MOVE - Moderation and Visualization for Group ... - INSPIRATION

More documents

Recommendations

Info

The MOVE Concept Profile MOVE – Moderation and Visualization for Group Events is a method comprising a set of tools meant to elicit ideas and reach group consensus on one or more key issues or courses of action. The approach requires a skilled moderator who stimulates communication by posing precisely formulated questions that the group works on. Each individual is given time to think and to visualize his or her main ideas on cards or other aids. The cards are then presented, discussed and grouped to represent the collective reflection of the participants. 15 cards or clusters. In a joint effort with the participants, develop a title or heading for each cluster. If a ranked order is needed among the clusters - for example, deciding which aspects should be followed up - a ranking exercise can be employed. Large groups of participants are broken down into smaller working groups, each asked to discuss in depth one of the various clusters identified. The smaller groups then report their findings to the plenary, and a general discussion allows the exercise to be concluded. Purpose Purpose Strengths Strengths and and W WWeaknesses W eaknesses + MOVE helps participants group their MOVE is especially useful for training, planning individual opinions as a collective product and priority-setting. Together with other scoring + everyone is asked and expected to contribute, and ranking techniques, the method may also be and the method promotes paying great used when individual opinions should be attention to the ideas of others consolidated into a group decision. + the method is constructive and adds an important visual element to issues and ideas Steps Steps for action Present the participants with a clear question + an ‘external memory’ of the ideas is produced upon which to reflect. Have the question written – semi-literacy is needed among participants on a flipchart or pin board. Give each participant – a skilled moderator is essential a set of cards and felt-tip pens. Ask them to write – cetain means such as paper, pens etc. are down the answers, issues or actions they think are relevant in answering the question. These required responses should be written in form of keywords. Methodology Methodology The participants can use as many cards as they The methodology is based on three major like. Ask each person to come to the front of the working principles - moderation, visualization group, and read out and explain what he or she and experiential learning. These principles are has recorded on the cards. As people finish, ask constantly applied during the entire workshop. them to pin or tape their cards on the board. The Hence, instead of instructions and inputs by first person spreads the cards out. The following experts or teachers, the training philosophy people are asked to add their cards close to the builds on each participant’s know-how and ones most similar to theirs, or to start a new experience. This potential is tapped and shared ‘cluster’. When all of the participants have through guiding questions posed by an experi- presented their ideas and placed them on the enced moderator, through visualization on cards board, there will be various clusters of items. Ask pinned on boards, and through the majority of the participants to consider whether they need to time being spent in task-oriented small working rearrange the cards among the clusters. If they group discussions and other forms of interaction do, they should discuss the moves and agree as a such as exercises, role plays or field studies. group and with the help of the facilitator. The The major features of this methodology are participants may also decide to remove some summarized below.
Transparency ransparency in in decision decision making making background information can be provided Participants can only gain confidence in a through handouts during the course for participatory way of thinking if their opinions evening reading. The largest share of the time are taken seriously in decision-making. This is should definitely be allocated for participatory why moderators should make transparent why work forms like field work, exercises, group they proceed in a particular way, why work, role plays etc. (60%). Also, sufficient particular contents have been chosen etc. time should be reserved for discussions and Participants should also be able to trace the conclusions about what has been experienced course of the seminar and follow discussion results. and learned (30%). Professional Professional Professional moderation moderation and and visualization visualization Needs-orientation Needs-orientation The degree of attention will be enhanced by Training courses make sense if they focus on using various ways of visualization. Keywords the trainees´needs. It is, therefore, important or key phrases are written on cards, legible to