enrich the interpretation of a reality Person Responsible ___________________________________

Activity “The Derdians” [See Materials]

10h35/ 11h55

75’

Materials ➜ Game Handouts [instructions] ➜ 1 Scotch Tape ➜ 1 A3 cardboard sheet ➜ 1 Scissor ➜ 1 Ruler ➜ 1 Pencil Objectives ➜ Promote self-knowledge ➜ Facilitate the analysis of intercultural issues ➜ Develop communication skills, empathy and conflict resolution Person Responsible ___________________________________

Presentation “Seven Rules of a Pontiff” [See Materials]

11h55/ 12h30

Lunch

35’

Materials ➜ Computer | Projector ➜ Powerpoint Presentation Objectives ➜ Facilitate reflection on the challenges inherent in bridge construction ➜ Increase knowledge about the pontiff’s role

60’ Person Responsible ___________________________________

Activity “The chairs game” [See Materials]

13h30/ 14h00

30’

Materials ➜ Chairs Objectives ➜ Promote problem solving and communication ➜ Reflect on the importance of teamwork

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Description

Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________

14h00/ 15h00

Coffee break

60’

Objectives ➜ Think deeper on the metaphor of bridge building (pillars, margins, the pontiff) ➜ Identify and reflect on the concrete challenges of the participants’ reality (eg. technologies)

15’ Person Responsible ___________________________________ Materials ➜ None

Ubuntu Testimony “Building bridges”

15h15/ 16h00

45’

Objectives ➜ Develop empathy and active listening skills ➜ Raise awareness for the impact of storytelling ➜ Promote contact with community leaders and learn about their life history ➜ Prove that it is possible to be resilient and be able to overcome obstacles, even in difficult contexts Person Responsible ___________________________________

Qualitative evaluation Activity evaluation

16h00/ 16h15

Video “Human” [Extracts]

16h15/ 16h30

Closing session

16h30

15’

Materials ➜ Flichart sheets or post-its Objectives ➜ Encourage the exchange and discussion on the day´s learning experiences (Lessons, feelings, etc.)

Objectives ➜ Computer | Projector | Speakers ➜ Videos

15’

Objectives ➜ Highlight the importance of building bridges through contact with real life stories Person Responsible ___________________________________

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Reflection “Bridge Building 3 stations”

Materials ➜ Postcards [See Materials] ➜ Flicharts sheets ➜ Pens

MANUAL DEL DINAMIZADOR PEDAGOGICAL RESOURCES ➜ Video “Kindness can come from anywhere” [Human] ➜ Video “Love from the most unlikely place” [Human]

BUILDING BRIDGES

➜ Powerpoint Presentation | The 7 rules of a Pontiff ➜ ➜ ➜ ➜

Bridges Photos [If I were a bridge - See materials] Game handout [Blind drawing - See materials] Instruction handouts [The Derdians - See materials] Postcards [Build Bridges - See materials]

EQUIPMENT AND MATERIALS ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜

Computer | Projector | Speakers Balloons (1 per participant) Toothpicks (1 per participant) Post-its Felt pens Pens Glue A4 white paper 1 scoth tape 1 Sheet of Cardboard / Cardboard A3 1 scissors 1 Rule 1 Carbon pencil

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activity THE BALOONS

The facilitator tells that each participant will receive something important and they cannot make any reaction once they got it. In silence, the facilitator places a toothpick in each participant’s hand (in the hand behind his/her back).

OBJECTIVES

When all the participants have a toothpick in hand, the facilitator says “Before the game starts there is just one rule, only those who save their dream win. 1,2,3 ... you can begin!”.

MATERIALS ➜ ➜ ➜ ➜ ➜

Generally, what happens in this game is that most people pop other people’s balloons until they are all ballooned.

Balloons Toothpicks Post-its Labels Ballpoint pens

REFLECTION TIPS In the end, the facilitator asks “Who won the game?” The answer is “no one”.

DURATION ➜ 30 minutes

The facilitator should promote reflection on this exercise: “what happened? why?”, ”How did you feel (who blew the balloon and who did not blow the balloon of the others)?“, “Would there be another possible outcome? Such as?”.

PREPARATION ➜ It’s necessary to have a wide space (without chairs and tables) and where it’s possible to be loud. Altough wide, the space must be limited in order the participants don’t wander around.

The facilitator should take advantage of participants’ contributions and reflect on some issues:

FACILITATION 1) everyone could have won the game there is no need for a winner and several losers (addressing “competitiveness” that sometimes leads us to behave in a small way responsible and concerned about others);

Each participant must receive a post-it (or small paper) and a pen. The facilitator invites each one to reflect which is their biggest dream and, after they identify it, they should write it on that post-it/paper.

2) impulsiveness in decision making / behavior (most people hear the word “win” and do not even stop to think about possible ways to play or behave in this game);

Then the facilitator asks the group to divide in two and form two columns and people should stand face to face (approximately one meter away from the front person). After, the facilitators give each participant a balloon and ask them to fill and tighten the balloon and ask them to hold the balloon in one hand and place the other hand behind your back.

3) access to the “weapon” the fact that we have access to the toothpick does not mean that we should use it (in what situations does this happen in our life or in the reality around us) how many times do we attack other people / groups without thinking about consequences or thinking in a responsible and committed way);

It explains to the participants that this game is done in silence and, from this moment, nobody can speak.

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➜ Promote group cohesion ➜ Reflect on empathy, inter-help and a sense of service ➜ Increase knowledge on the Ubuntu philosophy and servant leadership

activity

BUILDING BRIDGES

MANUAL DEL DINAMIZADOR 4) “Do not do unto others what you do not want them to do unto you” (usually people who have not blown others’ balloons, feel irritated, frustrated, impotent, some change posture during the game and begin to burst the balloon of the others “burst my balloon, so I will also burst theirs”, reflect on the behaviors of “revenge” and the ease with which there is an escalation of “violence”, how many times in our lives we do to others what we want them to do to us).

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activity IF I WERE A BRIDGE…

chose as representative of themselves, justifying this same option.

OBJECTIVES

If the group is too big, we suggest sharing in Speed Meeting format (3 minutes each). Thus, half of the group will do a line and the remaining participants will be positioned in front of an element of the first group, respectively. The goal is that, given the signal, participants share their bridge with the element in front of them (and vice-versa). When a second signal is given, the elements of the first group move to the right and begin sharing with the new element in front of them, and so on (5 times).

MATERIALS ➜ ➜ ➜ ➜ ➜

Speakers and music Bridges Photos [See Materials] Scotch tape Post-its Ballpoint pens

DURATION ➜ 30 minutes

REFLECTION TIPS

PREPARATION

This activity appears as an introductory one to the bridge construction theme. Thus, each one must be able to see himself/herself as pontiff: someone capable of building bridges. And each person is singular in this same role. In the family, at work, in the neighborhood or context of each, we are called to unite separate margins, building relational bridges. Each one must understand its characteristics, assuming that for this same mission, there are different forms and approaches.

➜ It is necessary to prepare the room where the dynamics will be realized, affixing on the walls the different photographs of the bridges. The goal is for the room to resemble an exhibition of paintings.

FACILITATION 1. The facilitator invites the participants to visit the “Exposition of Bridges” in silence and to note the differences between the various exposed images. At the end of the visit each participant should choose the bridge with which more identified and place a post-it with his/her name next to that same image.

OBSERVATION Whenever possible, bridges should be added to the context where training is being given.

“As you can see, each of the exposed bridges has unique characteristics. The bridges differ in their size, structure, material ... Some are pedestrian and others serve exclusively for the passage of automobiles. Some lie in wild nature and others lie in the center of the city. I invite you to look at the characteristics of the bridges as a metaphor for our own life. If I were a bridge, it would be... “ 2. After the post-its posting has finished, the second part of the activity starts. It is proposed that the participants share the bridge they

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Sharing can be done in large or small groups if a more serious and thoughtful environment is desired.

➜ Promote self knowledge ➜ Understand individual traits of bridge builders ➜ Develop communication skills and sharing

activity BLIND DRAWING OBJECTIVES ➜ Understand the complexity and difficulty of interpersonal communication processes, as well as the underlying dynamics ➜ Acquire tools that facilitate interpersonal communication and conflict management through empathetic communication and active listening ➜ Understand how diverse points of view enrich the interpretation of a reality

At the end of the experience, feelings, difficulties, thoughts are gathered.

The following issues can be launched for discussion (small or large depending on their size):

MATERIALS

➜ Why did the multiplicity of drawings result from the same explanation? ➜ What could have facilitated the drawing approach to reality?

➜ A4 white sheet ➜ Pens ➜ Activity handout (drawing)

DURATION

REFLECTION TIPS

➜ 30 minutes

•

Reflect on the impact of noise on concentration, attention to the ability to receive the message. How many times are there interferences and disturbances in relationships? How can we “clean the noise” and tune in to the people we are listening to?;

•

Objectivity vs Subjectivity – we must understand that the more objective a message is, bigger are the odds for the receiver to interpret correctly. The subjectivity of the information to be transmitted makes the interpretation of the message much more dependent on the individual and unique reality of the receiver. Messages must therefore be simple, clear and concrete in order to work around the unavoidable fact that we give different meanings to the same words (eg “large” or “small” can be interpreted in very different ways). In real life this is often a source of conflict and disagreement (participants can give examples of concrete situations);

•

Understand that it is important that the sender seeks to know the reality of the receiver, trying to explain his message from this reality, to make the transmission

PREPARATION ➜ Ideally, each participant should have a place to draw (table/rigid base).

FACILITATION The facilitator should request a volunteer from the participants to whom he/she will deliver a sheet with a complex and abstract geometric design. The participant must study it without showing it.

The remaining participants should have a white sheet and a pen and should follow the instructions that will be given in silence.

With his/her back to the group, the volunteer should describe, aloud and audible, the geometric design in his hands.

The objective of the game is that the group, following the instructions given to it, represents on the blank sheet the described drawing. Attention: There can be no question or feedback.

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At the end, participants should compare their drawings with the original drawing described.

Most likely, they will be significantly different from the original drawing. Some participants may get lost in the middle of the explanation; the explanation may have shortcomings; missing points of reference for lack of objectivity in the description etc.

Activity

CONSTRUIR PONTES

TRAINER’S MANUAL of the message the most perceptible to the receiver and approximated to reality.

Thus, feedback from the receiver is important so that the transmitted message is interpreted in the way the descriptor intends. In this dynamic, the impossibility of communication and feedback is a determining variable; •

Generally people are focused on getting their message across, not stopping to tune in with what the other person is understanding;

•

What is the starting point? There are introductory issues that should be taken into

account, such as whether the sheet is horizontal or vertical. This is also true in real life, and many miscommunications are associated with a lack of sharing of viewpoints, starting points, beliefs, and so on;

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•

Reflect on the impact of noise on concentration, attention and the ability to receive the message. How often are there interferences and disturbances in relationships?

How can we “clear the noise” and tune in to the people are listening to?;

•

The set of differences of each one in the interpretation of a message, of a reality, enriches it, bringing it closer to its essence.

Activity THE DERDIANS OBJECTIVES ➜ Promote self-knowledge ➜ Facilitate the analysis of intercultural issues ➜ Develop communication skills, empathy and conflict resolution

MATERIALS ➜ ➜ ➜ ➜ ➜ ➜

Game Handouts [instructions] 1 Scotch Tape 1 A3 cardboard sheet 1 Scissor 1 Ruler 1 Pencil

Observers, if they exist, should be divided into two groups: one follows and observes the engineers, another follows and observes the Derdians. The role of observers is to observe, silently, what they are seeing, taking notes about what they are seeing so they can share in the final reflection.

DURATION ➜ 60 minutes

PREPARATION

Once the two/three groups are divided the facilitator will initiate the activity.

