Page 1

Chapter 1 Curriculum A: Network Building A significant part of the stake of  is to address the issue of the sustainability and the impact-making capability of the ubiquitous Khai initiatives by ai college students. In terms of these two issues, thus far there appears to be a room for improvements for typical Khai initiatives. ere has not been a solid staff training system in most Khais. ere typically is no need identification and thus no impact maximization system for the community or the targeted group that a Khai serves.  has launched the Curriculum A to establish a self-contained system for a Khai to be more sustainable and to optimize its impact-making potential. Curriculum A consists of three categories: Social Responsibility, GPAT (Group Productivity Amplification Techniques), and Project Creation. One common thread that runs through all three categories is to inform the Khai makers of the sustainability and the impact-making potential of a Khai, inspire them to improve on the elements of Khai pertaining to these issues, and most importantly to equip the Khai makers of the powerful tool to make a Khai sustainable and impactmaximizing. e audience of this part of the handbook is, first and foremost, the Khai staffs with the experience of delivering the Learning Train Model (). ese experienced staffs will use Curriculum A as a guide on training the succeeding generation of Khai makers. Curriculum A is presented in a form of a report on what the  Project Members (PM), as the first generation of  executor, did to make  itself a sustainable and impact-maximizing initiative. is section of the handbook, however, will also include suggestions on how the audience could proceed to adapt or create more workshops that are relevant and fulfill the established objectives of the Curriculum A. 1


2

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

1.1 Social Responsibility 1.1.1 Civic Engagement Rationale Many ai students are unfamiliar with the idea of social responsibility—that every citizen has the responsibility to serve others in society. e purpose of this workshop is to introduce the idea of social responsibility to the University Students while gauging just how much they know about ai education. It also acts as a way to put the University Students and the PM on the same level and give the University Students basic information about ai education if they are completely unfamiliar with the topic. Finally, this workshop is meant to be a shocking introduction to the disturbing truths of ai education. By giving University students shocking statistics about ai education, they can begin to realize just how big the problem is, how much it maers to the future of ailand, and will hopefully start growing passionate about ai education and feel an obligation to help. Objectives • Students will gain a basic knowledge of the problems in ai education and the gravity of the problems. • Students will become familiar with the idea of social responsibility. • Students will hopefully begin to feel an obligation to help with ai education and engage with the inequalities around them. Materials none Activities Icebreakers (5 minutes) Ask the University Students for icebreakers. Let the University Students lead icebreakers. is gives University Students the opportunity to teach us, levels out the relationship between University Students and PM. us, neither group is the outright leader, and it sends the message that we are in it together.


1.1. SOCIAL RESPONSIBILITY

3

• % of ai students go on to secondary school; % graduate university • Out of  countries, ailand is the nd lowest ranked in all of Asia for English proficiency Aer this statistic is revealed as true or false, facilitators should say: “Does everyone understand why this statistic reveals a problem in ai education? It is not that English is a language which is inherently beer in ai or that students just become smarted by learning English. It is a problem that so many ai students are not proficient in English because so many of the best resources are in English. By not being proficient in English, students are disadvantaged by not having access to the best resources.” • % of , computer sciences teachers failed the computer sciences exam • % of , biology teachers failed the biology exam • % of , math teachers failed the math exam • % of , physics teachers failed the physics exam • % of , chemistry teachers failed the chemistry exam • % of  earth sciences and astronomy teachers failed the earth sciences and astronomy exam • Every year, over  million ai students drop out of middle school to go into unskilled labor • % of , school directors failed basic exams in computer technology and English • Many ai schools send only one teacher to be trained in curriculum changes, making one teachers solely responsible for transmiing those changes back to the entire school Figure .: Statistics used in the true/false game


4

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

True/False Statistics Game (25-30 minutes) Facilitators will read a shocking statistic about ai education and University Students will decide whether they think it is true or false. University Students should discuss why they think it is either true or false before the answer is read, discussing experiences or facts about ai education that led them to their conclusion. Facilitators should encourage the discussion of each statistic to be as involved as possible. is helps convey the gravity of the situation and gives University Students concrete examples of just how intense the problem is. Also, the discussion of why each statistic may be true or false naturally brings out facts about ai education and the state it is currently in for University Students who don’t necessarily know as much as informed University Students. In order to increase the shock factor (to really stress to students just how big the problem is), when presenting statistics, facilitators should give a slightly less intense statistic than the true one. For example, facilitators could say, “True or false: % of , computer sciences teachers failed the computer sciences exam”; the answer being, “False, it’s not  percent—it’s actually  percent.” us, when the answer is given, regardless of whether university students have decided that it is true or false, the answer is even more shocking than what they had been previously considering. Debriefing/Discussions (20-30 minutes) Facilitators should pose the question to the group: “What does social responsibility mean to you? What is your definition of social responsibility?” Allow the group to discuss what they think about this idea and facts or experiences (e.g. local issues, experiences in high school) that they associate with it. “ese are all really great ideas. When we talk about social responsibility, we mean the responsibility that each of us has to the other members of society. As individuals, we each have certain rights in society, but those rights also come up with a duty to serve the society that provides those rights. Everyone here is a university student. We have all been privileged enough to have great education or to have money, but the majority of society has not been so privileged. Because we have so much, it is our responsibility to impart the gis and knowledge that we have been so lucky to have to other people.” During the discussion, facilitators should try to weave the following points into the discussion of social responsibility to stress why social responsibility is worthwhile and what it can achieve. Individual Power Does social responsibility just pertain to big corporations and institutions, or can it apply to individuals? Discuss this with the group relative to corporate social responsibility. Distinguish between corporate social responsibility and individual social responsi-


