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

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Participants can then set up a mini-lecture, a presentation, an exercise or a case study from within the group process and based on a plenary mandate. ■ Resource Resource persons persons are are invited invited to to work work on on specif specific specif ic topics topics for for parts parts of of the the event. event. event. Experience tells us that it may be hard to integrate such an expert into the ongoing group process if the person is not willing to discuss, interact and engage in group work and to question him- or herself. That is why you should be very careful with isolated lecture-type presentations but, instead, invite experts for at least 2-4 sessions. ■ The The moderator moderator moderator takes takes over over the the the role role of of the the the resource resource person person for for certain certain certain sessions. sessions. sessions. Of course, this requires special know-how and preparation. The co-moderator or a qualified participant should act as a moderator during those sessions so that the distinction between the two roles remains clear to the participants. Never act as a moderator and a resource person at the same time. The same person can act as a moderator and a resource person, but the two functions should not be performed simultaneously. If possible, a team should allow its members to change their functions. This avoids overburdening one person who, as a result, may become too dominant in a participatory event. Here is a specific example for the way in which a resource person could interact with a moderator: ■ The resource person provides a 15-20 minute input on a specific subject or problem when this is required by the program or by participants. These presentations are visualized and followed by a dialogue among the participants and between them and the resource person. The moderator facilitates the discussion itself. ■ The moderator, then, could ask the plenary to split up into working groups in order to apply the key points of the input to the participants’ working environment. To this end, he or she should formulate precise questions or tasks. The resource person is available to the working groups for clarifications and comments. 27 ■ The working group results are presented, discussed and evaluated in plenary, the process again is subtly facilitated by the moderator. The resource person comments on the results and puts them into perspective. In a group event, resource persons should comply with the rules, just like any other participant does. The resource persons can and should also learn from the other participants and their experiences. Therefore, they should participate in the entire event so that they can provide assistance at any given time. If that is not possible, they should, at the very least, remain present for all plenary and working group sessions related to their topics. This option is not recommended because participants, once they have entered a dialogue based on interaction, equality and mutual assistance, do not easily accept experts who just join the event for a while. The roles in the workshop or event team should preferably change. Every day, another team member should act as so called ‘moderator of the day’ and assume responsibility for the preparation and organization of that day’s work. In case of methodological controversies among the team members - for example about the sequence or timing of steps in the learning process - the moderator of the day takes the final decision. We recommend that for events exceeding one week at least two moderators should be available. For larger events, at least three people should form
the team with the following functions being taken up on a rotational basis: ■ one person should act as moderator ■ one person should act as co-moderator and observe both the group of participants and their reactions, and the conduct of the moderator as a coach or supervisor ■ one person should act as resource person. You can introduce specialists to the team to answer specific question, but they should be well-integrated into the team. Acting in a team demands from its members the same skills as working in a group does from its participants: ■ following the rules which were accepted at the outset ■ respecting the opinion of others ■ reaching consensus (above all on methods) ■ finding a cooperative style of work. One person should be responsible for coordinating the team. Beforehand, this person should initiate the development of the program with the team, as this is an important stage for creating consensus within the team. During the program, the team meets every evening after the last session, and then evaluates and possibly adapts the program. Additional services, provided by a photographer, an interpreter or a driver may be needed. To a great degree, the composition of the team depends on the topic, content structure and the participants. For an event with senior decisionmakers, it is advisable to choose a rather experienced moderator. Some events might require moderators who would also take over some input 28 sessions on the subject matter. For a group of 20 participants, usually one moderator is needed. Possibly, one co-moderator can be hired to assume the responsibility for a number of sessions. Often, the co-moderator is a younger or less experienced person who learns on-the-job and is supervised by the team. A gender-balanced team of moderators will contribute to the success of an event, and it will help solve possible conflicts with and among participants. At least one event assistant for a workshop group of 20 participants is needed. Assistants, too, should be briefed on MOVE. „Team work is good – Not only for moderators”
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 22 and 23: MOVE means Teamwork The MOVE Modera
Page 24 and 25: The The Bully Bully Bully The The T
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
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end of the event you may compare th
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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
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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
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