➜ Two rooms are needed for this game.

TIPS FOR REFLECTION

FACILITATION

At the end of the game, a discussion should be held around the following topics to be discussed in plenary:

This game is intended to represent the encounter between two very different cultures and show the difficulties of understanding what is strange to us. In this game, there is a team of engineers who are invited to go to a foreign country to teach their inhabitants to build bridges. The inhabitants of the country visited are called Derdians.

•

•

Depending on the number of participants the facilitator starts by dividing the participants into 2 or 3 different groups: the engineers, the derdians and the observers. The size of the groups should take into account the total number of participants, with observers and engineers having between 4 and 6 participants.

The bigger team should be the Derdians team, which, however, should not exceed 15 participants. In case there are not enough participants the group is divided in two, with only engineers and Derdians.

•

“How were the papers distributed?”, “What role did I play?”, “What did this reveal about my identity?”, “Did I feel comfortable in my role?”

What influence did my cultural background have on the role I played?

For engineers and Derdians: “How did I deal with difference?”, “Did I try to understand?”, “Was I afraid?”, “Did I ignored the contact?”, “Did I try to put myself in the other’s shoes?”, “Have I changed my beliefs to go against the other?”

Ask the observers, if they exist, to share what they have seen and heard. The difficulties, the characteristics of each one, the way they have overcome obstacles...

We tend to believe that others think like us and often make interpretations in a first contact, without being aware of the differences in cultural behavior.

Once the division is made, the team of engineers is taken to another room and accompa-

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nied by one of the facilitators who gives them a sheet with instructions for the game. These should be read by one of the participants and well understood by all. The materials (card, glue tape, scissors, rulers and pencils) should be handed over to engineers to teach the Derdians how to build a bridge. The role of facilitators is only to clarify doubts. The Derdians, in another space and accompanied by a facilitator, receive their instructions that they should read, understand and train.

activity INSTRUCTIONS FOR DERDIANS

shouting loudly about it.

YES/NO

THE SITUATION You live in a country called Derdia. The village you live in is separated from the next city where there is a market by a deep valley. To reach the market you have to walk for two days. If you had a bridge across the valley, you could get there in 5 hours.

The government of Derdia made a deal with a foreign firm to come to your village and teach you how to build a bridge. Your people will then be Derdia’s first engineers. After having built that first bridge with the foreign experts you will be able to build bridges all over Derdia to facilitate other people’s lives.

FOREIGNERS Derdians like company. Therefore they also like foreigners. But they are also very proud of themselves and their culture. They know that they’ll never be able to build the bridge on their own. On the other hand they don’t consider the foreigner’s culture and education as superior. Building bridges is just a thing they don’t know. They expect the foreigners to adapt to their culture. But because their own behaviour is natural to them, they can’t explain it to the experts (this point is VERY important).

The bridge will be built out of paper, using pencils, rulers, scissors and glue. You know the materials and tools, but you don’t know the construction techniques.

SOCIAL BEHAVIOUR The Derdians are used to touch each other.

Their communication doesn’t work without touching. Not being in contact while talking is considered very rude. You don’t have to be in direct contact, though. If you join a group, you just hang on to one member and are instantly included in the conversation.

A Derdian man will never get in contact with another man unless he is introduced by a woman. It does not matter whether the women is Derdian or not.

It is also very important to greet each other when you meet, even when you just pass someone.

GREETINGS The traditional greeting is a kiss on the shoulder. The person who starts the greeting kisses the other on the right shoulder. The other then kisses on the left shoulder. Every other form of kissing is insulting! Shaking hands is one of the biggest insults possible in Derdia. If a Derdian ever is insulted by not being greeted or touched while being talked to, he/she starts

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Derdians don’t use the word “no”. They always say “yes”, although if they mean “no”, they accompany the “yes” with an emphatic nodding of the head (you should practise this well).

Work behaviour: While working, the Derdians also touch a lot. The tools are gender-specific: scissors are male, pencil and ruler are female.

Glue is neutral. Men never ever touch a pencil or a ruler. The same goes for women and scissors (I think it’s got something to do with tradition or religion).

activity INSTRUCTIONS TO ENGINEERS THE SITUATION You are a group of international engineers working for a multinational construction company. Your company has just signed a very important contract with the government of Derdia in which it committed itself to teach Derdians how to build a bridge. According to the contract signed, it is very important that you respect the deadline agreed, otherwise the contract will be cancelled and you will be unemployed.

THE BRIDGE The bridge will be symbolized by a paper bridge. The bridge will link two chairs or tables over a distance of approximately 80 cm. It has to be stable. At the end of the building process it should support the weight of the scissors and glue used in its construction.

The Derdian government has a great interest in this project, which is funded by the European Union. Derdia is a very mountainous country, with many canyons and deep valleys, but no bridges. Therefore it always takes many days for Derdians to go from the villages to the market in the main city. It is estimated that with the bridge the Derdians could make the trip in only 5 hours.

The pieces of the bridge cannot just be cut out and assembled in Derdia because otherwise the Derdians would not learn how to do it themselves. They have to learn all the stages of the construction. Each piece needs to be drawn with pencil and ruler and then cut out with the scissors.

Since there are many canyons and rivers in Derdia, you can’t just put a bridge there and take off again. You’ll have to instruct the Derdians how to build a bridge themselves.

MATERIALS The bridge will be made with paper/cardboard.

You can use for the planning and building: paper, glue, scissors, ruler, pencils.

PLAYING THE SIMULATION

TIME

First you should take time to carefully read these instructions and decide together about the way you are going to build the bridge.

After a specified time, two members of your team will be allowed to go and make contact

For planning and preparation before going to Derdia: 25 minutes; To teach the Derdians to build: 20 minutes

✄➜ ➜ INSTRUCTIONS FOR THE OBSERVERS The group of the observers, although divided into two groups, have exactly the same responsibility: to observe.

what strategies they have adopted and their respective efficiency.

It is helpful for observers to take note of what they are seeing so that, in the final reflection, they can be the first ones to share what they have been analysing.

Their mission is to know the rules of the group they have joined and, without any intervention, to observe what they see happening,

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for 3 minutes with the Derdian village where the bridge will be built (e.g. to check the natural and material conditions, make contact with the Derdians, etc.). You will then have 10 minutes to analyse their report and complete the preparations. After this the whole team of engineers goes to Derdia to teach the Derdians how to build the bridge.

presentation BUILDING BRIDGES THE SEVEN RULES OF A PONTIFF OBJECTIVES ➜ Facilitate reflection on the challenges inherent in bridge construction ➜ Increase knowledge about the pontiff’s role

MATERIALS ➜ Computer | Projector ➜ Powerpoint Presentation

1 | ACKNOWLEDGE THE EXISTENCE OF MARGINS (RIVER BANKS) AND OBSTACLES TO OVERCOME

DURATION ➜ 30/40 minutes

When we talk about bridge construction, we identify as a starting point the recognition of the existence of river banks (margins), the need and intention of their union, as well as the awareness of concrete obstacles to be overcome. From this recognition, the need arises to understand the differences that exist between the two margins and the main conflicts that sustain their separation. And it is in the follow-up of this first step that a question will come out: What should I do? This initial moment of diagnosis will allow the pontiff a complete and realistic view of the challenge he/she faces.

KEY IDEAS FACILITATION 1. As we know, violations of human dignity often generate complex processes of humiliation, resentment, fragmentation and violence. The challenge is thus to reverse this dynamic, through the construction of bridges. The formation of pontiffs is a contemporary priority. To train people capable of promoting the restoration of human dignity, respecting the values of truth, justice and reconciliation. Each participant will be invited to look at himself as pontiff, someone capable of linking margins.

2 | RECOGNIZE THE MARGINS TO BE JOINED The investment of time and resources in the study of margins is essential for the construction of bridges. Know their characteristics, potentialities and fragilities, what they are made of, the geology of the soil... So many times we find well-intentioned people who, because they do not know the margins, quickly fail.

Consider a phrase said by a bridge engineer: “In all the rivers there is a place made to build a bridge, and you have to find it” (Engineer Edgar Cardoso). From this knowledge, essential information will be derived that will guide the subsequent stages, in particular, the identification of the most favorable place for the construction of the bridge.

2. Whenever we observe the destruction of bridges around (physical and relational), we must be able to decipher the hidden message in this signal. An indication that warns us that we are at war, or on the eve of such. Let’s look at the example of the war in Bosnia. One of the first military decisions was the destruction of the Mostar bridge. Apart from the construction of walls, the destruction of bridges is a strategy that demonstrates the need for separation and the identification of the other as an enemy.

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3. The construction of bridges (physical and human), involves complex challenges that require mastery of different skills, techniques and knowledge. The experience of the Ubuntu Leaders Academy aims to be a vehicle that enables the development of these skills, maximizing the chances of success in the construction of relational bridges. In this sense, and inspired by concepts of bridge engineering, we invite everyone to consider seven rules that will make us more aware of the challenges that any pontiff will encounter.

presentation

BUILDING BRIDGES

TRAINER’S MANUAL 3 | PLAN THE CONSTRUCTION THOROUGHLY

5 | RESPECT FOR THE RULES OF “MECHANICS” AND “PHYSICS”

When we dream of building a bridge, it becomes inevitable to define the stages to be covered and the strategies to be implemented. Planning is essential and it is the key in the whole construction process. On the other hand, the progression contemplates different phases that may require different methodologies. We like to think that “patience is the virtue of the strong people” and, in the field of bridge construction, this same virtue can be decisive for the pontiff’s resistance, through the inescapable adversities that will arise.

The construction of human bridges is very complex. If physics and mechanics have stable and predictable rules (for example, the law of gravity), the same will not apply to the “rules of human and relational nature”, with all their idiosyncrasies and unpredictabilities. However, there are patterns of behavior and internal dynamics that are tendentially regular: “humiliation leads to resentment, this to revenge which, in turn, fuels violence”. For a complex and turbulent reality like human nature in conflict, bridges will benefit from strategies that enhance flexibility. Wind resistance, anti-seismic mechanisms and adaptations to weight variation are almost always more useful than the rigidity of concrete.

4 | TECHNICAL COMPETENCES Building bridges is not a simple task, it requires science and patience, taste and wisdom, because a small mistake can “throw everything away”. It is necessary to add to the will a set of competences and knowledge that ensure the adequacy of the decisions and options taken.

An unadjusted intervention, in time or in form, may compromise trust and make the mission of the pontiff unfeasible. Sensitivity, common sense, sense of opportunity and reliability are some of the personal competences necessary for building bridges. For its part, trust assumes a key role in these processes, since building a bridge means exposing oneself to the other side. When we connect, we are open to the transformation that the other side provides us.

6 | THE POLLINATION OF MARGINS We also reflect on a fantastic dimension that arises due to the construction of bridges: the sudden increase in value of the land near the infrastructure. When two points are connected, the margins are automatically valued. This allows us to reflect on other additional benefits. On the one hand, the bidirectional use that enhances the interactive exchange of knowledge and the exchange of traditions and customs, that is, the sides are transformed, acquiring characteristics of the opposite margin.

On the other hand, this approach reduces the likelihood of conflict recurrence. If the bridge is a means of meeting, without annihilation or subjugation of one of the margins, there is a reinforcement of the relationship and a consequent prevention of discourses of antagonism: “The other” and “The enemy”. Transform and be transformed.

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presentation 7 | BRIDGE MAINTENANCE

BUILDING BRIDGES

It is necessary to look after bridge maintenance. We may be tempted to stop the work of mediation and conflict resolution, after the bridge has been built. Continued maintenance and consolidation work is essential, taking into account the impact of small or large shakes, the wear and tear of time and the transformation of the parts. In moments of great upheavals, the promptness in the immediate mobilization of resources is especially decisive, to prevent the situation from becoming irreparable.