1.1. SOCIAL RESPONSIBILITY

5

bility. “It is not just corporations that have a responsibility to serve society in the best way possible. Individuals also have the personal responsibility to give back. Why? We have all been blessed with certain privileges that others have not. Individuals with the power to create change and improve their surroundings have a responsibility to do so.” ai Pride We want our nation to be the best that it can possibly be, right? If that is our goal, then we need to do our part to help that goal become a reality. By taking ownership of the problems in our nation and contributing to their solutions, we can help ailand and the people of ailand be the best that they can possibly be. Inspiring/Empowering/Fulfilling feeling How do you feel aer you have done a Khai or visited a school or helped students? It’s a great feeling, helping others, right? Doing a Khai is beneficial for both the Khai leaders and the students. Both the Khai leaders and the target students leave feeling inspired, empowered, and rewarded. at feeling of inspiration is one of the reasons why giving back is so worthwhile and rewarding. And if a program is made to be long-term, just imagine how rewarding the relationships could be between target students and us. Sustainability Do you think social responsibility is fulfilled by just doing a one-time project? Social responsibility is about what is doing best for the people which you are helping. If we consider the needs of the students, what is best for their education is to have a long-term, commied, focused program. e most effective kind of project for students will be one which is sustainable and continues to address the needs of students, rather than a one-time shot. is is why  is so crucial to the Khai model, because it has the potential to turn Khai from a one-time shot into a productive agent of change for education in ailand. Observations • e discussion could grow very long and university students may lose focus. One possible solution is to take a break in the middle of the discussion to play a quick round of screaming toes to pump everyone up before heading back into the discussion.


6

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Suggestions • Facilitators are not limited to the statistics listed. Facilitators can and/or should try to find even more showing statistics. Guidelines/Resources • See articles in Category –Social Responsibility, Day –Identifying Needs for citation of the statistics

1.1.2 Identifying Needs Rationale Education in ailand is in a dire situation, so can university students actually make a sustainable impact with their Khai? Yes they can, given that the projects are consistent and structured. A one-off Khai will never be as impactful as Khai that has a follow-up where the volunteers can follow the progress of students they taught. Having a follow-up project on the same school or even the same batch of students can foster a much deeper level of engagement with the students of target schools. ese interactions can lead to a personal connection between participants and target school students where the participants really care for the target school students. is connection can work two ways in which the participants will be motivated to come back to the school and assist the growth of target school students and the target school students will be inspired and develop greater self-motivation. Focusing on a particular issue or grade can have significant influence in contrast to trying to improve on many issues at the same time. In ailand, there is a huge supply and demand mismatch for Khai. What students supply is Khai while schools demand for Khai. e type of Khai that is done for schools may not exactly be the type of Khai that is needed by schools and this has to be addressed in order for Khai to make a bigger impact on students and the school. For example, students that need help with Science and Math do not necessarily need English camps and vice versa. Doing an English camp for such students would be a huge waste of effort and time and identifying the actual needs of a school before doing Khai would ensure this would not happen. Hence, by teaching the participants skill sets to identify critical issues would greatly improve the sustainability of the , which is the aim of this curriculum. Objectives • Participants learn to identify the more pressing needs of society


1.1. SOCIAL RESPONSIBILITY

7

• Participants learn to think of feasible solutions to school issues • Participants become aware of the importance of identifying the more pressing issues • Participants learn the importance of doing background research on schools before launching any projects • Participants learn to focus on a particular issue to actually make a meaningful impact to society Materials School profiles (total of ), Articles regarding social issues in ailand Activities Introduction (10 min) “Now we have discussed the meaning of social responsibility, today we will be moving on to identifying needs of society. Finding problems to assist target schools is not sufficient; we need to be able to identify problems that critically affect a target school’s performance. In order to do that, we must have an idea about the school. Background research is key, obtaining vital information about the school can help us pinpoint problems and understand the magnitude of the problems as well. Without knowing the issues that are plaguing the school, we may not be serving to society’s needs. We are not efficiently and effectively helping the students in target schools. You are university students; you have many other responsibilities, which means you cannot be devoting all your time into doing Khai. What you can do however is to identify a problem and focus on solving it, or at the very least to improve the situation. Singling out one problem and solving it is something we should strive for. is way we can actually make a noteworthy impact on target schools, which is a world of difference in contrast to just being a highlight to students. Instead of being an inspiration to students for just a short period of time, we want to change their perspective on education. We want to them to know why education is so important and we want to them to aspire to be beer. Today we are going to assign each group a school, look carefully at the information on the schools and find a problem that you think is a major problem. Find one problem that you think as university students, your efforts will make a significant difference to the target schools and students.” Warm-up (10 minutes) Brainstorm for potential topics for Khais—Participants are split into  groups and are asked to think about issues that they feel has to be tackled.


