humanitarian leadership workshop

Introduction to Leadership

5-hour course

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About the course

The aims of the programme are to enable young people to develop leadership skills and experience through interactive activities.

> To enable them to gain confidence and build resilience.

> Encouraging the talent of young people in society.

> To create a pool of leaders who themselves can take on significant responsibility for the development of other youth leaders by co-delivering the youth leadership course.

Objectives

The objectives of this programme are to:> Understand a range of leadership styles.> Understand leadership qualities and review one’s own leadership qualities and potential.> Recognise one’s own natural leadership style.> Understand the role of trust and respect in effective team leadership.> Take part in simulations to develop and apply knowledge and skill.

This is a 5 hour long course and is delivered over 1 to 5 hour sessions. This course can be broken down to suit the needs of the young people, school or youth/community group. This program can be delivered in bite-sized chunks or over the course of a 5-hour slot. The course uses the objectives above to introduce leadership to young people through Red Cross work. The simulation activities have met leadership outcomes through humanitarian messages.

Note:

Some of the suggested leadership activities are too large to include in this pack, but are available as a separate resource from your local Red Cross youth and schools team. For more Information go to:

www.redcross.org.uk

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Introduction to leadership

Contents

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Facilitating a group

Some Red Cross activities are very much centred on young people exploring their thoughts and feelings, giving them the space and time to come up with their own ideas. There can be times when a trainer is so anxious about getting through the course that, just as the young people are beginning to become engrossed in sharing in small groups, he/she says “Time up! On to the next activity. Young people will quickly become disillusioned with group work activities if they are not clear why they are doing them, if the activities do not seem relevant to their needs, or if insufficient time is spent in drawing out the learning from what they have done.

A good group facilitator is sensitive to the needs of young people and is willing to accommodate those needs. He or she believes that each member of the group has something to contribute and is given a fair opportunity to do so. He or she believes that, as a facilitator, you can learn as much from the group as they can from you. It also means working within the fundamental principles of the Red Cross.

Facilitating a group differs from other forms of leadership. A facilitator deliberately seeks to empower group members, to give them as much control as they are prepared to take. It can be difficult at times not to fit in with the group members’ expectations of a leader. Many young people will only have experienced learning situations where they are expected to be empty vessels, waiting to be filled with knowledge. They may look to you for the answers, to make decisions for the group and to tell them what they should do. You may decide to fit in with this, but, in doing so, you may be making yourself more powerful, and increasing their dependency on you. It can be very tempting for all of us to use the power delegated to us to fulfil our own needs, for example, to increase our own self-esteem, to manipulate a situation for our own benefit.

It is sometimes said that group work is a “cop out” for the trainer, that it is putting the responsibility for the work on to the group members. However this overlooks the skills and qualities, which a facilitator needs. Facilitation is by no means easy. You need to be convinced that this way of working is of value and to be able to convince the group members of this. You may need to encourage them to take responsibility for their own learning, and it may be a gradual process.

Not everybody feels happy with a facilitating style of leadership. The checklist below may help you assess how comfortable you feel about this way of working.Can you imagine situations when you would find it difficult to answer yes to these questions?

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> Are you starting from a position of what is right with the young people in the group, rather than what’s wrong with them?

> Do you really believe that everyone is capable of taking responsibility for themselves?> Are you willing to stop being the authority figure that has all the answers?> Can you accept that your way of thinking and behaving may not suit everybody?> Can you stand the uncertainty of not knowing how any activity may turn out?> Are you willing to let individuals opt out?> Are you comfortable with silences?> Can you cope if someone becomes emotional?> Do you believe that, whatever happens, you can help the group learn from it?> Are you willing to be open and honest about yourself?> Are you willing to accept that you will make mistakes and to have others point them

out?

Setting a climate

If you want to encourage young people to share feelings and ideas and to risk trying out skills, there needs to be climate which is warm, friendly and trusting.

The room itself can affect the way in which a group works. Ideally there should be comfortable seating, which is movable, so that different activities can take place. The group should be able to meet without interruptions. Unfortunately we do not always have a great deal of choice over rooms, although sometimes it is possible to adapt what is available. If the aim is to have an informal discussion, arrange the chairs in a circle and stack table and desks out of the way. If this is impossible, try to avoid sitting behind a desk yourself, as this puts a physical barrier between you and other group members.

Some useful questions to use in the feedback session may include:

> How did you feel about the session?> Was it useful to board storm all the ideas first to get you all thinking?> What particular words from the board storm list do you think are particularly important?