CONCLUSION Today, we are aware that the world is full of people who promote the construction of walls.

Physical walls, as well as symbolic and relational walls. We also observe the destruction of bridges and, often without conscience, we subtly cover these processes, when we accept generalizations and stereotypes about the other. Thus, our role as participants in the Ubuntu Leaders Academy is fundamental. It is not enough to want to build bridges, it is necessary to find who builds them. And being Ubuntu is being a bridge builder.

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presentation BUILDING BRIDGES

RULES OF A

BUILDING BRIDGES

PONTIFF (from latin Pontifex) MEANS “BRIDGE BUILDER“ IN ANCIENT ROME, THE PONTIFF WAS THE PERSON IN CHARGE OF THE TIBER RIVER BRIDGE In Wikipedia.pt

BUILDING BRIDGES

7 RULES OF A PONTIFF Bridge building

BUILDING BRIDGES -

1 | ACKNOWLEDGE THE EXISTENCE OF MARGINS (RIVER BANKS) AND OBSTACLES TO OVERCOME The starting point requires the prior recognition of the existence of margins and the intention to unite them, overcoming the obstacles that separate them.

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BUILDING BRIDGES

PONTIFF

presentation

TRAINER’S MANUAL 7 RULES OF A PONTIFF

7 RULES OF A PONTIFF

Bridge building

Bridge building

5 | RESPECT BY THE LAWS OF ”MECHANICS” AND “PHYSICS”

BUILDING BRIDGES

2 | RECOGNIZE THE MARGINS TO BE JOINED Each margin has its characteristics, which can condition the entire construction plan. Its geology, the orography, the right places to build...

If physics and mechanics have stable and predictable rules, the same will not apply to the "rules of human nature."

However, there are patterns of behaviour that are similarly regular.

7 RULES OF A PONTIFF

7 RULES OF A PONTIFF

Bridge building

Bridge building

6 | THE POLLINATION OF MARGINS

3 | PLAN THE CONSTRUCTION THOROUGHLY

Stimulating the bidirectional use of the bridge, with the interactive exchange of knowledge and the sharing of traditions and customs. To transform and to be transformed…

Define the objective to be achieved, its stages and the strategies related to each stage.

7 RULES OF A PONTIFF

7 RULES OF A PONTIFF

Bridge building

Bridge building

4 | TECHNICAL SKILLS

7 | BRIDGE MAINTENANCE

Building bridges is not simple, it demands science and patience, willingness and wisdom, since an error can compromise everything…

Building a bridge and using it well is not enough - it is necessary to take care of its maintenance...

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activity THE CHAIRS GAME

happen naturally, the facilitator can choose to stop the game and ask: “Is everyone happy with the solution?”, facilitating game resolution.

OBJECTIVES ➜ Promote problem solving and communication ➜ Reflect on the importance of teamwork

REFLECTION TIPS

MATERIALS ➜ Chairs

DURATION ➜ 30 minutes

Competition vs Cooperation

PREPARATION

It is important to understand that we are often “impulsively competitive,” that we find it difficult to see beyond our group, that we pay little attention to others and that we spend little time on planning, are keys to interpretation for this dynamic. Thinking before acting, looking around and understanding the multiple actors and communicating are some key ingredients of cooperation and teamwork.

➜ It is necessary to prepare the room by placing several chairs in the center of the room.

FACILITATION The group of participants is divided into three subgroups that must be positioned in three different corners of the room (standing). The facilitator should approach each group and say what their goal is (without the other groups being able to hear). ➜ Group 1 Objective: turn the chairs upside down (feet up) ➜ Group 2 Objective: to stack the chairs ➜ Group 3 Objective: to lean all the chairs to the wall

Important rule: Participants cannot speak. The game should be silent.

If the objectives and rules are clear, the facilitator should start the game.

Participants usually run and “steal” chairs in order to fulfill their purpose, without communicating between groups (non-verbal communication).

The animator should let the game continue until the participants realize that it is necessary to communicate, arranging a strategy so that the goals of the three groups are considered in the solution of the game. If this does not

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BUILDING BRIDGES

The facilitator should ask the participants to share their experience during the activity. The facilitator will be able to help with his input as an observer: different behaviors, who stopped because he/she did not understand the game, who ran to the middle of the chairs, who wanted to communicate from the beginning, etc.

reflexión cuss and reflect on these clues and write their key ideas in the respective flip chart, with the support, when necessary, of the animator.

OBJECTIVES

At the end of ten minutes, the group should move to another post.

➜ Think deeper on the metaphor of bridge building (pillars, margins, the pontiff) ➜ Identify and reflect on the concrete challenges of the participants’ reality (eg. technologies)

At the end of the three rounds, each small group should return to the first station where they were, so, with the support of the facilitator there, they can read, analyze and systematize the contributions of all those who have been there. The groups will have 15 minutes to complete this task.

MATERIALS ➜ Postcards [See Materials] ➜ Flicharts sheets ➜ Pens

At the end, a presentation is made of the systematizations of the three groups in plenary.

Each group has 5 minutes of presentation and should have one (two, maximum) representative person for this moment, with the support of the flipchart systematization of their ideas.

DURATION ➜ 60 minutes

PREPARATION ➜ Postcards preparation.

FACILITATION The pertinence of the activity should be explained and the three thematic postcards introduced by reading the integrated questions. The activity will work with a world-cafe scheme. There will be three reflection stations, represented by the respective postcards, and the group will rotate through the three spaces, from 10 minutes in each of the spaces (in a total of 30 minutes). Each of the posts must have a fixed facilitator (at least), who can explain the activity and the contributions of the groups in each new round.

The large group should be divided into three small groups, starting from a simple initial game (example: according to the size of the group, a count of 1, 2,3 can be made simultaneously and sequentially until all the elements distributed).

In each of the posts will be one of the three postcards and the underlying question. The small group assigned there should answer, dis-

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BUILDING BRIDGES

BUILDING BRIDGES 3 STATIONS

presentation

TRAINER’S MANUAL

] THE BRIDGE DECK – MEETING AT THE SAME LEVEL.

The margins (different people, organizations, communities, countries, ...)

] Are the margins at the same height?

What are the obstacles created by that difference in height?

How to solve it?

] The

problem

BUILDING BRIDGES

solution

] And

I?

It is necessary to create

What margins are there in

from each other, often

solutions that allow for a meeting point. The

my life (personal and professional)? When I

with different heights.

There are obvious

The pontiffs

] The

The margins are different

answer lies in the "deck"

think about this challenge

obstacles when we are

of our bridges, which

of joining margins, what

trying to join two banks.

Which are they?

softens the differences and allows for collabora-

obstacles do I identify? As Ubuntu, how can I help to

tion on equal terms.

join separate margins?

] TO BE A BRIDGE BUILDER: A DIFFICULT BUT FASCINATING TASK.

(the build bridgers)

] Is it easy to build bridges? Are there risks and dangers?

What qualities should these workers have?

] The

problem

] The

Working on the construction of bridges is risky, it forces us to leave our comfort zone, seeming so often an "impossible" mission. What is the importance and impact of building bridges today? How and where can I start this construction job?

solution

] And

I?

We must have the courage to build bridges, unders-

As Ubuntu, am I determined to be a

tanding the importance of the work of the pontiff.

bridge builder?

What skills do I need

However, having desire and intuition only are not

to develop to carry out this mission?

enough, we must learn how to build bridges.

] THE PILLARS: THE TRUST THAT SUSTAINS THE BRIDGES. ] The The pillars (which supports a bridge and the union of two banks)

problem

If a bridge does not have its solidified foundations and sturdy pillars it won’t resist the effort and it collapses.

] What is the importance of a pillar?

What characteristics should it have and what functions does it fulfill?

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] The

solution

When we build bridges between people and organizations, the foundations and pillars are based on trust (and everything that builds and develops trust).

] And

I?

As Ubuntu, can I trust and be trusted?

activity TESTEMUNHOS UBUNTU

Three to four guests are expected to attend the training week.

OBJECTIVES

The faciltators should briefly introduce the guest in order to frame his/her presence and share some relevant details of his/her life history. The guest begins his/her intervention later (about 20 minutes).

MATERIALS ➜ None

DURATION

Participants can then ask questions and comment on the initial sharing.

➜ 45/60 minutes

The facilitators moderate the conversation and, if necessary, can also ask questions (about 20 minutes).

PREPARATION ➜ Get to know the life story of the person invited to be properly prepared to initiate a conversation with him/her; ➜ Relating the guest with the Ubuntu Leaders Academy and introducing essential features of the Ubuntu method and what is expected of its intervention; ➜ Prepare some questions (interesting for the day’s theme) guiding the conversation.

The final expected result is that the participants feel inspired by this sharing and feel motivated to give their best.

FACILITATION Role-model learning is an essential methodology for the training process. Being able to listen to the testimony of a concrete person’s life, who has faced real challenges and built a path of growth, service and resilience, becomes an important vehicle of learning and inspiration.

In this context, the opportunity to count on the presence of local guests who share their testimony of personal life becomes fundamental and richer.

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BUILDING BRIDGES

Generally, the following model of dynamization of the moment of sharing is envisaged: The invited person should be placed in the center of the group, closely, and must be accompanied by two facilitators.

➜ Develop empathy and active listening skills ➜ Raise awareness for the impact of storytelling ➜ Promote contact with community leaders and learn about their life history ➜ Prove that it is possible to be resilient and be able to overcome obstacles, even in difficult contexts

OVERCOMING OBSTACLES

SESSION PLAN Topic | Day 3

OVERCOMING OBSTACLES

Objectives

➜ Provide examples of situations to overcome obstacles / barriers ➜ Promote reflection on perseverance, persistence and overcoming, through real life testimonies and examples ➜ Increase awareness and reflection on overcoming personal challenges and obstacles, identifying the learning that resulted from it

ACTIVITY DESCRIPTION Activity description Schedules Duration Responsable | Materials | Objectives 08h15/ 08h30

15’ Person Responsible ___________________________________

Activity The Threads [See Materials]

08h30/ 09h00

30’

Materials ➜ Threads of 1 meter (1 for each participant) Objectives ➜ Develop the ability to solve problems ➜ Promote creativity and persistence Person Responsible ___________________________________

Video “The Butterfly Circus”

09h00/ 09h20

Materials ➜ Computer | Projector | Speakers ➜ Video “The Butterfly Circus” 20’

Objectives ➜ Promote empathy and self-confidence ➜ Reflect on the impact of perception on selfknowledge ➜ Promote self-awareness and resilience Person Responsible ___________________________________

Reflection in small groups The Butterfly Circus [See Materials]

09h20/ 10h00

Coffee break

Materials ➜ Reflection handout 40’

Objectives ➜ Promote reflection and debate about resilience and overcoming obstacles ➜ Identify the key ideas of the video and its main conclusions

30’ Person Responsible ___________________________________

Presentation and commentary “The Butterfly Circus” [See Materials]

10h30/ 11h00

Materials ➜ Computer | Projector ➜ Powerpoint Presentation 30’

Objectives ➜ Summarize the key issues of the film ➜ Promote critical reflection on the importance of the concept of self and resilience

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OVERCOMING OBSTACLES

Welcoming

TRAINER’S MANUAL Activity description Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________ Video “Biography of Nick Vujicic”

11h00/ 11h10

10’

Materials ➜ Computer | Projector | Speakers ➜ Video Objectives ➜ Raise participants awareness through a true life story ➜ Increase knowledge on the concept of resilience

OVERCOMING OBSTACLES

Person Responsible ___________________________________ Reflection “A letter from Mendez to me” [See Materials]

11h10/ 11h45

35’

Materials ➜ A4 white sheet ➜ Envelopes (1 per participant) ➜ Ballpoint pens Objectives ➜ Promote self-knowledge and personal reflection ➜ Develop insight, decentering and critical thinking skills Person Responsible ___________________________________