8

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Activity (25 minutes) Participants are split into  groups. Each group is given a school profile, which contains all kinds of information about the school. (e.g. school location, teacher to students ratio, students to class ratio) e information will indicate that the school assigned to each group has multiple issues and the group has to discuss which issue should to be dealt with first and how they would deal with such issues. Participants then are given time to discuss which issue has to be dealt with more urgency and how they would deal with such issues. ere are no right or wrong answers in this discussion, however the point of this problem set is that the participants should be able to learn that serving to society’s needs is more important than just doing Khai blindly. Finally, each group will give a short presentation. Debriefing/discussion (10 minutes) Once all the groups have presented their work, facilitators will give feedback to their assigned groups. e facilitators must make it clear that just puing effort into Khai will not leave a sustainable impact on the target schools and the students. Supplying Khai that is needed by schools or students would be so much more beneficial for both parties compared to helping out on aspects that do not necessarily require Khai. e importance of doing background research on schools before identifying the issues should be highlighted as well. Facilitators must emphasize these key points in order to drive home the point of the exercise. Wrap-up spee “So, when we discuss social responsibility, we are talking about how every ai citizen has the responsibility to help ai society. But one thing that these exercises have helped us realize is that there is a huge difference between just giving help and giving the most effective help. Instead of asking what the needs of the students are, we can ask what the most pressing needs are. Service leadership, or servant leadership, is the idea that as leaders, we do not serve our own ideas or desires, but those of the people, we are serving—the students. So, while it is great to play more games, sing more songs, build a library, or have an incredible English club, those things may not be the ones that the students need most. We want to think outside of the box to realize that sometimes problems in education are bigger than helping out with math or science or English. Depending on the context of the specific school and the experience of the students there, maybe what the students need most to improve their education is help with public speaking or bullying or self-motivation. Service leadership is what we want to try and use in combination with the  model. us, instead of fulfilling the things that we want to supply, we instead focus on what the students demand, and we can do this by educating ourselves about the problems that each specific school faces. We have given you a packet of articles that we found


1.1. SOCIAL RESPONSIBILITY

9

on the Internet about ai education. We have highlighted the important parts, and we would like you to look over the articles and realize that this is something that you can do too. You can search the web for information on ai education and begin to really become experts on the challenges that ai students face, and therefore, prepare yourselves to identify the most pressing needs of a school. We want to be able to not just make a positive impact, but also make the most positive impact so we can help ai students as much as possible; this is why we are all here. We cannot thank you enough for how much work and patience you’ve put into this project! ank you, thank you, thank you for being so wonderful!”

1.1.3

Inspiration Building

Rationale is workshop is meant to be a truly inspiring one. It highlights real-life stories of inspiration, statistics and media related to ai education and culture, as well as a video of inspirational quotes and realities. is workshop is meant to bring together civic engagement, identifying needs as well as service leadership. Service leadership involves taking initiative related to social responsibility, but in a means that it is entirely for the benefit of others, and not one’s self; it is somewhat like “Servant leadership.” Objectives • Inspiration to serve others, take initiative, and work on sustainable plans • ink out of the box • Students learn from experience, through Project Members’ stories—realization that age nor level education is a barrier • Students also learn that obstacles will be faced, and means to work around them through the personal stories • Students learn of the realities of ai society’s needs through the discussion of the articles Materials Projector, Screen, Laptop


10

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Activities Article discussion (20 minutes) In this section of the workshop, University Students will be asked to discuss and present their opinions on the articles handed to them in the previous workshop (see Lesson Plan  of Social Responsibility for the articles.) Allow  minutes for students to look over the articles and refresh themselves. Project Members should have previously highlighted points that need to be discussed before printing out copies for the University Students. Examples of points discussed are: • “More than  million children drop out of middle school to go into unskilled jobs every year.” • “Has the ai curriculum made students understand themselves and their environment? Has our school system enabled students to develop based on their skills, instead of molding them to certain norms?” Video (2 minutes) In this section of the workshop, University Students will watch the video e Leader Who Had No Title, a promotional video of Robin Sharma’s publication. Show the film once through, and then stop it at every important quote to explain in English and ai for the audience. Story-sharing (25 minutes) In this section of the workshop, Project Members will share some personal and inspirational stories about social responsibility, service leadership and civic engagement. Such stories include: • Inspiration due to the loss of a friend • Inspiration due to the realization of the dichotomy between those who have the chance and those who do not • Experiences in sex-trafficking rehabilitation centers • Experiences and reasoning behind the entire project Wrap-up (15 minutes) is is the final section to this workshop, one project member wraps up the workshop with a story-sharing cum wrap-up speech. Make speeches as simplified as possible. Use short, uncomplicated sentences. Have a translator translate aer every sentence. Have the translator not use formal writing ai while speaking, but speaking ai without the subject (I, she, etc.). Try to make it a fluid translation, almost as if people don’t realize they’re listening to translation.