This might help you will the learning agreement activity.> Which words from the list do you think are the least important?

The above list is not necessarily complete; there are almost definately other evaluation factors. Every session in the OCN peer education training pack offers some suggestions of feedback questions.

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Feedback session

Always make time for the group to feedback their ideas and comments. This is a very important learning process to enable the young people to express themselves and to look at some of the comments and ideas they have brainstormed in more detail.

Group techniques: Boardstorming

Boardstorming is a simple technique for generating a discussion and getting everyone involved. It can be a powerful icebreaker and can serve as a enabling exercise for young people to express themselves freely. Boardstorming offers a way of tackling a particular issue by improving communication. There is a lot to be learnt in explaining the language we use, why we use it and how we feel about certain words.

Below is an example of how to boardstorm:

The subject is written in the centre, and the rest is built up from there.

Another way to boardstorm, is to write the subject as a heading, and make a list below it.

The method of boardstorming used depends on the information, which is being looked for. it is at the discretion of the trainer which method he/she uses.

Some people might feel nervous about meeting a new group. The initial task for a group facilitator is to break the ice and help people feel at ease. If you are running the OCN

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Leadership

Motivation

Negotiation

Leadership stylesTeam

working

Decision-making

TrustCommunication

Confidence building



course over a period of a few weeks it may help to remind the participants of each other’s names, to reform as a group and to offload any concerns, which they may have brought with them. This need only take five or ten minutes, but can help people to settle back into the group.

Negotiating a way of working

Once the ice has been broken, the first tasks are to clarify how the group will work and, using small group work, to set the tone for future sessions. The trainer may need to look to a group learning agreement, which need to be discussed and agreed, it can relate to:

The main task is to establish group norms, which are based on valuing oneself, and others.

Guidelines on using role play

Why use role-play?

> It allows participants to assume the role of another person and, by pretending to act, think and feel like another person, players can act out their feelings without risk of criticism or reprisals.

> It enables private and/or sensitive issues to be explored without anxiety. Such issues are not attributed to an individual but rather to a given role or stereotype.

> By placing themselves in the role of another, players may achieve greater insights into individual behaviour and a clearer understanding of social norms and behavioural standards. They gain significant understanding about the motivations for their own and other people’s behaviour.

> This understanding helps participants to clarify their own values and to redirect or modify their own behaviour, if they wish. By practising a variety of behaviour and discussing the value of each, they are able to make more informed, realistic choices than before.

Working with groups

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> Time and commitment.> Confidentiality.> Not ridiculing others in the group.> The right to opt out or to pass.> The validity of all comments.> The right to disagree.> Giving constructive feedback to others.

The purpose of all the educational sessions is to educate in a way which encourages young people to value themselves and which shows that The Red Cross values them. This means encouraging them to participate as fully as possible in their own learning, listening to their opinions and experiences and being non-judgemental. It does not mean, however, that the traditional teaching styles are inappropriate when working through some of the information.

Young people taking part in the courses will need certain information, which will be in the form of information sheets or will be taught by the trainer. However, they also need an opportunity to explore their values and attitudes, to weigh up what is right for them, to develop the skills necessary to build relationships, resilience and to communicate with others.

This is best achieved in an atmosphere of support and trust, and requires a style of leadership which involves talking with young people, rather than at them. To use the jargon, it means ‘facilitating the group’, rather than teaching it.

Introduction to youth leadership 5 hours

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Evaluation outcomes wheel 10 minutes

Icebreakers – Choose from the following depending on size and ability of the group.String game – Communication skills, confidence building, team working, motivation.Name Graffiti – Communication, confidence building, trust, team working.Human Bingo – Communication, confidence building, trust, motivation, decision-making, negotiation

10 minutes

Group Learning Agreement

Share ideas and agree on a set of ground rules needed to ensure an effective learning environment.

5 minutes

The Red Cross

Explore the Red Cross, its history, fundamental principles and the work carried out across the world and around the corner.

15 minutes

Defining leadershipShare ideas and create definitions of leadership

10 minutes

Skills and qualities needed to be a leaderTo understand different leadership qualities and skills.

15 minutes

What you would not want in a leaderTo understand different leadership qualities and skills.

15 minutes

British Red Cross leadersIntroducing skills, qualities and behaviours needed to be leaders In Red Cross work.

20 minutes

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Leadership stylesTo understand three different leadership styles.

