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INTRO
INTRO
Mentors working with Ukrainian refugees may find opportunities to organise supportive group meetings and training sessions in various contexts. These can range from informal coffee meetings, where refugees can share their experiences and discuss integration challenges, to formal workshops aimed at skill-building and empowerment. This chapter provides an overview of practical methods that can help mentors lead these sessions effectively, fostering a supportive environment and encouraging positive change. By exploring approaches like action learning and empowerment, peer mentors can gain insights into how to facilitate group interactions that empower refugees to navigate their integration journey.
Learning Goals
After completing this chapter, you will have:
A foundational understanding of empowerment and action learning principles, including their application in diverse group settings.
An introduction to methods for facilitating group meetings and training sessions in a way that supports personal growth and practical problem-solving.
Basic strategies for designing and organising training sessions that are culturally sensitive and adapted to the needs of Ukrainian refugees.
Awareness of essential trauma-informed practices that help create a safe, welcoming space for participants.
Groundwork for ongoing learning and development in leading groups and supporting refugee integration through community-based initiatives.
49-SEMPRE_Guidebook_for_Empowerment_Training.pdfHow to Lead Groups and Organize Trainings?
How to Lead Groups and Organize Trainings?
This learning material draws extensively from the "SEMPRE Guidebook for Empowerment Training". The guidebook focuses on empowerment through action learning (AL), a method that encourages individuals and communities to create positive change through a cycle of action and reflection.
1. Understanding empowerment and action learning
1. Understanding empowerment and action learning
Empowerment: Empowerment is a process that enables individuals and communities to gain control over their lives and make decisions that affect them. It involves building confidence, developing skills, accessing resources, and fostering a sense of agency.
Action learning: Action learning is a powerful approach to empowerment that emphasizes learning by doing. It involves working in small groups to address real-life challenges. The process consists of identifying a problem, taking action, reflecting on the results, and applying lessons learned to future actions.
2. Applying Action Learning in Group Settings
2. Applying Action Learning in Group Settings
The SEMPRE Guidebook outlines four distinct schools of action learning, each with varying levels of individual and organizational impact:
Tacit Collaborative Self-Directed School
This approach involves working groups with shared goals, like study groups or social issue groups. While learning occurs, it has a limited impact on organizational change.
Scientific Action Learning School
This method emphasizes scientific methods and is strongly linked to organizational development, prioritizing problem-solving and implementing solutions.
Experimental School
This school, based on Kolb's learning cycle, prioritizes reflection and experience. It involves reflecting on actions, generalizing from those experiences, and designing future actions based on these reflections.
Critical Reflection School (CAL)
This school emphasizes deep reflection, challenging underlying assumptions and organizational norms. It aims for transformative change in individuals and organizations.
The SEMPRE project utilized the Experimental and Critical Reflection schools of action learning, as these offer the greatest potential for transformative change.
Practical Steps for Action Learning in Groups
Practical Steps for Action Learning in Groups
Form an action learning set
A group of individuals committed to addressing a shared challenge.
Identify a real problem
Choose a challenge that the group is motivated to address.
Develop an action plan
Create a plan outlining the steps the group will take to address the problem.
Take action
Implement the plan and monitor the results.
Reflect and learn
Discuss the outcomes of the action, identify what worked well and what could be improved, and draw conclusions about future actions.
Apply learning to new actions
Use the insights gained to modify the action plan and continue the cycle of action and reflection.
Facilitating the process:
The group can choose a facilitator to guide the process, ensuring all voices are heard and encouraging meaningful reflection.
The facilitator should encourage the group to ask critical questions about the root causes of the problem, the impact of their actions, and how their learning can lead to lasting change.
3. Designing and Organizing Training Sessions
3. Designing and Organizing Training Sessions
The sources suggest a structured approach to designing impactful training programs. We invite you to learn more about the Design Star.
The Design Star (according to Van Loon et al 2017, p. 206)
Source: SEMPRE Guidebook for Empowerment Training
Designing the Training Modules
Designing the Training Modules
Meaning
Ensure the training content is meaningful and relevant to participants' lives and experiences.
Practice
Connect training activities to real-world practices and challenges.
Community
Foster a sense of community among participants, encouraging collaboration and shared learning.
Implementation
Implementation
Consider factors before, during, and after the training that will impact its effectiveness:
Pre-Training
Assess participant needs, clearly define training goals, and foster motivation.