1.1. SOCIAL RESPONSIBILITY

11

Spee I met my best friend when we were both four years old. When we were  years old, we accidentally set her cat’s tail on fire. When we were  years old, we tried to bake a cake, and accidentally blew up the microwave. At age , we both won awards for writing storybooks. When we were  years old, we made a pact that when we went to university, we would go to the best universities in the world. At age , I decided to start taking Latin, and my best friend decided to start smoking pot. At age , I was named one of the top  jazz singers in Illinois, and my best friend crashed her car while high on heroine. And at age , I found out that I had been accepted into the number one university in the United States, and my best friend found out that she was pregnant. I have friends who wanted to be teachers and change students’ lives, but instead they got married and dropped out of school. I have friends who got into some of the best schools in the country, and chose to go to worse schools because they knew that it would be easier. I have friends who were on their way to becoming neurosurgeons and doctors, but they decided to become bankers because they knew they knew they would make more money. All of my life, I have watched so many brilliant people who had so much to give, so much to share, so much to potential to help other people and make the world a beer place just throw it all away to get rich or to have fun or to live an easier life. ey never really took the time to really stop and think about the difference they could have made for others. ere’s nothing wrong with wanting to make money or raise a child or have fun. But maybe there is something wrong with being capable of doing so much more and just seling for an easy life. Last summer, I spent three months in Africa. I fought some lions and did some tribal dances and ate some bananas. But two of the most special jobs that I did there were to teach English to woodcarvers and to care for  patients in their homes. e woodcarvers that I taught ranged from age  to . Almost all of them had dropped out of school at age . I had one thirty-five year-old student who could not read one leer of the alphabet. One time one of my students told me that he wanted to be a doctor. I asked him if he was working to save money formed school. He replied, “No. I’m working to save my life.” One woman that I visited every week with the  group had  and tuberculosis. She was  years old, but looked like she was . You could see all of her bones and her skin just hung off of her like scraps of paper. She was too weak to eat anything, nearly too weak to talk, and had to take such a huge amount of medicine that she couldn’t eat anyway, because her stomach would already be


12

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

full of pills. She was dying. On the last day that I went to visit her, I asked her what she would have wanted to do if she hadn’t goen sick. She told me that she would have made dresses, that she loved to make dresses, but that now there is just no way she ever could because she had become so sick. And I thought about all of my friends back home, my friends who had the world at their fingertips. ey could have been anything, done absolutely anything. ey could have chosen to be doctors or teachers and made all the difference in the world, and they passed it up in favor of what was easy. And here was a woman who had nothing, who did not even have the choice to become anything, and yet my friends had had everything and thrown it away. I want you guys to picture a brand new ship. Fresh paint, beautiful sails, pristine and spectacular: the most beautiful ship you have ever seen. Now think about the sea in the middle of a huge storm. e water is black and the waves are fiy feet high and the wind is blowing and you’re surrounded by sharks and whirlpools and the ship, the whole ship could sink, and gosh, if you would have just stayed at home, tied safely to the dock, none of this would have ever happened. Ships are safest in the harbor. But that’s not what ships are made for. It is so easy, so comfortable to not challenge ourselves, to not face our flaws or our fears and work to conquer them, to not ask ourselves what you are capable of and then fight to accomplish it. It is so easy to play it safe. But we were made for something bigger and beer, more beautiful and wondrous than the easy route could ever be. We were made to give all of ourselves and all of our hearts, all of everything that we are to everything that we do, and it is scary as hell, but it is exactly what we were created to do. Every single person has the potential to be extraordinary. Every human has the right to be the best that they can possibly be. It is a choice to decide to be great. And we have been blessed with that choice. We all have been privileged enough to have made it this far, to have received a great education, to go to wonderful schools, and to be involved in a program like this. We are lucky enough to be able to have the opportunity to be able to decide just how great we each want to be. But people like the woodcarvers, or the  patient, or the students from the opportunity schools whose teachers tell them that they are the junk of society— they don’t. ey don’t even have the opportunity to choose if they want to be great, because they are already so limited by their circumstances. ere are so many people that have not been blessed with a great education, and will never be blessed with a great education, and will never even have the choice to be great unless someone takes a risk and starts doing something about it. I know that it sounds so scary and big. We’re just students, right? What can we do? But we can’t be scared about going into the world and not making a differ-