10 minutes

Communication activitiesTo introduce communication skills, verbal and non-verbal

15 minutes

Communication activities Below are suggested activities that will take varying amounts of time to complete dependant on the size, needs and abilities of the group. Also choose a variety of activities that cover different learning styles.

Sculptures – Communication skills, motivation, leadership styles, confidence building, management and leadership, trust, negotiation, effect team working.News summary – Communication skills, motivation, decision-making, confidence building, negotiation, effect team working, leadership styles.Newsround – Communication skills, motivation, decision making, confidence building, negotiation, effect team working, leadership stylesWhy bother communicating - Communication, decision making, team working, negotiation, trust.30 second hotspot - communication, motivation, trust, confidence building.Getting to know you – Communication skills, motivation, team working.Rhubarb – Communication skills, trust, team working.Creating a masterpiece – Communication, trust, confidence-building, motivation.Can you remember – Communication, motivation, team working.Draw my picture but don’t peek – Communication, trust, negotiation, team working, and leadership.Blue eyes/brown eyes – Communication, team working, motivation.Communication collage – Communication, team working, motivation.Different cultures – Communication, team working, trust.

20 - 50 minutes

Activities to promote leadership skills (choose 3)

Each leadership activity is between 50 minutes and 1 hour. Please adapt to suit the needs of the group/topic area. There MUST be a mix of activities to ensure that the learning contributes to a range of leadership outcomes.

Refugee Shelters Operation Amphibian needs and wants auction Decision-making exercise - Bomb evacuation In

50 minutes to 1 hour per activity

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Coventry city centre Activities from Raid CrossActivities from Operation AmphibianFor Goodness sake! - Humanitarian action and values festival Escape from the maze Journey to Safety Quake SOS activities

Action project

Introducing what an action project could look like.Examples of resources.

20 minutes

Evaluation of the course contentOutcomes wheel revisited

10 minutes10 minutes

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Summary Activities -v- Objectives

Course Objectives

Activities

Icebreaker, depending on the choice.

Defining Leadership

Leaders, skills, qualities and behaviours

British Red Cross leaders

Leadership styles

Communication Debate

Communication Activities. Vary depending on the communication activity.

Refugee Shelters

Operation Amphibian, needs and want

Decision making exercise. Bomb evaluation

Communication Motivation Planning & Decision- Making

Leadership Styles

Challenging Situations

Assertiveness Confidence Building

Management Leadership

Effective Teamwork

Trust, Negotiation & Rapport

Develop & apply knowledge & skills

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Outcomes Wheel

Why we do it

This activity is designed to help young people see how they have gained and learnt from the peer education training.

It shows visually how young people have moved over time. This can be really motivating for young people.

This will also support evidence for our work with children and young people to evidence the progress for young people.

Preparation

Outcomes wheel, ‘before’ and ‘end’.

How to do it

This activity should ideally be completed at the beginning and end of the course and can also be completed mid way as well.

Explain to the group that the wheel shows what they have gained/learnt form the training.

Ask the group to mark their position on a scale of 1-10 where 1 is low and 10 is high. Explain that it is not a test and people will start at different places and that it is not a competition either.

Encourage them to colour in the wedge from 1 to wherever they decide they are to show the visual more clearly.

This activity can be used as part of an overall evaluation session for peer education work.

Trainer’s notes

It is important to note that the emphasis should be placed on the numbers. They do not indicate the amount of movement in any ‘true’ sense. Therefore the evidence may only be used in conversation with individuals and cannot be added……….the others the amount of movement individuals have made or the value of the programme.

However it is possible to identify indicators where there is greatest movement for individuals and plot these across the group.

Take the two/three wheels produced by each young person – plot their ‘after’ scores for each outcome.

Take each individual and read down their score and identify the three outcomes where they have made the greatest movement.

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Identify these with stars (*** ** *).

It may be that patterns emerge.

Look across the grid to see if the outcomes where individuals feel they have made the most progress (where there are the most stars) fall into a pattern. In these findings the areas where young people indicated they had made most progress related to the key characteristics of the peer education course they completed.

Key: B = ‘before’ score A = ‘after’ scoreName/Outcome

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Making decisions

Able to challenge views and opinions of others in a constructive manner

Feeling confident

Feeding back to the group

Ability to problem solve

Completing a task

Working in a team

Being a leader

Listening to others

Motivating othersExpressing your views

Ability to compromise

Instruction

Mark your position on a scale of 1-10

where 1 is low and 10 is

high.

