Inspiring Leadership in Immigrant Communities - ILRC

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Inspiring Leadership in Immigrant CommunitiesJanuary 2003• Summarize the major points—both praise and constructive suggestions—at the end ofthe evaluation.Techniques for Group WorkMany of the units in this manual utilize the leaders’ reflections concerning their own experiencesand their community’s experience. These reflections are then incorporated into the theme orcontent presented. This process affirms the importance of the knowledge the leaders bring to thetraining and models the process of learning from one another. Leaders’ reflections shouldtherefore be recorded on the board, on butcher paper or on an easel pad. When doing this work,try to concentrate on the following:Icebreakers• Frame the questions clearly and carefully.• When breaking into smaller groups, arrange for each group to report its results. Thisalso allows leaders to practice presenting to a larger group. Try to make sure thesmaller groups rotate the reporter responsibility.• Affirm all answers; there are no right or wrong answers.• Be willing to be surprised. Acknowledge that the leaders will present newperspectives.• Consider typing up the results and giving them to the leaders at the next session.When strangers are thrown together in a group, as they probably will be in these trainings, thereis a natural tendency to “clam up” until bonds are built between the leaders. It is important to usean icebreaker and several of the role-plays and group activities as a way to build bonds of trust.Trainers are encouraged to model the trust required. To use the initial icebreaker and the initialexercises most effectively, the trainer should randomly assign persons to groups, ensuring thatleaders get to know each other by working with people they did not already know. For anexample of an icebreaker exercise see Appendix 2-A.BrainstormingBrainstorming is a technique used at numerous times in this training. It is a device to encouragethe leaders to get out their ideas in a non-threatening environment. If used properly, it can also bean efficient shortcut around what would otherwise be extensive discussions on certain topics.In brainstorming, the trainer directs the group to a certain topic or question and then has themgive the trainer every thought, without censoring them, on that topic or question. All thoughts arewritten on the board, butcher paper or an easel pad. The responses should be displayed in theroom. Later, the process may require that the responses be categorized, prioritized, or discussed.However, it is important that the initial flow of responses be free-flowing so that each leader isencouraged to present suggestions.A good brainstorming session is fast-paced, with the trainer doing the following:1-9
Inspiring Leadership in Immigrant CommunitiesJanuary 2003Record the ideas without censoring. No idea should be said to be wrong or off-topic. Instead, justrecord them and have the group deal with it after the brainstorming is over. You can helpmaximize the session’s effectiveness by doing the following:Energizers• Keep the group moving along and on-topic. This should not be very intrusive. If thegroup runs out of ideas or responses, the trainer should encourage them by asking aquestion or moving them along to the next step in the process.• Define the suggestions from the group. If someone says something that is too vague,ask a defining question about what is meant.• Summarize any long-winded statements. The trainer should either ask the leader tosummarize in a few words or try to fairly translate any “speeches” into summarizingphrases.These training sessions can last a number of hours. Make sure to take breaks. If the group’senergy drops, the trainer should utilize an energizer exercise. Have all the leaders stand up for acouple of minutes and just turn to one another and discuss what they have learned in the past twoor three minutes. Often the activity and discussion will give the leaders a new wave of energy.Evaluation of Each Training SessionEvaluations are a necessary and easy way of receiving immediate feedback that points tocorrections and improvements one can make during the training. For the trainers to model thereflective process, they should incorporate the suggestions into subsequent lessons, andacknowledge that the changes are based on the evaluations. At least ten minutes at the conclusionof each training day should be dedicated to the evaluation process. During the evaluation, thetrainer should merely ask and record what went well and what could be improved during theday’s training.§ 1.9 Preparing to Present the TrainingPreparation for these trainings is a different type of effort than preparing for most lecture-typetrainings. Some aspects of preparation require less effort than if you were doing a training fromscratch because a lot of the work of putting together materials and exercises has been completedin this manual. The training, however, does require advance preparation of a different type.Trainers need to review this manual carefully before attempting to present a particular unit.Trainers need to become familiar with the entire curriculum to see how the different parts and thedifferent skills build upon each other and are otherwise interrelated. Trainers must becomefamiliar with, and practice, the introductions, instructions and substance of all the presentationsbefore presenting them. If the trainer has not done the exercises before, it is helpful to do theexercises with co-trainers to prepare for any questions and last minute problems.1-10
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§ 8.9 ConclusionInspiring Leadersh
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B. Critique of the brainstorm sessi
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Some possible answers to share with
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