1.1. SOCIAL RESPONSIBILITY

13

ence because we already have by being here. You can’t be nervous about not being great because you already are. You have absolutely nothing to lose and everything, absolutely everything to gain and to contribute. We’re all going to leave here in a few days, and we’re going to have the choice to just leave it all behind or to take it with us. Let’s leave here and ask ourselves what we are capable of and how much of a difference we can all make for other people. We have the power to give others everything that we have been so lucky to experience, because ultimately, it’s not about us. It’s about them. And it’s not going to be easy. It’s going to be really, really hard and sometimes even frustrating, but in the end, it will be beyond worth it. So don’t just leave here and take the easy route. Don’t just be yourself. Be your best self! I want you guys to take a minute to think about everything that we’ve done here this week. Every single person here gave % of themselves % of the time. We have all learned so much from one another; we’ve made an impact at  different target schools, created projects and workshops, and grown in so many ways. And we accomplished all of that over the course of seven days. Now imagine if what this project could do in a year, in  years, in  years. ink of how much of an impact we could have. We all have the potential to do great things. Take a look around the room. Look at the faces of the people who you have learned from this week, who have helped you grow, and who you have helped in return. And it’s not just us teaching you; we have learned so much from every single one of you. I think we can all say that we entered here different from the person we will be leaving. We will never be the group that we are right now ever again. We may never even see one another again. But we can all leave here and take the impact of this with us. Right now, in this moment, we can choose for this to be an ending or a beginning. ink about how much we have accomplished aer only a week together. Remember all of the things that we’ve done here. We cannot thank you enough for really giving your all this week. It only takes a spark to start a fire, and maybe it’s just me, but I think that we already have a fire going. Every single person in this room is incredibly brilliant, talented and capable of achieving so much. I look around this room and I see the next generation of ai leaders. ank you, thank you, thank you, for giving your all. We love you! Observations • English to ai translations can oen cause a “lost-in-translation” phenomenon. e inspirational stories from the Story-Sharing activity, which were spoken in English and translated immediately into ai, tend to lose


14

CHAPTER 1. CURRICULUM A: NETWORK BUILDING their impact on those listening to the stories.

Suggestions • Keep time check properly as story-sharing can oen run over time and cut into efficient wrap-up time • Make sure story-sharing is kept within a circle of students—similar to a “circle of trust.” It is imperative that the discussion facilitators are calm, quiet and keep the mood solemn and thoughtful. e impact of the storysharing is meant to be emotional and moving and will be lost if there are any disruptions. Guidelines/Resources Robin Sharma’s e Leader Who Had No Title promotional video. http://www. youtube.com/watch?v=BA9Qu4-b-M0

1.2 Project Creation 1.3 GPAT (Group Productivity Amplification Teniques) 1.3.1 Team Bonding Rationale A team is a group of people, but a group of people is not necessarily a team. Although a group may share a common goal, success is never guaranteed. It is our belief that teamwork is a key ingredient in improving and maintaining a good team work ethic, therefore increasing the likelihood of success. As teamwork is intrinsically related to team output, we feel that it is essential to stress the importance of team bonding activities as a tool to amplify group productivity. With this workshop we aim to prepare the mentees for the task of handling their newly created  club as effectively and efficiently as possible. Objectives Short Term • Understand the significance of team bonding through first-hand experience


1.3. GPAT (GROUP PRODUCTIVITY AMPLIFICATION TECHNIQUES)

15

• Be familiar with the stages of group development • Have knowledge of types and examples of team bonding activities Long Term • Be able to utilize team bonding activities as a tool to improve team efficiency and therefore maximize team output • Be capable of identifying the stage of development in which the team is in and react accordingly • Be adept at creating team bonding activities to suit the leader’s needs Materials PowerPoint presentation, handouts, a rope Activities Chippy Chip (1 minute) is game is a variation of dancing games. Students along with facilitators will form a circle and one facilitator is assigned to be the leader of this game. e leader will start off the game by dancing any way he wants while the group chants “Chippy Chip”. Aer the leader has finished his first dance move, the student on the right hand side of the leader (second student) will copy the leader’s first move, while the leader does a new move. e third student will then copy the second student while the second student copies the leader’s new move. is process continues for every subsequent student, with the leader continuously making new (and hopefully hilarious) dance moves. Another way of viewing is game is to imagine the dance move as a message, being sent through students. e game ends when one of the students does not follow his/her predecessor’s last move. Introduction (9 minutes) PowerPoint slides are used to outline GPAT, outline Team Bonding, and introduce meaning of team bonding. Slide 2 ese are the  categories of Group Productivity Amplification Techniques (GPAT) that we will address in our workshops. As you know, this workshop addresses team bonding. Slide 3 First, we will introduce and explain the significance of team bonding. Secondly, we will explain a model of group development that, we believe, effectively categorizes the stages a group passes through to become a team. Lastly, we will make clear the types and examples of activities.


