Inspiring Leadership in Immigrant Communities - ILRC

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Inspiring Leadership in Immigrant CommunitiesJanuary 2003• Keep the group moving along and on-topic. This should not be very intrusive. Ifthe group runs out of ideas or responses, the trainer should encourage them byasking a question or moving them along to the next step in the process.• Define the suggestions from the group. If someone says something that is toovague, ask a defining question about what is meant.• Summarize any long-winded statements. The trainer should either ask the leaderto summarize in a few words or try to fairly translate any "speeches" intosummarizing phrases.B. Brainstorming session about things that make for a good or a bad learning experience–(13 minutes)1. In this part the trainer has the participants brainstorm on things that make alearning experience good or bad.2. First ask the group to think about what makes a learning experience good. Askthem to think about the last good training they attended. What things made it a goodtraining? What about other learning experiences such as learning how to play a sport,speak a new language, ride a bike or play a musical instrument? What helped themlearn these things? What was good about the negotiation exercise in which they justparticipated?Write the answers on the board.Some possible answers: Use of visual aids, new ideas, good materials, serious yetfunny, interesting, experiential, encouraging to the students to let them participateand practice ideas, let students practice, start on time, good food, practical, andpositive attitude towards students.3. Ask the group to think about what makes a learning experience bad. Ask them tothink about the last bad training they attended. What things made it a bad training?What about other learning experiences such as learning how to play a sport, speak anew language, ride a bike or play a musical instrument? What detracted from thoselearning experiences?Write the answers on the board.Possible answers include: Unprepared trainers, bad materials, tangentialinformation, negative criticism to students, boring, no ways for students to trythings in the training and experience what is being taught, no time for students toparticipate and practice, and starting or ending late.4. Quickly summarize the ideas that the group suggested.12-9
Inspiring Leadership in Immigrant CommunitiesJanuary 20031:45-2:10 Critique the Trainer’s Brainstorm SessionA. Review for the group the necessary techniques for a good evaluation or critique– (10minutes)1. We are teaching you these techniques because you will be leading andparticipating in critiques of each other’s work throughout the training and later onwhen you conduct your own trainings.2. Critiques help the student improve his or her performance. This motive shouldalways be kept in mind when facilitating a critique. We concentrate on thosetechniques that support the student’s efforts, but still give constructivesuggestions for improvement3. Critiques are best done in groups where trust has already been establishedbetween the participants. By using “peer critiques,” the group develops its ownself-interest in doing fair critiques. Before doing any critiques, you shouldestablish the rules for fair critiques with the group.4. Suggested Rules for a Constructive Critique• Begin by allowing each person to evaluate his or her own performance.People are often very insightful about their own performances. Many times weare harder on ourselves than others will be. Letting people evaluatethemselves will often foster a candid environment in which others can makehelpful suggestions and identify the positive skills the person already has.They will also feel less defensive about other leaders' comments.• Instruct the leaders to observe the following rules:o Start with what was good about a performance.o Discuss negative aspects in terms of what may be improved or what mightsomeone do differently instead of what was wrong or bad. This is calledconstructive criticism.o Don't let the evaluation become a personal attack.o Constructive suggestions should always be specific.• Focus the evaluation on a few suggestions for improvement—highlight themost important if there are more than a few.• Summarize the major points—both praise and constructive suggestions—atthe end of the evaluation.12-10
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Inspiring Leadership in Immigrant Communities - ILRC

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