Activity “Cutting in pairs” [See Materials]

11h45/ 12h15

Materials ➜ Activity handouts ➜ Scissors 30’

Objectives ➜ Promote persistence, problem solving and resistance to frustration ➜ Promote teamwork ➜ Reflect on the importance of cooperation and communication Person Responsible ___________________________________

Activity “The Time Game” [See Materials]

Materials ➜ Stopwatch 12h15/ 12h30

Lunch

15’

Objectives ➜ Promote empathy ➜ Raise awareness of differences in individual perception ➜ Deepen the Ubuntu concept, encourage the respect for difference

60’ Person Responsible ___________________________________

Ubuntu Testimony Overcoming obstacles

13h30/ 14h30

Materials ➜ None 60’

Objectives ➜ Develop skills of empathy and active listening ➜ Increase awareness on the impact of narrative in one’s life story ➜ Promote resilience and the ability to solve problems

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Activity description Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________ Reflection “My obstacles, my overcomings” [See Materials]

14h30/ 15h30

Coffee break

60’

Materials ➜ Reflection handouts ➜ Ballpoint pens ➜ Speakers and music Objectives ➜ Increase self-knowledge and the ability to reflect ➜ Promote sharing, communication skills and empathetic listening

Person Responsible ___________________________________

Activity “The best of you” [See Materials]

15h45/ 16h15

30’

Materials ➜ Scotch tape ➜ A4 white sheet ➜ Markers ➜ Speakers and music Objectives ➜ Promote group cohesion ➜ Promote self-esteem, self-confidence and selfknowledge Person Responsible ___________________________________

Qualitative evaluation Activity evaluation

16h15/ 16h30

Closing session

16h30

Materials ➜ Flichart sheets or post-its 15’

Objectives ➜ Encourage the exchange and discussion on the day´s learning experiences (Lessons, feelings, etc.)

Person Responsible ___________________________________

PEDAGOGICAL RESOURCES ➜ Video The Butterfly Circus ➜ Video Nick Vujicic ➜ Powerpoint Presentation | The Butterfly Circus ➜ Reflection handout [“The Butterfly Circus” 1 per participant] [See materials] ➜ Activity handout [Cutting in pairs 1 for 2 participants] [See materials] ➜ Reflection handout [My obstacles, my overcoming 1 per participant] [See materials]

EQUIPMENT AND MATERIALS ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜

Computer | Projector | Speakers Threads of 1 meter (1 for each participant) Ballpoint Pens 1 Scotch Tape Scissors (1 for 2 participants) Envelopes (1 per participant) A4 white sheets Stopwatch (can be on the mobile)

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OVERCOMING OBSTACLES

15’

activity THE THREADS

around the right pulse of participant B. Then pass the second string through the space between the chest and the arms of participant A, giving a last knot with the left end of the second string on the left side of participant B.

OBJECTIVES ➜ Develop the ability to solve problems ➜ Promote creativity and persistence

The pairs should do the same, being that each member of the couple should help to tie the knots on the other participant’s wrist.

MATERIALS ➜ Threads of 1 meter (1 for each participant)

OVERCOMING OBSTACLES

DURATION ➜ 30 minutes (10 minutes main moment + 20 min reflection)

PREPARATION ➜ Nenhuma

FACILITATION 1. The facilitator should ask the group to be divided into pairs, giving a string/thread to each participant. The facilitator then asks one of the pairs to approach, exemplifying what everyone will have to do.

2. After all the pairs are trapped, the game starts. The two people who are connected between threads should be released, without cutting the threads or undoing the knots. (Solution Image) In the event that the participants cannot solve the problem after 5 minutes, the facilitator should give some clues: ➜ The solution may be simpler than you think, but you need to think ➜ You saw that applying force does not work.

Stop for a bit and look at the problem, the solution is right in front if you.

The pair should be placed facing each other.

With the right tip of the first string you should tie a knot around the right pulse of Participant A and with the left tip of the string, another knot in the left wrist of that same participant (there should be half a meter of string between one pulse and another). The facilitator must pick up the second string and tie the right tip

After leaving some time for new attempts, in case it is verified that the participants do not manage to solve the problem, the facilitator should, together with each pair, focus the thought for the solution: ➜ ➜ ➜ ➜

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What did they try until now?

The secret is in the threads; Look for your wrists; What can you do with the thread?

activity

TRAINER’S MANUAL REFLECTION TIPS

OVERCOMING OBSTACLES

➜ How did you feel during the activity? ➜ In the event that someone has managed to release, how did they discover the solution? ➜ How did you feel tied to each other? ➜ Who gave up? For what reasons? ➜ What conclusions can be drawn from this activity?

Through the exchange of the participants, the facilitator should promote the reflection of the following conclusions: •

Most of the time, the problems we face have a solution. However, we often give up on them too easily. The ability to persist and believe in ourselves is essential;

•

The solution may reside in the small details that are in front of us, but we are unable to discover it. This happens because we do not think “out of the box”. It is important to break paradigms and be creative in the search for solutions;

•

Many times, when we are in a position of frustration and impatience with regard to problems, we complicate, creating new problems.

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comment THE BUTTERFLY CIRCUS INTRODUCTION GUIDE This introduction guide includes some clues to facilitate the presentation of The Butterfly Circus movie, as well as some concrete clues about the relevance of this resource.

People may already seen this movie, but it is suggested that they watch it again through the Ubuntu lens and regarding the Ubuntu method pillars, paying special attention the roles of Will and Mendez.

Watching this movie, participants will be invited to reflect on some questions and ideas, exploration in small groups and individually.

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OVERCOMING OBSTACLES

Inside the Ubuntu Leadership Academy, this is considered a remarkable masterpiece about overcoming, resilience and perseverance, in a symbolic universe with a huge metaphorical approach.

This is a 2009 short film from the imaginary of the 1930s Great Depression in the United States of America. Tells the story of Will’s overcoming in his integration into the circus directed by Mendez. Aside from the physical difficulties and obstacles that Will faces, it is his inner constraints and the way he looks at them that determine the course of history. With the help of Mendez and the circus staff, also as examples of overcoming, that Will begins to look himself and his condition in a more harmonious and confident way and with hope for a new future with new opportunities. This transformation is also represented in the metaphor of the butterfly.

reflection THE BUTTERFLY CIRCUS “What this world needs is astonishment.

Look at them ... how they move, full of strength, color and grace ... are amazing. But you, cursed from birth ... a man, if you can call yourself that, to whom even God turned his back.

“WHAT OBSTACLES AND DIFFICULTIES DID WILL FACE?”

“WHAT ARE THE MAIN CHARACTERISTICS OF MENDEZ?” Mendez, when seeing Will for the first time, states that he is extraordinary.

How does one look at a deformed being and see what is extraordinary? What kind of look is this?

What lessons do we take from his example?

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OVERCOMING OBSTACLES

— Stop it! Why are you saying that?

— “Because you believe that ... but if you could see the beauty that can come from the ashes”.

— “But they’re not like me.

— “True, you have an advantage: the greater the struggle, the more glorious is the triumph”.

reflection

TRAINER’S MANUAL

“IN YOUR OPINION, WHY WAS THE NAME “THE BUTTERFLY CIRCUS” CHOSEN FOR THIS MOVIE?”

OVERCOMING OBSTACLES

“WHAT SCENES TOUCHED YOU THE MOST?”

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comment THE BUTTERFLY CIRCUS

FREAK SHOW – SCENE AT THE CIRCUS

EXPLORATION GUIDE

Mendez defends Will publicly, stopping the children from throwing tomatoes again and humiliating him. With this behavior, Mendez shows respect for Will, demonstrating to other people that he does not agree with their behavior and, in some way, restores his dignity, treating him with humanity.

The following script contains clues that guide us through the scenes and symbols present in this video. It also offers some key ideas that can be discussed with the participants, after watching the video.

WHAT ARE THE OBSTACLES AND DIFFICULTIES THAT WILL IS FACING? In the first scene, when Will is introduced as a freak of Nature, we can immediately identify many of the obstacles he faces in his life. In addition to the visible physical constraints (he was born with no arms and no legs), we can also discern some of the internal obstacles he faces (ex.: anger, sadness, loneliness, suffering from inferiority complex, lack of confidence and self-esteem, lack of hope in the future).

Although certain things are beyond our control, it is always within our reach to influence the way we see the world, as we see others and ourselves. If we change our perception and way of thinking, we can also change our way of feeling, the way we behave, the choices we make.

•

WHAT IS HIGHLIGHTED IN MENDEZ’S ATTITUDE?

•

WHAT ARE THE MOST RELEVANT SCENES?

•

WHAT LEADERSHIP LESSONS CAN WE TAKE?

Mendez then approaches Will, breaking his comfort zone, (making him vulnerable), and tells him “you are magnificent.” Will, feeling attacked and surprised by the gesture, spits in his face. Even so, Mendez does not get scared nor reject him, but rather shows understanding, saying “it was my fault, I was the one who got too close”. With this small gesture he reveals an unconditional understanding and acceptance, keeping communication open with Will, even though he isn’t interested in his support or attention. How many times does this happen to us, when we work at the service of others, helping vulnerable people and communities in situations of exclusion, rejection, suffering, and isolation? How many times have they “spat in our faces”, rejected us, sent us away, although we were available to help? Mendez teaches us how to see beyond appearances, beyond the obvious. Get to see the potential (“the magnificent”) where other people just see the deformity, failures, what is missing.

We too, as servant leaders, must develop the capacity to see beyond appearances and know how to be available and open, despite the difficulties and obstacles that arise.

POOR COMMUNITY SCENE This is a central scene in the movie. Mendez verbalizes what Will does not want to hear.

That is, his own personal beliefs: “cursed from birth, a man, if you can even call him that... to whom even God himself turned his back to...”.

Mendez confronts him with his biggest obstacle. Will’s self-concept, what really stops him from his transformation, from his development, from his happiness. In addition to

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OVERCOMING OBSTACLES

KEY IDEAS TO EXPLORE

comment

OVERCOMING OBSTACLES

TRAINER’S MANUAL confronting him with these beliefs, so that he becomes aware of them, Mendez reveals an optimistic, transforming vision: “you have an advantage, the greater the struggle, the more glorious the triumph”. By placing the tonic in the “fight”, Mendez is encouraging Will, rejecting a resigned perspective, making him active in the construction of his path, capable of fighting for himself and for his life.

the appropriate energies and competencies).

We are introduced to people who know how to take advantage, develop and share their potential. In truth, any of the people who are in the Circus of Aberrations or Rarities, could be in the Butterfly Circus - everything depends on the “perspective” and the correct steps, with a view to the metamorphosis. Being on one side or the other is a choice.

LAKE SCENE

•

Mendez sees Will facing a difficulty (he fell and he can´t get up) and, when confronted with a request for immediate help, responds “I think you can do it” leaving him alone. Mendez prepared Will for this moment: he believed in him, welcomed him, accepted him, gave him the confidence so that he could feel able to “turn around”, with the necessary strength to face and overcome obstacles. Thus, in the face of adversity, Mendez created an opportunity for Will to solve the problem himself, despite the fear and anxiety. Will ends up getting up, experiencing a deep joy. Encouraged by that victory, he risks continuing alone, confronting another obstacle: falling into the water. In the end, he ends up being able to reach the surface swimming. If Will had been carried by Mendez, he would never have experienced this challenge, he would never have gotten over it, he would never have learned to swim, he would never have discovered his talent. Mendez was promoting the skills, so that Will becomes more resilient and empowered.

•

WHY THE NAME OF THE VIDEO?

•

WHY THE ANALOGY WITH THE BUTTERFLY?