16

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Slide 4 Today we will be addressing the question of “what is team bonding?” A general definition of team bonding is that it’s the process of enabling that group of people to reach their goal and that it accelerates the team’s development. We shall delve further into this later on in the presentation. Q&A session (10 minutes) Ask, “What are the qualities of the team that works well together and how do you get there?” Refer to slides. Suggestions for answering questions can be obtained from the PowerPoint presentation. Presentation (15 minutes)

Handouts handed out here

• Significance of the team bonding • Tuckman’s stages of group development • Types and examples of activities Collaborative exercise (15 minutes) Get students to form a tight circle and then ask them to lie down flat, keeping in mind that their feet should always stay on the same spot. en, ask the students to place an object at the tip of their heads and then to stand up. Ideally, the distance of the object from the student is the student’s height (head to toe). e facilitators should then proceed to place a rope around the students’ legs forming a circular outline around the students. e game should start at this point. e facilitators should ask the students in the circle work together to grab their own objects (only the student that placed the object can pick the object up), without any parts of their body touching the floor outside the circle. e game ends as soon as everyone has picked his or her respective objects. One technique is to have one student (strongest one) hold the hand of the student who is going to try to pick his/her object up. e rest of the students should be anchoring the student holding the hand of the student. is technique should only be told to the students if they are unable to pick up the objects aer aempting the exercise for a long time. Debriefing/Discussion (10 minutes) Discuss the reasoning and meanings that can be constructed from the collaborative exercise. is debrief happens in a discussion format; the students will be asked how they needed to use teamwork to accomplish the exercise. e facilitator of the discussion will stress the points below. • e students working together to reach one pen at a time signifies that only by seing common goals, will they be able to achieve their objectives.


1.3. GPAT (GROUP PRODUCTIVITY AMPLIFICATION TECHNIQUES)

17

• e more teamwork the team has in this activity, the faster the students will be able to finish the game. is shows that teamwork is an essential ingredient of team efficiency and team productivity. Each team member has different physical strengths and therefore different roles to play in this game. Point out that to the students, that to succeed, the each student should identify their weaknesses or strengths and act accordingly, in a way such as to utilize each member’s strengths while minimizing each other’s weaknesses. Observations • e team is able to accomplish the task only by coming up with a strategy similar to the one outlined in the techniques above • During the debrief/discussion, the facilitator will have to ask various questions by gauging the answers of the group in order to link their answers with each specific point Suggestions • e optimal size for the exercise is  students. Anywhere from - students is manageable, but the students will face increased problems with too few/too many students • Encourage the students to take notes during the PowerPoint presentation, whether or not they receive copies of the slides • During the PowerPoint presentation, it is important to stress that Tuckman’s Model is a well researched and highly regarded model; it is not just rhyming words that were made up by the presenters • Stress that team bonding activities will help in the formation of a team as explained by Tuckman’s Model • Look up Apollo Syndrome (Introduction) if unfamiliar Guidelines/Resources Sites for understanding team bonding • http://en.wikipedia.org/wiki/Team_building • http://www.sandstone.co.uk/successful-team-building/


18

CHAPTER 1. CURRICULUM A: NETWORK BUILDING • http://www.innovativeteambuilding.co.uk/pages/articles/benefits. htm

Sites for examples of activities • http://www.oakharborcheer.com/TeamBuildingGames.html

1.3.2 Running Effective Meetings Rationale Meetings provide an important avenue for teams to generate ideas, discuss concerns and communicate information. ey are indispensable to the proper functioning of any organization. Unfortunately, many team meetings are oen poorly organized resulting in the wastage of time and energy. Running effective meetings will enable organizations to become more productive—geing more done in less time. Objectives • To teach participants one model of conducting effective meetings (“hard skill”) and to help participants become more effective during a meeting (“so skill”) Materials Per Participant • • • • •

Handout of Slides (Annex A) Lecture summary sheet (Annex B) Sample of Meeting Memo (Annex C) Sample of Meeting Minutes (Annex D) Sample of Outstanding Maers List (Annex E)

Per Team • Team Role Play (Annex F) Activities Lecture (⁇ minutes)

e lecture is split into  components


1.3. GPAT (GROUP PRODUCTIVITY AMPLIFICATION TECHNIQUES)

19

Introduction e instructor should emphasize the importance of running effective meetings. Participants could be asked to think about meetings that they had that were poorly run and to contrast them with ones that were well run. • Effective meetings are usually structured and have a clear and specific goal. While it may initially appear tedious to put in the effort to structure a meeting, it is oen that case that unstructured and poorly thought-out meetings end up costing more time and energy in the end. e following lesson plan presents one model for structuring meetings. Participants should feel free to adapt it according to the needs of their organization. Before the Meeting Unless it is an emergency, participants should be given sufficient notice prior to the meeting. Organizations oen find it useful to have regularly scheduled meetings so that members can plan their personal schedules accordingly. Regardless, the Secretary of the meeting should send out the following at least - days prior to the meeting • Meeting Memo – includes the date, time, location, agenda and reply-by date • Previous Meeting Minutes – notes from the previous meeting • Previous Outstanding Maers – assigned tasks from previous meetings During the Meeting e following are useful techniques for enabling effective discussion during the meeting. • Assigning roles • Having a facilitator/chairperson to keep the meeting focused • Constant tracking of time • Ensuring that no one dominates the meeting and all voices are heard • Establishing a means of dealing with conflict • Establishing decision rules (how does the group arrive at decisions) Aer the Meeting Aer the meeting, the Secretary should send out the following at the earliest possible time • Meeting Minutes • Outstanding Maers List


