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

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MOVE means Teamwork The MOVE Moderator As the moderator, you should not see yourself as a master or teacher but as a ‘facilitator’, a ‘servant of a group’, or a ‘communication butler’. But you will definitely need specific skills and competences because the success of a training or meeting greatly depends on good moderation, which is both, a skillful craft and a creative art. MOVE moderators bring a group together, develop and balance its potentials in a nondominating way. They are knowledgeable about the issues at stake without showing this off. Asking and formulating the right question at the right time is one of their most important tasks. He or she is fluent in visualizing and presenting questions, in elaborating on the individual steps of a certain topic, or on discussion results. Also, MOVE moderators master a variety of games and exercises to enhance group dynamics and organize plenary sessions as well as team work in a well-planned, scripted way. Therefore, the kind of skills and qualities you will most need in your regular work are summarized below and constitute the heart of the matter of Part 4: ■ interaction interaction competence competence competence ensures focused work results and, in turn, creates effective communication and problem solving ■ visualization visualization competence competence supports general understanding, and serving as an external memory of topics developed and results achieved 23 ■ participation participation competence competence brings out the best in a group by means of cumulative learning which all individuals contribute to ■ dramaturgic dramaturgic competence competence arranges an event alternating between suspense and thrill, group and plenary sessions, experience and cognition. As a skillful and qualified MOVE moderator you will ■ turn recipients who passively consume inputs supplied by a master into participants who share their outputs with others interactively ■ make participants and team members feel that „Nobody knows everything but everybody knows something“, ■ convince the participants of the method not by preaching but by applying it according to the rules you have established with them, ■ set the tone of the event by controlling tension, measuring social interaction and avoiding that there are winners and losers, ■ use questions which set processes of exploration and reflection in motion, instead of statements which easily symbolize the status quo, ■ distinguish between your perceptions, assumptions and value judgments in order to avoid misunderstandings, ■ detach yourself from personal views on contents and subject matters, ■ be in control of your body language and your emotions, ■ trust in other people’s intellectual and creative potential, ■ possess tolerance, patience and active listening skills, ■ have confidence without arrogance, and lead without domination, ■ be guided by life experience and common sense, ■ respect the ideas, opinions and practices of others,
■ be able to create an atmosphere of confidence and mutual trust among participants, ■ develop dramaturgic features by flexibly adapting and modifying moderation and visualization methods, instruments and sequences of steps, ■ possess drawing and handwriting skills, ■ acquire a sense for arranging space, structure, colors and other moderation elements in order to create an attractive physical environment. The Participants Moderators, of course, cannot be separated from the participants they cooperate with. The question “Which types of participants is MOVE appropriate for?“ is easy to answer: all persons open to communication and cooperation. And the motivation to communicate can be stimulated and mobilized by a seasoned moderator. But you should remember that adults are mostly voluntary learners. Their motivation is highest when they personally have a chance to decide what and how they learn. Learning, to them, is an interactive process which appeals to cognitive capacities as well as to interpersonal relationships and feelings. They learn best when resource persons and support material present links to their working situations. Also, adults learn most from peers who share experiences, assist each other and enforce team work. Last but not least, as was illustrated in Part 1 about “How we learn” and “What we remember”, people learn and remember things best they have developed 24 As you can see, the skills and qualities of a moderator are of particular importance in the MOVE context. True, the success of a training or meeting greatly depends on a good moderator, but it depends even more on team work, on the trustful and open cooperation of moderators, participants, resource persons and other people involved. Therefore, let’s have a look at the other people at work. and articulated themselves, preferably in a visualized way. This is particularly true for illiterate or semiilliterate participants. MOVE works with them, too, as was frequently proven in rural areas. There are many examples of successful visualization through pictures and symbols adapted to the cultural reality of less literate social groups (see Part 4 on visualization). A very impressive method is GRAAP - Research and Support Group for Farmers’ Self-Help (see Hoffmann 1995) in a number of African countries or the Flexiflan approach used by Indonesian NGO (see Wibowo 1988). Nonetheless, the moderation approach described in this manual is primarily aimed at those who know how to write. It has successfully been used in village settings as well as in office meetings or international workshops, with a small or large numbers of participants, with the young and the old, with women and men. Experience has shown that this approach can integrate even very heterogeneous groups such as university professors and waste pickers in Indonesian environmental communication training. However, uneasiness within a given group of participants is something we sometimes face as moderators. This must not necessarily result in conflict. We prefer to speak of ‘difficult situations.’ A funny typology of participants, their main characteristics, and some recommendations on how to deal with them is presented overleaf.
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 14 and 15: The MOVE Concept Profile MOVE - Mod
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 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
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■ Whenever possible and suitable,
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At times, you may need a very speci
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DSE Training Training Course Course
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Organizing Group Events In this Par
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Of course, the moderation and organ
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Sharing Sharing Sharing Results Res
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Cultural Cultural Program Program O
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end of the event you may compare th
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89 Annex Games and Exercises Select
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Games and Exercises “Games are li
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Roles Roles P PPeople P eople Play
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Broken Squares Learning Learning Ob
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Drawing Bricks Learning Learning Ob
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Guiding the Blind Learning Learning
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101
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Mapping your own City Learning Lear
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Srinivasan: Srinivasan: Tools for C
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ACT - Appropriate Communication in
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MOVE - Moderation and Visualization for Group ... - INSPIRATION

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