WHAT IS THE MEANING OF THE FINAL SCENE, WHEN THE CHILD EMBRACES WILL?

In the last scene, a child with a leg problem (using crutches) appears. He approaches Will and, without saying anything, smiles and hugs him.

The child’s mother, excitedly, thanks Will. This moment reminds us of the inspiration and example we can be for other people - although, sometimes, we are not aware of that.

The butterfly is the animal that represents transformation, metamorphosis. The Butterfly Circus is made up of people who lived through difficulties, having made the wrong choices at some point in their lives. However, it introduces us to people who managed to become the best version of themselves. Overcoming difficulties and fragilities, they find strengths and learning in those obstacles (learning to channel

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activity A LETTER FROM MENDEZ TO ME OBJECTIVES ➜ Promote self-knowledge and individual reflection ➜ Increase self-confidence

MATERIALS

DURATION ➜ 15/20 minutes

PREPARATION ➜ Each participant must have an individual space to write.

This activity explores aspects of the movie The Butterfly Circus. The facilitator must challenge the participants to write a letter to themselves, as if it was written by Mendez. What would you say? What do you see in me? How different is your look from mine?

The facilitator should clarify that this is a personal letter and that it will not be read by anyone else, encouraging each one to take on this challenge with depth and truth. You can have instrumental music in the background to help maintain an atmosphere of reflection and introspection.

It is proposed that, after writing the letter, an envelope is given to each participant. The participant should write their name on the envelope and place it her/his letter inside, and seal it afterwards.

The participants must deliver the closed letters to the facilitator, trusting that they will be delivered some time soon. The proposal is for the letter to be delivered later to the participants, with some time in between (example: 1 month), so that each one can experience reading from a perspective of growth and retrospective.

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OVERCOMING OBSTACLES

➜ Striped sheets, envelopes and pens (one per participant)

FACILITATION

activity CUTTING IN PAIRS OBJECTIVES ➜ Promote persistence, problem solving and resistance to frustration ➜ Reflect on the importance of cooperation

MATERIALS

OVERCOMING OBSTACLES

➜ Handout with geometric imageS ➜ Scissors

DURATION ➜ 15/20 minutes

PREPARATION ➜ None

FACILITATION The participants must be organized in pairs and each one will be given a scissor and a sheet with a geometric figure. The goal is for each pair to cut the figure using the scissor at the same time. The couple must find strategies to achieve the goal.

In the end, the figures can be exhibited and the participants should be asked to share what they were feeling and living throughout the dynamics. It is intended that this be a relaxed dynamic, allowing the overcoming of obvious obstacles to the proposed challenge.

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activity

TRAINER’S MANUAL

THE TIME GAME

3. The facilitator should have a stopwatch and a sheet of paper to take notes. The facilitator indicates when to start the exercise.

At the same time, the facilitator records the time (and names) of the people who sit first, those who sit at the right time and the last ones to sit down.

OBJECTIVES ➜ Promote empathy ➜ Raise awareness of differences in individual perception ➜ Deepen the Ubuntu concept, encourage the respect for difference

4. In general, what happens is that there are people who sit down very early (at 30 seconds), others sit closer to the “right time” and others only sit much later (1:30 min).

OVERCOMING OBSTACLES

MATERIALS ➜ Time keeper [could be a smartphone]

5. When all the people are seated and with their eyes open, the animator asks the group, “What happened?”, “Who do you think was sitting at the right time?”, “Why were there people sitting at different times if we had all agreed at the beginning that 1 minute equals 60 seconds?”. The facilitator then shares the time logs he/she made, telling who sat first and last... people will share their perspective (eg. “I am a very fast person, I do everything on the run, I thought it had taken too long to count...”, “I am very calm person”).

DURATION ➜ 10 minutes + reflection time

PREPARATION ➜ It is necessary to prepare the room by sticking on the floor a line with tape. The line must be long enough for participants to stand face-toface along the line (half of the group on each side).

FACILITATION

REFLECTION TIME

1. Ask the group: “Do you know what 1 minute is? Anyone wants to answer?”. People should respond “One minute is 60 seconds”.

The facilitator then says: “We all know that 1 minute is 60 seconds, we all agree, we start from the same understanding”.

2. Everyone is asked to stand up. They should leave their chairs clear, so they will not be able to make noise when they sit [after the instruction is given]. It is explained: “Now, please close your eyes, and as soon as I say, everyone begins to count one minute in silence each one counts to him/herself, in silence, without disturbing or influencing other people. As soon as they have finished counting for 1 minute, they should sit quietly and after sitting they can open their eyes.

This exercise has to be done in silence, do not disturb other people, only be able to speak when I give you indication. “

This is an exercise in self-knowledge and empathy. Reflect on the differences with which the same realities are lived. Although one minute is something objective 60 seconds -, the truth is that each can live it differently. How does each one react over time? Calmly? With anxiety? How does my relationship with time influence the quality of life I have, relationship with others, with work? Just as one minute may be different for each person, it is important to reflect on the different perceptions about the reality that each person can have. It is important to be aware that we are all beings full of subjectivity.

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presentation MY OBSTACLES, MY OVERCOMINGS

on in order to create the conditions for silence and individual reflection.

In the respective cards, each participant should write their thoughts and ideas, in a free and uncommitted manner. This is an individual listing and will not have to be returned to the facilitation team.

OBJECTIVES ➜ Promote self-knowledge and the ability to reflect ➜ Promote sharing, communication skills and empathic listening

MATERIALS ➜ Reflection sheets [Check materials] ➜ Pens ➜ Computer and sound system

DURATION ➜ 60 minutes

This sharing, even in small groups, is not mandatory if some participant does not feel comfortable doing so.

PREPARATION ➜ Ninguna

This sharing time is expected to last 20 minutes.

FACILITATION This is a fundamental activity of reflection, as it promotes self-knowledge and the capacity for individual analysis, based on personal experiences and self-improvement.

It is important to explain to the large group that this activity, of an individual nature, will require silence and introspection.

The reflection sheets will be distributed and the various questions asked will be read so that no further questions arise as to what is requested. There are no right or wrong answers, but rather an opportunity for individual analysis of the life course and identification of the difficulties experienced, as well as for the successes achieved. It is hoped that each participant will be able to identify the lessons learned in those moments and the capacity for individual transformation from them.

Each participant will have about 40 minutes for this moment of reflection. Calm music will be

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OVERCOMING OBSTACLES

At the end of this individual reflection time, the participants are invited to join in groups of 3 and share what they consider relevant and comfortable, how they felt doing this exercise and the answer to one of the questions. This exercise helps to promote sharing, communication skills and empathic listening, as it will allow the knowledge of new life stories and overcomings, from different experiences and perspectives.

activity

TRAINER’S MANUAL

THE BEST OF YOU

Often we have a look that judges, criticizes, or simply ignores those around us. It is a challenge for each participant to have a focus on the good things, giving space for this recognition to be “offered” to the person in question, in the form of words or small phrases.

OBJECTIVES ➜ Promote self-knowledge and self-confidence ➜ Promote empathy and interpersonal relationships

During the activity, the facilitator should put on a cheerful background music, promoting a relaxed and fun atmosphere. After some time (managed by the facilitator) the participants should sit down, reading their sheet.

OVERCOMING OBSTACLES

MATERIALS ➜ White sheets Color pens / regular pens ➜ Tape ➜ Sound system and cheerful music

In the end, a moment of sharing and reflection about the activity should be promoted:

DURATION ➜ Was it difficult to find positive characteristics about the other participants? ➜ How did you feel as you wrote on other people’s backs? And when they wrote in your paper? ➜ How did you feel / thought while reading your paper? Were you surprised? Is yes, why is that?

➜ 15/20 minutes

PREPARATION ➜ The room should have space so that the participants of the group can walk around easily

FACILITATION This activity presupposes that the group of participants already knows and has interacted with each other.

In the end, the facilitator may emphasize the importance of cultivating a positive (and realistic) view of himself/herself and others, stressing that all people feel good when they recognize and are recognized for something good.

Each participant should have a pen and, sticked to the back with tape a white sheet.

The goal is for participants to write on their colleagues’ sheet positive traits, strengths or talents that they recognize in them.

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SESSION PLAN Topic | 4º Día

Ubuntu lives

Objectives

➜ Promote self-awareness through exercises and techniques of personal storytelling ➜ Promote the ability for structuring the life history and attribution of meaning ➜ Develop the ability to speak in public, empathy and active listening

ACTIVITY DESCRIPTION Description Welcoming

Schedules Duration Responsable | Materials | Objectives 08h15/ 08h30

15’ Person Responsible ___________________________________

Thematic introduction

08h30/ 09h00

30’

Materials ➜ Computer | Projector | Speakers ➜ Videos of Ubuntu Lives Conferences [Testimony] / Human

Person Responsible ___________________________________

Activity “Step on the line if…”

[See Materials]

09h00/ 09h30

Materials ➜ Materials ➜ Scoth tape ➜ Activity handout 30’

Objectives ➜ Promote self-knowledge and group cohesion ➜ Facilitate the identification of similarities and differences between participants ➜ Deepen the concept of Ubuntu Person Responsible ___________________________________

Introduction to the movie “Freedom Writers”

09h30/ 09h40

Materials ➜ None 10’

Objectives ➜ Contextualising the movie Freedom Writers ➜ Raise awareness for an attentive, critical and reflective posture throughout the movie viewing Person Responsible ___________________________________

Movie “Freedom Writers”

Segment I [00.00s – 36.53s]

09h40/ 10h20

40’

Materials ➜ Computer | Projector | Speakers ➜ Movie “Freedom Writers” Objectives ➜ Understand the importance of personal storytelling ➜ Promote self-knowledge and resilience skills

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Objectives ➜ Introduce the themes of the seminar ➜ Raising awareness of the impact of the narrative of life history itself

TRAINER’S MANUAL Description

Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________

Reflection in small group [See Materials]

10h20/ 10h40

20’

Materials ➜ A4 white sheet ➜ Ballpoint pens ➜ Flipchart ➜ Markers Objectives ➜ Reflect on the dynamics of discrimination, segregation and racism ➜ Understand conflict dynamics

Coffee break

20’

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Person Responsible ___________________________________ Movie “Freedom Writers” Segment II

11h00/ 12h00

Materials ➜ Computer | Projector | Speeakers ➜ Movie “Freedom Writers” 60’

Objectives ➜ Understand the importance of storytelling staff ➜ Promote competences of self-knowledge and resilience Person Responsible ___________________________________

Reflection in small group [See Materials]

12h00/ 12h20

20’

Materials ➜ White A4 paper ➜ Ballpoint pens ➜ Flipchart ➜ Markers Objectives ➜ Reflect on the impact of personal storytelling on students’ self-concept and self-knowledge ➜ Understand and identify the strategies used in conflict mediation Person Responsible ___________________________________

Presentation “Miss G. Rules”

12h20/ 12h45

Lunch

25’

Materials ➜ Computer | Projector ➜ PowerPoint Presentation Objectives ➜ Identify the lessons and characteristics of Erin Gruwell’s leadership ➜ Deepen the concept of servant leadership

60’ Person Responsible ___________________________________

Activity “What if my life was a movie?”

[See Materials]]

13h45/ 14h15

30’

Materials ➜ Activity handout ➜ Markers ➜ Color pencils Objectives ➜ Promote self-knowledge, self-confidence and resilience ➜ Develop reflection, structuring and autobiographical narrative skills

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Description

Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________

Activity “Human Library” [See Materials]

Materials ➜ Reader’s card 14h15/ 15h15

Coffee break

60’

Objectives ➜ Promote self-knowledge and self-confidence ➜ Develop communication skills and autobiographical narrative ➜ Promote empathy and active listening skills

10’ Person Responsible ___________________________________ Materials ➜ None

Ubuntu Testimony “Ubuntu Lives”

15h25/ 16h15

50’

Person Responsible ___________________________________ Qualitative evaluation Activity evaluation

16h15/ 16h30

Ubuntu T-shirt delivery ceremony

16h30/ 17h00

Closing session

17h00

15’

Materials ➜ Flichart sheets or post-its Objectives ➜ Encourage the exchange and discussion on the day´s learning experiences (Lessons, feelings, etc.)