20

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Role-Play (⁇ minutes) e role-play (Annex F) provided participants with an opportunity to practice the “during the meeting” techniques that were taught. e scenario provided put participants as members of the management team of Red Bull in a meeting to decide on a new logo for the company. Evaluation and Feedba (⁇ minutes) Aer the role-play, the instructor should set aside  minutes to recap and discuss the learning outcomes of this activity. Suggestions should also be taken on how this activity can be improved. Wrap-Up Spee In this workshop, we reviewed both hard and so skills required to run effective meetings. In terms of hard skills, it is important to keep meetings structured by having a memo, agenda, minutes etc. In terms of so skills, we saw in the role play the importance of ensuring that all voices are heard, dealing with conflict, establishing decision rules. is workshop was meant to provide the basic skeleton for an effective meeting. Along the way, your organization will most certainly adapt your meeting norms to the own requirements. Good luck! Guidelines/Resources e meeting guidelines were developed from several web resources (included below) and from Shawn’s experience during his military days. e role-play was craed by Ali and Chutapatr. • http://www.businesswritingblog.com/business_writing/2006/01/ tips_for_writin.html • http://www.flippingheck.com/Writing-good-meeting-minutes-revisited-2 • http://www.effectivemeetings.com

1.3.3 A Primer to Building Sustainable Organizations Rationale Many organizations are oen over reliant on their founders or leaders. While this is understandable and even required during the early stages of building an organization, this model is ultimately unsustainable in the long run. Indeed, it is not uncommon to see organizations that have collapsed aer their founders or leaders have le. Sustainable organizations require many elements that are crucial to their sustainability. is lesson plan will cover one element of sustainability—building systems. e model described below was adapted from the   certification requirements.


1.3. GPAT (GROUP PRODUCTIVITY AMPLIFICATION TECHNIQUES)

21

Objectives • To teach participants a framework (adapted from the   certification requirements) for building systems that supports an organization’s mission. Materials Per Participant • Handout of Slides (Annex A) • Sample of Flowchart (Annex B) Activities Lecture (⁇ minutes) Motivation and the Importance of Systems e instructor should provide the purpose behind the lesson. Specifically, what happens when systems are not put in place? is could be conducted as a discussion. e Modified  Model e instructor teaches the modified  model and explains the pyramid consisting of mission, instructions and records in detail. Introduction We want to start by having everyone imagine a situation, which we call “e Secret Recipe Situation.” Mr. X comes up with a recipe for the best pad thai in the region, begins his own restaurant and soon becomes extremely successful. Many members of his family help run the business and they all mutually benefit from its success. However, one day Mr. X suffers from a heart aack and passes away. e family members are le with the business, but without Mr. X’s secret recipe, the restaurant eventually fails. is seems like a typical situation that would happen in a restaurant, but in fact, this situation is not that uncommon to the business world. e effectiveness and continued success of many organizations are based around the role and capabilities of a single leader, founder, or specialized person in the organization. However, what happens when this person leaves? Today we want to talk about systems because systems ensure that a company or organization’s sustainability is not dependent on any single person. Systems drive behavior and ensure continued quality.


22

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Practice (⁇ minutes) Participants were asked to draw a flowchart for how a regularly scheduled meeting should be organized from start to finish. is leverages the knowledge acquired in the earlier lesson on Running Effective Meetings. Debriefing/Conclusion (⁇ minutes) • Systems are put into place by having a clearly-defined mission statement, instructions on how this statement will be carried out, and records ensuring that these instructions have been carried out. • One form of instructions is the flowchart system adapted from  . • Student may not need to follow the same flowchart format, but must recognize that they cannot rely on one person, leader, or upperclassmen for knowledge on how their organization, Khais, or clubs should be operated. We highly recommend that students write down the process, techniques, and tips of their organization in some wrien form that can be kept and circulated. Evaluation and Feedba (10 minutes) Aer the practice, the instructor should set aside  minutes to recap and discuss the learning outcomes of this activity. Suggestions should also be taken on how this activity can be improved. Observations As this workshop was primarily based on lecture, it was difficult to gauge the level of understanding or engagement in the subject material. Students seemed aentive but did not ask any questions. When students were asked to create a sample flowchart for the process of a meeting, many seemed hesitant and were unable to complete the flowchart in the given time. Some were able to complete half of the flowchart but did not have enough time to continue. ese problems may have been due to a lack of knowledge rather than understanding; students may have not remembered the process for conducting meetings. Suggestions While students seemed to understand the importance of having a system rather than relying on a single leader, they seemed to be disinterested in implementing this idea through creating a flowchart. We are not sure if they found this format applicable to them, and it may be possible that they will not use this exact flowchart system for themselves. We think that it would be helpful to include other kinds of “instructions” and not only a flowchart.