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Icebreaker activities

(10 mins) String Game

Aims and Learning Outcomes

> Communication skills, co-operation and interaction.

The String Game is an introduction icebreaker game for confident young people a conversation starter that allows people to tell others about themselves. It’s a simple game and can be adapted according to your needs.

How to do it.

> Take a pair of scissors and cut string to various different lengths — as short as 12 inches, and as long as 30 or more inches. When you are finished cutting the string, bunch all the pieces up into one big clump of string. Ask the first volunteer to choose any piece of string. Have the person pull on it and separate it from the other pieces of string. Ask them to introduce themselves as they slowly wind the piece of string around their index finger.

Notes

The funny part of this icebreaker game is that some of the strings are extremely long, so sometimes a person must keep talking for a very long time! This is a good way to get everyone to start talking. People might find out something interesting or new about each other! Feel free to adapt this game according to your needs.

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(10 mins) Name Graffiti

Aims and learning outcomes

> To use communication skills by talking out in the group and passing on information.

How to do it.

> Sellotape a few sheets of flip chart sheets together and ask each member of the group in turn to go to the sheet and write his/her name on it and say what their name is and a few words about it e.g. what there preferred name is, how they feel about their name, what it means.

Notes:

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(10 mins) People Bingo

Aims and learning outcomes

> A means to enable members of a group to get to know each other and to support the forming stage. Find out in advance something of interest about each person e.g ‘I have a bravery award.’ ‘I met Prince Charles’, etc… etc…

How to do it.

Create a grid on a piece of paper with a square for each participant. Put a statement into each separate square with a space to write a name. Copy enough sheets for each person to have a copy. Give the group 10 minutes to find out which statement relates to which person. Check it all out. Perhaps give prizes (sweets, pieces of fruit) to those who found the most names.

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People Bingo Worksheets. Find someone who….

The Red Cross

(20 mins) What is the Red Cross?

Aim and learning outcomes

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> To explore the history and fundamental principles of the Red Cross, for group to understand the grounding of workshop.

How to do it

> Cut up A4 information cards about the History of the Red Cross. In groups of no more than 6 people. Ask groups to read the information given and discuss and decide on the order of events. Alternatively this can be done to create a timeline.

Defining leadership

(10 mins) Defining Leadership


> DVD can be used to demonstrate – Story of an Idea

> Ask group to feedback on DVD in what ways was Henry Dunant a leader

> Reinforce how he had a vision and acted was the spear head for ensuring that vision was achieved

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> To allow the group to share ideas and create their own group definition of leadership

How to do it.

> Split the group into sub groups of 3 or 4’s. Ask the group to think about how they would define leadership in phrases, terms and definitions. Get feedback from each group to show the variety in definitions of leadership.

Definitions of leadership

> ‘There are almost as many definitions of leadership as there are persons who have attempted to define the concept.

> ‘Leadership is ultimately about creating a way for people to contribute to the making something extraordinary happen’

> ‘…leadership is like the Abominable Snowman, whose footprints are everywhere but who is nowhere to be seen.

'would it not be possible in time of peace and quiet, to form relief societies for the purpose of having care given to the wounded in wartime by zealous, devoted and thoroughly qualified volunteers? .... Would it not be desirable that (nations) should formulate some international principle sanctioned by a Convention in violate in character, which, once agreed upon and ratified might constitute the basis for a Society for the relief of the wounded?

Henri Dunant A Memory of Solferino 1862

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> Then ask them to think about the difference between management and leadership. This is essential to clarify in the beginning as the two definitions are easily confused.

> Leadership is setting a new direction/vision for a group; a leader is the spearhead for that new direction

> Management controls or directs people/resources according to principles/values/law that have already been established

> Depending on the capability of the group, the above activity and the following can be merged and run together as one within 10 minutes, this can help to prevent receptiveness Depending on the capability of the group, the 2 above activities can be merged and run together within 10 minutes

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(15 mins) Skills and qualities needed to be a leader


> To understand that there are different qualities and skills needed to become a leader

How to do it.

> Split the group into sub groups of 3 or 4’s.Give each group around 10 minutes to list the skills and qualities that are needed to be a leader.

Feedback from each group to share ideas and perspectives.