Person Responsible ___________________________________

30’

Materials ➜ Ubuntu T-shirts Person Responsible ___________________________________

PEDAGOGICAL RESOURCES ➜ Movie “Freedom Writers” ➜ Activity handout [My obstacles, my overcoming 1 per participant] [See materials] ➜ Activity handout [Step on the line if ... 1 per participant] [See materials] ➜ Activity handout [If my life was a movie 1 per participant] [See materials]

EQUIPMENT AND MATERIALS ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜

Computer | Projector | Speakers Ubuntu T-shirts (1 per participant) 1Scoth tape (large size) A4 white sheets Pens Flipchart Bookmarks Color pencils

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Objectives ➜ Objectives ➜ Develop skills of empathy and active listening ➜ Increase awareness on the impact of narrative in one’s life story ➜ Promote resilience and the ability to solve problems

activity STEP ON THE LINE IF...

The facilitator should create the environment for what is going to live, explaining to the trainees that the activity has to do with the reality of each one, with his life and that must be true.

OBJECTIVES ➜ Promote self-knowledge and group cohesion ➜ Facilitate the identification of similarities and differences between participants ➜ Deepen the concept of Ubuntu

Once in the indicated arrangement, the facilitator, who has a handout with a set of phrases related to the group, begins to read the first one, trying to do it in a paused way, aloud and, if possible, using a microphone.

MATERIALS ➜ Painter’s tape ➜ Activity handout

Upon hearing the phrase, all those who feel that this applies to their life, history or reality, take a step forward towards the line. After a few seconds they should return to the starting position. The facilitator then reads the second sentence and the process repeats itself.

DURATION ➜ 20/30 minutes

It will be necessary to prepare the room beforehand, sticking a line with painter’s adhesive tape on the floor. The line has to be big enough for the participants to be positioned face to face along the line (half of the group on each side).

FACILITATION The facilitator should ask the group to divide into two subgroups. The first one should be on the right side of the line and the second should be on the left side. The two groups next to the line should step back and be all the same distance from the line (see image). Each participant should be face-to-face with another participant located on the opposite side of the line (see image).

At first the phrases are easy to answer: “Step on the line if you have brothers”; “Step on the line if you like chocolate”; etc. and usually the environment is light and distended. However, as the activity evolve, the questions go deeper and harder: “Step on the line if you’ve already lost someone who was dear to you”; “Step on the line if you’ve been a victim of racism”. For this reason, the facilitator should create an environment of greater seriousness, demanding that there be a climate of mutual respect, without prejudices and judgments.

At the end of the activity, it is necessary to reflect on what has been experienced. The facilitator should ask the participants to sit down and share the feelings and thoughts that have emerged during the dynamization, reflecting on the lessons that can be learned. If the group is very large, one can choose to reflect in small groups.

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PREPARATION

activity

TRAINER’S MANUAL REFLECTION TIPS 1. This is a dynamic that reflects the principle of Ubuntu philosophy: being able to recognize what makes us unique, also understanding what unites us. And, for our common humanity, we must be able to recognize that “Much more is what unites us than what separates us”.

UBUNTU LIVES

2. We often have preconceived ideas about others, which do not correspond to the truth. This dynamic helps us combat stereotypes by identifying bridges with others we did not know existed. When we allow ourselves to know each other as he is, we discover that, whatever their context or reality, we are connected.

3. On the other hand, the ability to respect the other as someone other than myself is essential. In this dynamic, we are also confronted with difference and each one is invited to develop the feeling of empathy, becoming more tolerant and able to accept others as they are.

PROPOSED QUESTIONS FOR REFLECTION •

How did I feel whenever I stayed or stepped forward?

•

How did I see the others?

•

What can I take away from this experience?

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activity ACÉRCATE DE LA LÍNEA SI ...

Exercise Part 1

Part 2

Step on the line if… ... you are wearing a watch

(The facilitator should ask for silence because he/she will start to comeup with more serious statements and there should be no chatter)

... you like listenig to Music

Step on the line if…

... you like dark chocolate

... you have felt fear

... you are wearing trousers

... you didn´t do something because you were embarassed

... you have brothers and sisters ... you felt lonely (keep on the line if at that particular moment you were really alone)

... you have pets

... have already fallen in love

... you have a friend here

... have lost someone important in your life

... you were born in another country

... you have done something due to peer pressure

... you helped somebody this week ... you have done something you regret ... you made someone smile this week ... someone owes you an apology ... you owe someone an apology ... you have been through economic hardship ... you like who you are ... you have felt truly happy ... you believe you can make this world a better world

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... you are an only child

reflection FREEDOM WRITERS EXPLORATION GUIDE Freedom Writers is an American film of 2007, inspired by the real events reported by The Freedom Writers Diaries, based on the reports of Professor Erin Gruwell and some of her students.

Within the framework of the Ubuntu Leaders Academy, it is believed that this is a key example to understand the importance of personal storytelling, in which are promoted skills of the pillars of the Ubuntu method.

More than lessons of life, what Gruwell sees in each young person entrusted to her in the classroom is the possibility of sprouting their own humanity, the courage to affirm their individuality as opposed to that which is massified in the ghettos. As the potentialities emerge before their eyes, the students of Room 203 are gradually realizing that after all they “get” everything that others around them insist on saying they “can not”.

From this movie, participants are invited to reflect on some key questions and ideas for small-group exploration:

For small group discussion

Summary Through a critical eye on an educational system and based on a true case of a teacher, Erin Gruwell, the film tells the story of a group of young people from challenging backgrounds and an English teacher who relates to each one in a way to which they are not accustomed. In a school dominated by violence, racial tension, prejudice and discrimination, this teacher will fight a battle to dignify her students and build bridges with their realities and challenges.

Through their own stories and sharing the stories of others, these young people transform and gain a new perspective on their lives and the world.

In order to realize her plans, she will have to revolutionize the school environment, and for that, she will have to go over the bureaucratic and conservative school principal Margaret Campbell (Imelda Staunton) and give up her personal life with her husband Scott Casey (Patrick Dempsey ).

1st part 1. What necessity is detected by Erin in that class?

2. What path does she find in order to develop an innovative project that can meet the necessity found? What was her main objective?

3. What resources does it bring together?

How does she do it?

4. What is the context (school / family / administration) response to Erin’s proposal? What about the students? How does it evolve over time?

2nd part 5. What consequences for Erin’s personal life are consequence of the commitment to the Pages of Freedom project? What balances are needed?

6. What dilemmas do the students live?

7. What is the critical success factor of the project?

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For those who have seen the movie, it is suggested that you return to see it whithin the Ubuntu focus, focusing on the pillars of self-knowledge, self-confidence, resilience, empathy and service. These are, in fact, very relevant marks in understanding the dynamics proposed by the film.

activity FREEDOM WRITERS

FILME

FREEDOM WRITERS MISS G’s RULES

FREEDOM WRITERS Miss G’s rules

1. What necessity is detected by Erin in that class?

2. What path does she find in order to develop an innovative project that can meet the necessity found? What was her main objective?

3. What resources does it bring together? How does she do it?

BELIEVE IN

4. What is the context (school / family / administration) response to Erin's proposal?

YOUR STUDENTS

What about the students? How does it evolve over time?

FREEDOM WRITERS Movie reflection

FREEDOM WRITERS Miss G’s rules

5. What consequences for Erin's personal life are consequence of the commitment to the Pages of Freedom project? What balances are needed?

GET OUT OF YOUR COMFORT ZONE

6. What dilemmas do the students live?

7. What is the critical success factor of the project?

Do you think you know all about gangs?

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FREEDOM WRITERS Movie reflection

activity

TRAINER’S MANUAL FREEDOM WRITERS

FREEDOM WRITERS

Miss G’s rules

Miss G’s rules

TEACH

TOLERANCE

UBUNTU LIVES

CREATE A SAFE SPACE

FREEDOM WRITERS

FREEDOM WRITERS

Miss G’s rules

Miss G’s rules

PROMOTE

DIVERSITY

VALUE

YOUR STUDENTS’ KNOWLEDGE The ghetto.

FREEDOM WRITERS

FREEDOM WRITERS

Miss G’s rules

Miss G’s rules

MOTIVATE

YOUR STUDENTS

CREATE A

COMMUNITY Well, you managed to get them together and that’s the first step.

I’m thinking about field trips.

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activity FREEDOM WRITERS

FREEDOM WRITERS

Miss G’s rules

Miss G’s rules

BUILD

TEACH WITH YOUR HEART

BRIDGES

They took us to concentration camps.

I am home.

The real Miss G.

Miss G’s rules

1969 Erin Gruwell is born in California and becomes a teacher

1997 Creates Freedom Writers Foundation to work with educational strategies

SHOW THEM YOU

that promote inclusion and school success.

BELIEVE IN THEIR POTENTIAL

1999 Publishes “The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing yo Change Themselves and the World Around Them”.

Everyone is this class has a chance to graduate.

2007 Her story becomes a movie.

FREEDOM WRITERS Miss G’s rules

CELEBRATE SUCCESS

Each one of us will toast for change.

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ERIN GRUWELL

FREEDOM WRITERS

activity IF MY LIFE WAS A MOVIE

4. If my life was a movie, what would be the soundtrack?

OBJECTIVES 5. If my life was a movie, what would be the title?

➜ Promote self-knowledge, self-confidence and resilience ➜ Develop reflection, structuring and autobiographical narrative skills

6. If my life was a movie, what would be the message I liked it to convey?

MATERIALS ➜ ➜ ➜ ➜

After reflecting on the life history, the participants must construct the storyboard, being able to use text, keywords, drawings or symbols. The animator can choose to give white sheets that, glued together with tape, allow the creation of the storyboard. On the other hand, sheets can be printed with film films, where participants will build their story.

Activity handout (movie sheet) Markers Color pencils Speakers and music

➜ 30/60 minutes

At the end of the storyboarding (defined time according to the target audience), these can be shared in small groups (maximum 4 people), safeguarding that people only share if they so choose (and whatever they want, they can share only some information) (20 minutes).

PREPARATION ➜ Prepare activity handout and color materials.

FACILITATION The facilitator should frame this activity as an individual exercise of self-knowledge, in which each participant will have time to reflect on their life history. The goal is for each participant to imagine the possibility of their personal life story being portrayed in a movie.

Each participant can write their reflections on sketch sheets, but the ultimate goal is to build a storyboard, that is, a “guideline” to guide their life history. The facilitator should show an example. The facilitator will provide some clues for reflection: 1. If my life was a movie, what would be the main scenes? (in how many scenes is the movie divided and what happens in each scene?)

2. If my life was a movie, what would be the main characters? And the secondary ones?

3. If my life was a movie, what would be the scenarios / contexts? How would you portray them?

The facilitator should emphasize the importance of respect during these sharing, which is translated by active listening, care in the questions and comments made and confidentiality (what is shared in the group should not be shared with outsiders) [View activity Human Library]

REFLECTION TIPS To conclude, the facilitator should promote reflection in the plenary and may ask the following questions: How did you feel? How did you find the exercise? How important is it to work on our life history? Giving feedback to shared impressions, you should emphasize the importance of each one if (self) know, being able to identify strengths and weaknesses, as well as adversities, guilt / errors, obstacles, as well as their overcoming, individual qualities and potentialities. It is from this self-knowledge, which often implies a courageous investment, that individual transformation becomes possible in order to maximize potentialities.