During Training
Use effective instructional methods, provide engaging exercises and materials, and choose an appropriate training location.
Post-Training
Support the transfer of learning to participants' work environments, provide opportunities for feedback, and address any organizational obstacles that may hinder implementation.
The Design Star
The Design Star
A tool for planning training modules:
Purpose
What are the training objectives and desired outcomes?
Participants
Who is the target audience, and what are their needs and learning styles?
Environment
What type of physical space and atmosphere will best support learning?
Form
What training methods and activities will be most engaging and effective?
Roles
Who will facilitate the training, and what other roles are needed?
Developing a Script
Developing a Script
Create a detailed plan for each session
Outline the purpose, activities, materials needed, time allocation, and roles of the trainer and participants.
Structure Sessions
Use a rhythm that promotes engagement and learning:
Motivation
Open the session with an engaging activity that connects to the theme.
Assignment
Introduce the topic and provide relevant information through a clear and concise presentation.
Work
Facilitate hands-on activities or discussions to allow participants to apply their learning.
Relate and Result
Encourage participants to connect their learning to their experiences and share their insights.
4. Additional Considerations for Ukrainian Refugee Initiatives
4. Additional Considerations for Ukrainian Refugee Initiatives
Language and cultural sensitivity
Consider providing training materials and facilitation in both Ukrainian and the local language to ensure accessibility and inclusivity. Be mindful of cultural differences and adapt training content and methods to resonate with the target audience.
Trauma-informed approach
Recognize that many Ukrainian refugees have experienced trauma and may need additional support. Create a safe and supportive learning environment that encourages emotional well-being. Learn more here: Refugees and Trauma.
Building partnerships
Collaborate with local organizations, churches, and community groups to leverage their expertise, resources, and networks.
We hope to have provided you with a foundation for organizing training sessions and leading groups based on the principles of empowerment and action learning. By applying these concepts, you can create supportive networks and empower individuals within your community to learn, grow, and rebuild their lives. Remember to tailor the training content and methods to the specific needs of your target audience and build strong relationships with local partners to maximize the impact of your initiatives. Please see the example training below.
Example Training
Example Training
This example training, created for Ukrainian refugees residing in Latvia, is designed to support them while they navigate the integration process by organizing training sessions and leading groups using the principles of empowerment and action learning.
Training program: supporting Ukrainian refugee integration in Latvia
Training program: supporting Ukrainian refugee integration in Latvia
Purpose
To empower Ukrainian refugees in Latvia by providing them with the skills and knowledge needed to effectively navigate their integration process.
Target audience
Ukrainian refugees in Latvia interested in personal development and community leadership.
Environment
A welcoming and accessible space, such as a community center or library. Translation services and childcare should be provided to ensure inclusivity.
Materials needed include:
Flip charts and markers
Pens and paper
Projector and screen
Training materials translated into Ukrainian and Latvian
Module 1: Understanding Empowerment and Action Learning
Module 1: Understanding Empowerment and Action Learning
Duration: Half-day workshop
Session 1: Welcome and introductions
Purpose: to create a safe and welcoming environment for participants to get to know each other and the training goals.
Activity: icebreaker activities and a brief overview of the training program and its objectives.
Session 2: What is empowerment?
Purpose: to introduce the concept of empowerment and its relevance to the integration process.
Activity: presentation on empowerment and its principles, followed by small group discussions where participants share their experiences and identify areas where they would like to feel more empowered.
Session 3: Introduction to action learning
Purpose: to explain action learning as a method for empowering individuals and communities through a cycle of action and reflection.
Activity: presentation on action learning with examples of how it can be applied to real-life challenges faced by refugees.
Session 4: Forming action learning sets
Purpose: to guide participants in forming action learning sets focused on specific integration challenges.
Activity: brainstorm a list of challenges related to integration in Latvia. Participants self-select into groups based on shared interests.
Module 2: Developing Action Plans
Module 2: Developing Action Plans
Duration: Half-day workshop
Session 1: Review of action learning
Purpose: to recap the key principles of action learning and prepare participants for developing action plans.
Activity: brief review of the action learning process.
Session 2: Problem identification and analysis
Purpose: to guide action learning sets through identifying a specific problem related to integration and analyzing its root causes.
Activity: each action learning set works together to define their chosen problem clearly and analyzes it using tools such as the "problem tree".