1.3. GPAT (GROUP PRODUCTIVITY AMPLIFICATION TECHNIQUES)

23

In the case of the flowchart, we suggest that students be given a worksheet to fill in rather than starting with a blank piece of paper. At the end of the activity, they should also be given the actual flowchart they were supposed to create. Additionally, changing the subject maer of the flowchart to something more relevant to their goals may draw more aention in the future. Overall, we believe that half an hour is not enough to truly convey the importance of creating a sustainable system. Students should be given more time to reflect on the process as well as create their own ‘instructions’ for their organization and apply this system for themselves. Guidelines/Resources is activity was adapted from the   certification requirements, in addition to the experience of one of our team members. For more information, go to www.iso.org

1.3.4

Conflict Management

Rationale In every group, conflict is inevitable. To help them deal with any conflicts that may arise, the conflict management category teaches the techniques behind mediation, why it is effective, and how to best mediate and reach a sustainable resolution between two parties. Objectives • Teach techniques for resolving conflicts using mediation Materials handouts Activities Introduction/Handout (10 minutes) Case Reading (5 minutes)

see handout

see handout


24

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

Skit/Debrief (10 minutes) A representative of the students will be a mediator for two role-playing two teachers who act out the characters in the case. e student mediator will be guided by another teacher and other students if they need help. e skit is deliberately unscripted to give the mediator a realistic situation while also allowing the role-playing teachers to be mindful of time restrictions and speed up the skit. e debrief consists of suggestions for how the mediator’s performance in the skit can be improved plus a question and answer session. Observations • Presentation was not very engaging, so University Students didn’t absorb much of the information needed to make the skit go well • e mediator in the skit would have benefied from a Project Member partner who could give suggestions/hints as to what steps should be taken • Skit was effective because it was funny and engaging Suggestions • Assign one of the teachers to assist the mediator or just use only one teacher in the first place to act the role of mediator in a scripted way • Redesign the presentation to include more activities or student interaction Guidelines/Resources Professor Holly Schroth, UC Berkeley, Haas School of Business, Room F

1.3.5 Team Assessment–A Logic Chain Exercise Rationale A team must have a quantitative or qualitative way of measuring their impact on the target group. ey must be able to identify if the target audience was reached and to what extent the intended impact was carried out. Objectives • e team will be able to use the logic chain to evaluate their own system and determine a method for understanding and quantifying their impact.


1.3. GPAT (GROUP PRODUCTIVITY AMPLIFICATION TECHNIQUES)

25

Materials e three aached documents Activities Introduction (5 minutes) Any team needs to determine a method to identify whether or not their goal or objective is aained. In some instances, it is easy to determine if the intended impact was indeed carried out. For example, the  shoe company model will give one shoe to a child in need for each shoe that someone buys. By knowing the number of shoes that they have sold (and given away) and the rate at which the child in need that are not wearing shoes contract diseases associated with that ( out of  million children without shoes), they can come up with an estimated number of diseases that they have prevented by giving shoes to children that would otherwise not have them. However, in the case of the  model, it is difficult to quantify the impact. ere is no clear way to know how many students will benefit in the Khai’s that we carry out (as it would be difficult to pinpoint a student’s success on our model itsel). Since this is the case, a logic chain is a method that can be used in aempting to estimate the impact that the team will have on its target group. Exercise (15 minutes) e students will be given the first two aached documents. e first includes the four steps in the logic chain—input, activities, output, and impact—as well as the goal or objective of the project (that completes the circle). e second document is the same format as the first; however, the first document gives brief descriptions of what each step in the logic chain means while the second has blank space for the students to aempt to apply the steps to a given example (the SEALNet model in our case). e students will then be given time to understand and ask questions about the logic chain as well as fill in the second document to the best of their ability. Time will be provided for them to brainstorm and come up with examples for each step. Debrief (5 minutes) We will hand out the third document that is also in the same format but has our filled in ‘solutions’ to what specifically in our SEALNet project belongs in each step. We will then explain how there is no easy answer to our impact. We will not know how the children in the target schools will benefit from our project or if our handbook (which is the clear output of our project) will lead more students into beer universities or if it will be an avenue for social mobility. We can only come up with clear answers for the input, activities, and output of our project. e impact will definitely be long term and would be extremely difficult if not impossible to quantify. e students need to understand


26

CHAPTER 1. CURRICULUM A: NETWORK BUILDING

that their project works the same way. ey will have no way of telling how many students gain long term benefit from the Khais that they will conduct. e students need to understand that, although a quantifiable way of estimating the impact is unfeasible, it is important to consider what objective that team is trying to carry out and to understand how the input, activities, and outputs could be used to render the best chances of aaining the intended impact. Observations • Students were timid and did not want to voice their opinions • Some of them did not pay aention • Some students did not complete the exercise Suggestions • Split the students into smaller groups and have them discuss • Have a longer class so that there is more time for discussions • Utilize PowerPoint presentation to keep students engaged Guidelines/Resources • http://www.innonet.org/client_docs/File/logic_model_workbook. pdf • http://www.uj.ac.za/EN/Faculties/humanities/departments/publicgov/ Documents/Prof%20P%20Rogers%20How%20to%20develop%20logic%20chain% 20models%20for%20evaluation.pdf • http://www.audiencedialogue.net/proglog.html

Project Thailand 2011  

Curriculum A