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DURATION

activity

TRAINER’S MANUAL OBSERVATIONS The environment of this activity must be calm and comfortable, conducive to reflection and writing. People should have their own space to write, trying to reduce the surrounding distractions (it is an individual exercise and therefore people cannot share during the construction of life stories).

UBUNTU LIVES

The facilitator could use calm music to inspire an reflection environment.

For some participants, it can be difficult to perform this exercise, because they are not accustomed or because they do not want to confront certain episodes and difficulties. However, the facilitator should explain the importance and impact that exercise can have on one’s personal and social development.

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activity HUMAN LIBRARY

FACILITATION

OBJECTIVES

This activity aims to share the life story of the participants, seen through the Ubuntu lens. It should take place on the day dedicated to the Ubuntu Lives.

➜ Promote self-knowledge and self-confidence ➜ Develop communication skills and autobiographical narrative ➜ Promote empathy and active listening skills

The facilitator should ask participants and other facilitators to organize themselves in small groups.

MATERIALS ➜ Readers’ card

DURATION ➜ 45/60 minutes (depending on the number of participants)

PREPARATION Divide the participants into groups supported by a responsible facilitator who will invite each of the participants (books) to make a process of individual reflection and structuring of what they will share about their life story.

NOTE: Although everyone is invited to do the individual reflection, telling their story to other participants is a totally voluntary act. A storyteller has to be comfortable.

The session can begin with the sharing of the life story of the group facilitators, so that the participants can understand the purpose of the activity, living the experience of being readers before being books. As an example, they encourage participants to also share. Because at this stage there is already a relationship and trust between the participants, usually after this start with the facilitator, there are always many volunteers to tell their story.

Ideally, each book should not exceed 10 minutes so that everyone who wants to share can do so. In the end, if there is time, there may be some time for questions/ feedback (5 minutes).

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The facilitator should explain that the main goal of the activity is to turn everyone’s life story into a book and that, by sharing it with the other readers, we are offering the most important and sacred thing possible. The Human Library allows us to read human books that are a source of inspiration, change, growth and transformation. Stories, told in the first person, have the power to approach, captivate and inspire.

activity

UBUNTU LIVES

TRAINER’S MANUAL NOTES

Reader’s Rights

In order for the Human Library to work well, there must be trust and respect within the group. It is important that each participant has the opportunity to have a moment of introspection and individual reflection, in order to consolidate the organization of his/her personal history, choose what he/she will tell and how to do it. This exercise of reflection can be framed in concrete moments of the training, previous to the Human Library, that will be provided during the day.

•

Read the human books stories

•

Listen to a story being told in the first person

•

Ask questions (non-invasive ones, respecting the other person’s space)

In case the group has difficulty sharing their stories, it is proposed that 3 questions are launched and each participant can talk about each one of them. This leaves three possibilities for questions and the facilitators can think of other possibilities.

•

Share a transformative moment in your life and tell us why

•

Tell us about a place that makes you happy

•

Tell us a story about someone you admire and why

READER’S DUTIES •

The reader must engage in active listening (refrain from using the phone and chat)

•

Try to develop an attitude of empathy and understanding towards the other, respecting shared story and emotions, particularly at the time of asking questions

•

Be part of the reading group throughout the story and in the end, thank the human book for having shared his/her story.

READERS’ RULES The Human Library sessions are special and rewarding times for all readers and, in addition, they should be equally gratifying and dignifying experiences for books that, with confidence and humility, surrender to others. If possible, all participants should receive a “reader card”, including the “rules” of good conduct to participate in the human library.

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I HAVE A DREAM

SESSION PLAN Topic | Day 5

I HAVE A DREAM

Objectives

➜ Clarify the mission for life ➜ Motivate for action, persistence and continuity of the path of personal growth ➜ Deepen the thematic of service and social involvement

ACTIVITY DESCRIPTION Description

Schedules Duration Responsable | Materials | Objectives

Welcoming

08h15/ 08h30

15’ Person Responsible ___________________________________

Activity “The Colors Game” [See Materials]

08h30/ 08h45

Materials ➜ Stickers of 5 different colors (1 per participant) 15’

Objectives ➜ Reflect on leadership and service ➜ Understand interdependence as a foundation of servant leadership ➜ Empower problem-solving, teamwork and cooperation Person Responsible ___________________________________

08h45/ 09h00

15’

Objectives ➜ Reflect on service and social responsability ➜ Increase knowledge about the life of Martin Luther King Person Responsible ___________________________________

Movie “Patch Adams” Segment 1 [60 minutes]

09h00/ 10h00

Coffee break

Materials ➜ Computer | Projector | Speakers ➜ Movie “Patch Adams” 60’

Objectives ➜ Reflect on the pillar of service ➜ Increase awareness of individual responsibility in the transformation of the world ➜ Motivate for action, through testimonies and life stories

15’ Person Responsible ___________________________________

Movie “Patch Adams” Segment 2

10h15/ 11h15

Materials ➜ Computer | Projector | Speakers ➜ Movie “Patch Adams” 60’

Objectives ➜ Reflect on the pillar of service ➜ Increase awareness of individual responsibility in the transformation of the world ➜ Motivate for action, through testimonies and life stories

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I HAVE A DREAM

Video “Martin Luther King [Bio]”

Materials ➜ Computer | Projector | Speakers ➜ Video

TRAINER’S MANUAL Description

Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________

Reflection “Patch Adams” [See Materials]

11h15/ 12h00

Materials ➜ Computer | Projector ➜ Flipchart ➜ Markers 45’

Objectives ➜ Clarify the mission for life ➜ Reflect on the film in the light of the pillar of the service ➜ Encourage action by reflecting on personal dreams and motivations Person Responsible ___________________________________

Presentation and comment “Patch Adams” [See Materials]

12h00/ 12h30

Lunch

Materials ➜ Computer | Projector ➜ PowerPoint Presentation 30’

Objectives ➜ Clarify the mission for life ➜ Systematize the main lessons and learning of the movie ➜ Motivate for action, persistence and continuity of the path of personal growth ➜ Deepen the service and social involvement themes

I HAVE A DREAM

60’ Person Responsible ___________________________________

Activity “My dream is…”

[See Materials]

13h30/ 14h30

Coffee break

60’

Materials ➜ White A4 paper ➜ Ballpoint pens ➜ Speakers and music ➜ Pulpit decorated with a beautiful cloth Objectives ➜ Identify actions, projects and possibilities for the future ➜ Promote the reflection on the practical implications of this training

15’ Materials ➜ 2 wool yarns

Group evaluation “The wool yarn”

14h45/ 15h15

30’

Objectives ➜ Promote exchange and reflection about the experience of training (learning, feelings, etc.) ➜ Identify strengths and weaknesses of the training, as well as suggestions for improvement for the project Person Responsible ___________________________________

Training evaluation

15h15/ 15h30

15’

Materials ➜ Computer | Projector ➜ QR Code or evaluation handout (depending on each training context) Objectives ➜ Evaluate the training experience

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Description

Schedules Duration Responsable | Materials | Objectives Person Responsible ___________________________________

Impact evaluation

15h30/ 15h45

15’

Materials ➜ Computer | Projector ➜ QR Code or evaluation handout (depending on each training context) Objectives ➜ Understand the impact of the training

Certificate award ceremony

15h45/ 16h15

25’

Group photo

16h15/ 16h30

15’

Closing session

16h30

Person Responsible ___________________________________

PEDAGOGICAL RESOURCES ➜ Video Martin Luther King Biography ➜ Movie “Patch Adams”

EQUIPAMENT AND MATERIALS Computer | Projector | Speakers Stickers of 5 different colors (1 per participant) A4 white sheets 2 wool yarns Flipchart sheets Pens Scissors Certificates of participation (1 per participant) QR Code or evaluation handout [Training Evaluation] QR Code or evaluation handout [Impact Evaluation]

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I HAVE A DREAM

➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜

activity REFLECTION TIPS

OBJECTIVES

➜ Stickers of 5 different colors (1 per participant)

Most often, in the first phase, each participant is determined to discover their own color, until someone decides to join the other elements by color. Thus, after the end of the exercise, the facilitator should promote reflection, asking participants for feedback on the experience. It should emphasize the importance of cooperation and decentralization, in order to solve this challenge. And finally, to add that when we focus on the problems / needs of others, we can end up getting our own too.

DURATION

OBSERVATIONS

➜ 10/15 minutes

Alternative Version It is possible to include a different dimension to the game, which allows to exploit the exclusion issues. For this, there must be a single label of a different color, for one of the elements of the group. In the reflection the experience of this same participant and the way in which he/she will have been accepted / excluded by the other elements can be explored.

➜ Reflect on leadership and service ➜ Understand interdependence as a foundation of servant leadership ➜ Empower problem-solving, teamwork and cooperation

MATERIALS

PREPARATION ➜ Room with free space to circulate

FACILITATION The facilitator should ask the participants to position themselves in a circle. All the activity will unfold in silence and the participants must remain with their eyes closed until another order is given.

At this time, the facilitators should place, randomly, a sticker on the forehead of each participant, it is very important that they do not see the color of their label. There must be labels of 4/5 different colors (the same number for each color).

After the labels have been placed, the facilitator should explain to the group that, when the signal was given, they should open their eyes and come together by colors, maintaining silence. To accomplish this task, they will have a minute (circulating around the room). It is important to note that participants can not communicate through speech, or try to discover the color of their label through mirrors, windows, etc.

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THE COLORS GAME

reflection PATCH ADAMS FACILITATOR GUIDE Patch Adams is an American movie (1998) that tells the history of a man in search of himself who, in a psychiatric institute, finds that helping people in his life’s mission. As a medical student, he will seek to change the way patients and colleagues face the patients and life…

For the Ubuntu Leaders Academy, this is a very strong and inspiring example to understand the meaning and importance of the Service as an essential pillar of the Ubuntu method.

SUMMARY This movie tells the story of Hunter Adams, later known as Patch who, after an attempted suicide, voluntarily decides to go to a psychiatric hospital. It is in this inhospitable and dehumanized environment that he discovers his vocation to help people through empathy, humor and humanity, realizing that it will be through medicine that he wants to accomplish his mission. Upon entering the course of Medicine, he quickly realizes the methods there overestimate knowledge and devalue the relationship.

Patch is a man who defends the idea that it’s not only science and medicine that can save lives, but also love, attention and compassion.

He believes that through love and humor one can enlighten lives and stories. With a creativity and joy that infects patients, family and nurs-

KEY-IDEAS EXPLORATION DISCOVER YOUR VOCATION. DEVELOP THE ABILITY TO CREATE ANSWERS TO PROBLEMS THROUGH OTHERS. DECENTRATE AND FIND MEANING. Hunter feels he has hit rock bottom. After failing a suicide attempt, he tries to help through hospitalization in a psychiatric hospital, he goes voluntarily and the first clashes are though. It’s this strange, unconnected, unfocused environment that Hunter turns into Patch and discovers the meaning for his life. It’s through the relationship with other patients and seeking to understand them that Patch truly discovers himself and discovers his vocation. For this reason, he leaves the institution to study medicine.

The environment he finds is competitive, focused on knowledge and success without time for relationship and care of the other. Patch, a misaligned, realizes that there is a challenge, breaks biases and rules and looks for ways to reach each of the patients. His concern for patients goes beyond physical illness, caring about each one of them as a whole. These unorthodox methods do not make a good impression on the more conventional elements of the University Patch realizes that there’s a problem and he tests various solutions, works on the environment to change the situation, and despite the many obstacles that arise, he does not give up because he deeply believes in the transformative power of his solution.