Session 3: Developing action plans
Purpose: to support action learning sets in creating detailed action plans outlining steps to address their chosen problems.
Activity: guided brainstorming and planning sessions for each set. Participants outline specific actions, assign roles and responsibilities, and develop timelines.
Session 4: Next steps and support
Purpose: to provide guidance on implementing action plans and inform participants about available support resources.
Activity: discussion on potential challenges and strategies for overcoming them. Sharing information about relevant local organizations and resources.
Module 3: Reflection and Celebration
Module 3: Reflection and Celebration
Duration: Half-day workshop, scheduled a few weeks after Module 2.
Session 1: Sharing progress and learning
Purpose: to provide a platform for action learning sets to share their progress, challenges, and insights from implementing their action plans.
Activity: each set presents their experiences, highlighting successes and challenges encountered.
Session 2: Reflective discussion
Purpose: to facilitate deeper reflection on the action learning process and its impact on individual and community empowerment.
Activity: guided discussion using prompts: What have we learned? How have we grown? What has changed for us individually and as a community?
Session 3: Celebration and networking
Purpose: to acknowledge participants' achievements and foster connections for ongoing support and collaboration.
Activity: a celebratory gathering with food and music. Time for informal networking and exchange of contact information.
Trainer roles:
Lead facilitator
Guides the overall training program, facilitates group discussions, and provides expert input on empowerment and action learning.
Co-facilitators
Support the lead facilitator, provide language translation as needed, and offer individual assistance to participants.
Additional considerations:
Cultural sensitivity
Be mindful of cultural differences and adjust communication styles and activities accordingly.
Trauma-informed approach
Create a supportive and sensitive environment.
Community building
Encourage a sense of shared identity and purpose among participants.
Note: This is just an example, and the specific content and structure of the training program should be tailored to the needs and context of Ukrainian refugees in the host country. It is highly recommended to involve other Ukrainian refugees in the planning and design of the training program to ensure its relevance and effectiveness.
Questions
Questions
Understanding empowerment and action learning
Can you define empowerment in your own words? How might it apply to the experiences of Ukrainian refugees?
How does action learning differ from other forms of learning? Why is it effective for peer support and community empowerment?
Reflect on an example where action learning could help solve a challenge faced by the refugee community. What steps would you take?
Applying action learning in group settings
What are the key stages of an action learning cycle, and how would you explain these to a group of new participants?
How might you encourage participants to reflect on their actions without feeling discouraged by challenges?
How could you use both individual reflection and group discussions to deepen learning and engagement?
Designing and organising training sessions
What practical steps would you take to design a training session for Ukrainian refugees on a specific topic, such as language learning or navigating local services?
How would you adapt the "Design Star" approach to fit the needs of your group? What key aspects (purpose, participants, environment, etc.) are most relevant?
What types of activities or exercises could make the training engaging and relevant to participants’ real-life situations?
Using a trauma-informed approach
How would you ensure your training environment is supportive and trauma-informed? What specific actions would you take to promote emotional safety?
In what ways might trauma impact participation in group activities, and how could you adjust your approach to be mindful of this?
Community building and inclusivity
How would you foster a sense of community among participants, particularly if they have diverse backgrounds and experiences?
In what ways could you involve participants in shaping future sessions to ensure that training remains relevant and responsive to their needs?
Tasks
Tasks
Create an action learning plan
Develop a simple action learning plan for a real or hypothetical challenge faced by Ukrainian refugees, detailing the problem, potential actions, steps for implementation, and methods for reflection.Design a training outline using the Design Star
Choose a topic relevant to refugee support, and create a basic outline for a training session. Include the purpose, target participants, environment, training format, and roles. Consider how you will integrate action learning principles and ensure cultural sensitivity.Plan a trauma-informed icebreaker activity
Design a welcoming and trauma-sensitive icebreaker or introductory activity for a group meeting. Explain how this activity could help build trust and a sense of safety among participants.Role-play facilitator scenarios
In a group or with a partner, practice responding to common scenarios as a facilitator. For instance, handling a conflict during a group discussion, encouraging a hesitant participant, or guiding the group through a reflection process.Identify community partnerships
List potential community organisations or resources that could support your training sessions or group meetings. Consider how you would engage these partners and incorporate their expertise to strengthen the impact of your initiatives.
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