identify those needs at the beginning or and visible to everybody. This leads to even before a course. Ideally, this may imply precision, avoids monologues, and provides discussions with the beneficiaries that the an external memory. Additionally, flipcharts, trainees are in touch with, the trainees overhead projections, drawings and other themselves and their superiors. visuals are used. Trainers should be able to plan and conduct courses in a participatory Cooperation Cooperation and and participation participation way, encouraging participants to take over a Each idea counts, thus allowing for a fair central role. They should be able to provide dialogue without domination or hierarchies. brief input but, more importantly, guide Different experiences are equally important - group processes, lead discussions and which is truly reflected in the way cards are treated as anonymous statements once they visualize discussion results. are pinned on the board. Individual, group Evaluation valuation and plenary work are driven by mutual The gradual elaboration of issues facilitates assistance which again taps and stimulates team work and a flexible approach to content the capacities and talents of all participants. and methodology. A critique and suggestion This allows for building on the participants’ board, a mood barometer, and a daily feedback strengths, and for reducing their weaknesses. committee ensure a shared responsibility Also, they feel they are being taken seriously, which increases their identification with training contents and results. among all participants. Learning Learning Learning by by self-reflection self-reflection Encouraging participants - whether in group work, exercises, role plays or video feedback - to reflect on their own behavior results in a greater impact on memory. These participatory training methods may also offer practical starting points for problem-solving in comparable situations. 10/60/30 10/60/30 rule rule According to experiences gained in adult education, the following ‘rule of thumb’ for different work forms can be quite useful. Theoretical input should be limited to an absolute minimum (10%). Additional 16
Page 1 and 2: MOVE Manual Moderation and Visualiz
Page 3 and 4: MOVE Manual Moderation and Visualiz
Page 5 and 6: This manual is dedicated to Carl Ko
Page 7 and 8: Prologue A Tale of Everyday Frustra
Page 9 and 10: Why MOVE? Most of us involved in or
Page 11 and 12: includes examples of potential use.
Page 16 and 17: Roots MOVE - Moderation and Visuali
Page 18 and 19: wrongly), learning today has become
Page 20 and 21: not as an object. You should also t
Page 22 and 23: MOVE means Teamwork The MOVE Modera
Page 24 and 25: The The Bully Bully Bully The The T
Page 26 and 27: Participants can then set up a mini
Page 28 and 29: If possible, the team should plan a
Page 30 and 31: MOVE Competences In Part 4, we will
Page 32 and 33: 33 Do’s and Don’ts for a Modera
Page 34 and 35: Functions Suitable methods and tool
Page 36 and 37: Interaction Competence Interaction
Page 38 and 39: Introduction Introduction of of of
Page 40 and 41: event’s last session because you
Page 42 and 43: It is useful for the moderation tea
Page 44 and 45: Guidelines for Group Work ■ Organ
Page 46 and 47: Phase Phase 3 3 3 - - Sharing Shari
Page 48 and 49: Phase Phase Phase 4 4 4 - - Impleme
Page 50 and 51: Visualization Competence Visualizat
Page 52 and 53: Guidelines Guidelines for for Using
Page 54 and 55: 1 8 - 12 pinboards: 122.5 x 150 cm
Page 56 and 57: From a methodological point of view
Page 58 and 59: external knowledge and information
Page 60 and 61: Participation Competence Participat
Page 62 and 63: So, let’s define communication as
Page 64 and 65:
Guidelines Guidelines for for for I
Page 66 and 67:
Dramaturgic Competence As far as th
Page 68 and 69:
On-going evaluation is one of the b
Page 70 and 71:
participant from among the ‘selle
Page 72 and 73:
■ Whenever possible and suitable,
Page 74 and 75:
At times, you may need a very speci
Page 76 and 77:
DSE Training Training Course Course
Page 78 and 79:
Organizing Group Events In this Par
Page 80 and 81:
Of course, the moderation and organ
Page 82 and 83:
Sharing Sharing Sharing Results Res
Page 84 and 85:
Cultural Cultural Program Program O
Page 86 and 87:
end of the event you may compare th
Page 88 and 89:
89 Annex Games and Exercises Select
Page 90 and 91:
Games and Exercises “Games are li
Page 92 and 93:
Roles Roles P PPeople P eople Play
Page 94 and 95:
Broken Squares Learning Learning Ob
Page 96 and 97:
Drawing Bricks Learning Learning Ob
Page 98 and 99:
Guiding the Blind Learning Learning
Page 100 and 101:
101
Page 102 and 103:
Mapping your own City Learning Lear
Page 104 and 105:
Srinivasan: Srinivasan: Tools for C
Page 106 and 107:
ACT - Appropriate Communication in
show all

MOVE - Moderation and Visualization for Group ... - INSPIRATION

Create successful ePaper yourself

Delete template?

Save as template?