By concentrating his energy and attention on the other, he discovers himself. By putting himself to the service, he can effectively, solve his

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For those who have seen the movie, it is suggested that you see it again with an Ubuntu focus, namely through its pillars. Self-knowledge, self-confidence, resilience, empathy, and service are present throughout the film and are visible through the main character. It’s in the hospital that he discovers himself, discovers his vocation and his skills. It is also here that he perceives the transforming power of empathy and service. All these discoveries will lead him to follow a path that he had not dreamed of before and to excite others to share with him their vision and his mission.

es, Patch is an example of nonconformity and dedication to the other. Despite the numerous obstacles he has encountered and overcome, Patch is, as a doctor and as a human being, a great example of one man at the service of the other.

reflection

TRAINER’S MANUAL problems equally, create value and meaning for his action. Solidarity, attention and respect for the other are structuring values in your life and in the reading of this film. It’s in the service to the other that Patch Adams finds strength and purpose.

es, he creates, the student of Medicine does it in an original and creative way, mobilizing different resources that it has. In some cases, it uses simple tools and turns their common uses into fun and entertaining situations. He creates the concept of “Dr. Clown” to give shape and body to his idea.

IDENTIFY A NEED

I HAVE A DREAM

Patch, unlike his colleagues, does not use a conventional method of working, because his greatest concern is the well-being of patients.

Therefore, it seeks to know the people with whom it interacts, to get to know their concerns and needs. It creates the need to make this concern a priority in medical treatment, introducing a humanistic and empathic dimension into the therapeutic approach that has not been usual until then. Pach identifies the need to humanize health care, the ability to care for the person, rather than just treating the disease.

In Ubuntu philosophy and community action, for the sake of social transformation, the creation of the need and the adjusted response to the problem, from a precise diagnosis of the problem, around an unresolved social need, are fundamental for effective, solid and sustainable change processes, as they respond formally to the identified challenges and needs.

The pillar of empathy is the one that deserves a greater relevance, since it’s the one that allows Patch to create a relationship of trust and an equal look towards those around him. At the same time, it also provides him a clear and more holistic understanding of the problem and of the need identified, based on the knowledge that comes close to reality and people, to develop an appropriate and singular action.

THINK OF SERVICE WITH CREATIVY In the various therapeutic approaches that Patch is experiencing, patients’ well-being is always the priority. To ensure the best treatment and service to the task, Patch seeks to know his patients well, knowing their fears and dreams. In order to respond to these challeng-

Patch being available in relationship for others is very relevant within the framework of the Ubuntu analysis, because he does it for the well-being of others through new approaches and methodologies. Therefore, the pillar of the service is fundamental in the figure of Patch, being an essential dimension of its way of being and of being in relation. In this context, the pillar of self-confidence is still relevant, once it’s from this that the main character manages, in many cases, to recognize their individual strengths and potentialities and place them at the service of their dreams. In this way, his self-confidence is strengthened by providing himself with new strategies to solve the problems you encounter and, in this way, achieve the goals you are proposing.

HAVE TALENT IN ORDER TO MOBILIZE RESOURCES Taking advantage of his creative and original capacity in the therapeutic approach, Patch seeks, in benefit of the activities that he develops, to take advantage of all the resources that finds, whether they are material and/or human. It is, in the Ubuntu view, a true servant leader. He reuses the instruments and tools it finds, in the context where it is, and uses them in a comic and original way. This talent is used for the benefit of others.

Patch also seeks to surround himself with people who can help and further improve the activities it organizes, in order to complete the scenario with all the necessary resources to be successful.

This measure is equally important when he dreams of creating an alternative clinic to the hospital to be able to serve all patients seeking medical services. Here, Patch mobilizes once

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reflection again resources, human and material, to fulfill its dream of being at the service of others.

This dimension is essential when thinking about the Ubuntu philosophy, as it mirrors the ambition of each person, conscious of their responsibility in the world, to acquire the human skills and the necessary technical tools to become an active servant leader in the fight for a better world.

BE ABLE TO CREATE ANSWERS

It is possible to notice extraordinary competences of empathy and service, which start with a particular capacity of self-knowledge.

Joining these three pillars together allows Patch to be a leader in the service of its causes, as it continuously seeks to build a solid and sustainable service project.

The idea that, in the development of these three pillars, the strategies that each person uses in the service of their action are fundamental and are so much more useful when they result from a deep knowledge of themselves, their individual strengths and potentialities, the necessary support and recognition, and the context, as an adjusted response to the challenges arising therefrom.

By realizing the reach and positive impact of his actions on those around him (not just patients, but also colleagues), Patch seeks to consolidate his idea and project. It does it in the search of support and recognition, in order to improve his activity and service, as well as in the evidence of improvement and well-being of his patients. So, he can understand and measure the value of the project. This is a permanent exercise of analysis, as it implies the constant questioning of the value of the action and its results. This ability to highlight the value of actions at the service of others is unquestionably positive, as it is a very challenging and methodologically demanding exercise. Patch does it in a constructive and growing way, constantly looking for its improvement and wholeness.

In Ubuntu development, it is understood that this dimension can result from the combination of the pillars of self-confidence, resilience and empathy. The first two pillars here are the result of focus and courage - a focus on the path to be followed and courage to, despite obstacles, criticism, difficulties, to tread it. Only this perseverance can consolidate the pillar of empathy, as it increases the sensitivity of permanently adjusting the responses to the context and human nature, so as to create not only necessity, but also to align, when necessary, the course of action the struggle for a better world and, in this case, the restoration of human dignity as well.

OVERCOME OBSTACLES AND ADVERSITIES By presenting a posture and approaches different from those that were standard in the university and medical scope, Patch creates, around his professional figure, some resistances and even obstacles to the continuity of his work. Several times, his competencies and medical skills for the treatment of patients are questioned. However, Patch humbly trusts in his capabilities and seeks to turn the adversities created around him into opportunities

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Patch does not settle in his life and with what is around him. In the hospital, realizing the limitations in the care of patients and not identifying himself with the way they are treated, he begins to develop the dream of creating a therapeutic clinic alternative to the hospital. For this, mobilizes, as already explained, various resources, material and human, to help him realize his dream. His approach becomes more and more complete and sophisticated. In doing so, Patch demonstrates a unique ability to respond to the challenges and problems encountered. Sometimes he seeks to develop its negotiation skills, sometimes to solve problems and conflicts by identifying the potential of an adjusted response adapted to the contexts in which it is and for which they need a solution.

CREATE EVIDENCE OF ADDED VALUE

reflection

TRAINER’S MANUAL for personal growth and development and his idea.

Under the Ubuntu scope, the pillar of resilience translates into the ability to transform obstacles into new opportunities, constructive, solid and sustainable, even when they bring discouragement and pain. If possible, it’s also important to follow this path in order to gain new strength to endure and grow.

There are always obstacles to overcome, critics to face and adversity along the way. It takes resilience to overcome these difficulties and critical voices, trusting with humility in your abilities.

I HAVE A DREAM

TO EXCEED THE TEMPTATION OF GIVING UP In view of the various limitations and obstacles that have arisen in Patch’s path, as a result of various resistances due to an innovative approach in a conservative medical world, and which, at various moments, have questioned his posture and professional role, he maintains a positive attitude. However, he cannot always manage the challenge of the obstacles and difficulties that arise, particularly those that are more complex and involve deep losses and grief.

space and body to his dream. This affirmation to make a change meets with several resistances, but it is also recognized, enriched and valued by several other people who support and help to grow this dream. The struggle for indifference is an unfinished task, as it must be prioritized in various spheres of life and communities.

In conjunction with the five pillars of Ubuntu, the dimensions of social change and the transformation of the world into a happier, fairer, more balanced and collaborative place are the basis for concerted personal and community development. Each person, in the creation and growth of their dreams and actions for the benefit of others, allows themselves to know themselves, to trust in their talents, to believe in their ability to overcome adversity and to feel with the other. Each person is ready to serve, leading and promoting and restoring human dignity. Service is the starting point, but also the arrival of an individual construction process that is circular, growing and always incomplete.

In these moments, and from the Ubuntu view, it’s important to remember that overcoming obstacles is a universal, daily and inevitable challenge. Resilience materializes through the abilty to transform these same difficulties into opportunities for growth and overcoming, believing that this step in this direction strengthens the confidence, the will and the capacity to overcome new adversities.

BELIEVE IN TRANSFORMATION Since discovering his vocation, Patch seeks to take a disruptive professional approach. By defending the struggle against indifference and, the promotion and restoration of human dignity, Patch seeks by all means, and from the mobilization of different resources, create

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presentation PATCH ADAMS

PATCH ADAMS … STARTING FROM THE OTHERS

PATCH ADAMS

PATCH ADAMS

DISCOVER

MEANING

YOUR GIFT

I want to help people.

The patients have helped me.

PATCH ADAMS

PATCH ADAMS

… WITH THE ABILITY TO

CREATE ANSWERS FOR PROBLEMS

IDENTIFY A NEED I was just thinking about the patient’s name.

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… DON’T FOCUS ON YOURSELF AND FIND A

presentation

TRAINER’S MANUAL PATCH ADAMS

PATCH ADAMS

SERVICE WITH CREATIVITY EVIDENCE OF THE

ADDED VALUE You are a good thing for this hospital.

PATCH ADAMS

PATCH ADAMS

I HAVE A DREAM

OVERCOME

OBSTACLES AND ADVERSITIES

TALENT TO MOBILIZE RESOURCES

Our way of doing things is a result of centuries of experience.

PATCH ADAMS

PATCH ADAMS

OVERCOME

OBSTACLES AND ADVERSITIES ABILITY TO CREATE

ANSWERS

I’m sorry, honey! I’m sorry!

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presentation PATCH ADAMS

PATCH ADAMS

In the reality of Patch Adams…

OVERCOME THE

Patch Adams had a dream.

TEMPTATION OF GIVING UP

What was it and how did it come to a reality?

And what about your dream? What will it be?

And how is it going to be with you?

What is the gift for service?

What is the identified need?

How can you be creative with solutions?

How to mobilize resources?

What is the created solution?

How to face obstacles and adversities?

PATCH ADAMS

BELIEVE IN THE

POWER OF CHANGE I HAVE A DREAM

To fight for an illness, let us fight for one of the most terrible: indifference!

PATCH ADAMS

“Everyone can be great because everyone can serve.”

It’s your turn!

Martin Luther King

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activity MY DREAM IS…

The participants should write their reflection, beginning their text by “My dream is ...”, not to exceed two paragraphs.

Objectives ➜ Identify actions, projects and possibilities for the future ➜ Promote the reflection on the practical implications of this training

Materials

As soon as everyone has finished (about 10/15 minutes), the facilitators must play the song Bakermat One Day (Vandaag) and the sharing momentum begins. Each participant, one by one, should go to the pulpit and announce to the group what her/his dream is.

➜ White A4 paper ➜ Ballpoint pens ➜ Speakers and music [Music File: Bakermat One Day (Vandaag)] ➜ Pulpit decorated with a beautiful cloth

The facilitators should do the same exercise and be prepared to advance to the pulpit if they realize that the participants are not comfortable.

OBSERVATIONS

Duration

PREPARATION ➜ The participants should have space to write.

FACILITATION This exercise should be a process of personal reflection and analysis that participants should have done throughout the training week. With a background instrumental music, the facilitator should challenge each person to think of a dream they have, for the development of a project or for intervention in their community, as an example of service. Based on each competencies and potential, each participant should ask themselves: •

What are my dreams? What would I want to do with my life?

•

What talents can I put at the service of my context and my community?

•

What can I do to improve the context in which I am?

•

How can I also become in this context?

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This is an exercise that ends the Ubuntu Leaders Academy. At the moment of sharing the dream, it is necessary to create an atmosphere of enthusiasm and galvanization of the participants, who bid farewell to the Academy, committing themselves to putting themselves at the service of others, through the realization of their dream.

➜ 60 minutes

© Academia Ubuntu, 2019