Suggestions from pilot sessions

> Drive> Motivator> Ambition> Energy> Initiative> Honestly> Leadership Motivation – the desire to lead but not to seek

power as an end in itself> Integrity> Self-confidence

> Knowledge > Creativity > Flexibility > Good communication > Decision-making > Problem solving > Confident > Time management

Debrief

> What have you learnt?

> Do you think that some skills and qualities are more important in some instances than others? Why or why not?

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> Caring

(15 mins) What you would not want in a leader


> To understand that there are different qualities and skills needed to a leader.

How to do it.

> Split the group into sub groups of 3 or 4’s.Give each group around 10 minutes to list the skills, that they would not want to see in a leader.

Feedback from each group to share ideas and perspectives.

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(20 mins) British Red Cross leader roles

Aim and learning outcome

> This activity asks young people to think about the skills and qualities needed to be a good leader. This activity introduces the British Red Cross and the services we offer and at the same time allow young people to focus on different leadership qualities. Photocopy the accompanying cards and split the cards between the groups.

How to do it

> Split young people into groups of 3 or 4.Give each group 3 to 4 roles cards (depending on the number of groups) Tell the groups to discuss and list the skills, and qualities required to be a good leader for each role (they have 15 minutes to do this). They may need more information about the roles if they are unsure for example, Destitution Services – you can explain that people have left their countries because of war and conflict and have come with no money, food, shelter. They will realise how different skills are needed for each role for example sensitivity will be needed for skin camouflage and not necessarily for fundraising. Then ask for feedback from each group about what they have discussed and written down for each of the roles. This will help the whole group to understand other roles within the British Red Cross and highlight skills, qualities and behaviours they may not have thought about.

Debrief

> How does your list of skills, qualities and behaviours compare between roles?

> What have you learnt?

Notes:

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British Red Cross leadership role cards

The Refugee Orientation Service

Provides support to newly arrived and vulnerable refugees. This helps refugees to start rebuilding their lives and regaining independence.Job roles include:> Help in registering with a GP> To help access facilities such as

libraries, local community groups or English language classes

> To give advice on how to get legal assistance

Destitution Service

Many people wishing to claim asylum in the UK have arrived with no money, no clothes and no place to stay. The Red Cross offers destitute asylum seekers short-term support and advice.

Job role includes:

> Providing food parcels, toiletries and money for a weekly bus pass

> Offering help in understanding their legal situation

> Help in finding a solicitor

International Tracing and Messaging Service

When conflict or disaster strikes, communications can break down and families become separated. The British Red Cross works worldwide to help reunite relatives.Job roles include:> Contacting Red Cross Societies

worldwide> Searching for missing relatives> Exchanging messages between loved

ones> To continue communication between

relatives

Therapeutic Care Service

Helps individuals in stressful situations and times of personal crisis by offering relaxation therapy.

Job role includes:

> The therapy of hand, neck and shoulder massage to assist in pain and stress relief.

> Working with patients who are waiting for treatment, recovering from illnesses and carer’s who are feeling tense

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Emergency Response Service

The Red Cross responds to hundreds of emergencies in the UK every year. Our fully trained volunteers are always on hand to give practical help and emotional support to those in need.

Job roles include:

> Assistance in major incidents e.g. floods or earthquakes

> Assistance in personal emergencies e.g. transport accidents or house fires

Event First Aid

Supply teams of trained first aiders at public events across the UK including football matches, pop concerts, festivals and parades.

Job role includes:

> Carrying out First Aid when accidents or illnesses occur

> Preventing further injury until the emergency

Medical Equipment Loan Service

The medical equipment loan helps people return to their own homes after illness or surgery.

Job involves:

> Providing equipment such as wheelchairs, backrests, bath seats, walking sticks and frames

> Making people become more independent

Fundraising Service

The department raises funds we need in order to provide our services at the British Red Cross Society.

Job role involves raising funds from:

> Individuals> Public appeals> Events> Companies> Charity shops

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Retail

British Red Cross charity shops sell second-hand clothes, books, multimedia, bric-a-brac etc. All profits go towards the services the Red Cross provide in the UK and abroad.

Job role includes:

> Helping and serving customers> Sorting and pricing shop stock

Youth and Schools Service

The service aims to involve young people in all aspects of Red Cross work. Free educational programs are delivered on a variety of subjects such as:

> Personal Resilience> Youth leadership> Humanitarian Education> International Humanitarian Law> Child Soldiers

Finance

Job role includes:

> Financial planning> Budgeting> Developing and monitoring business

plans> Advising on business and financial

matters

Chief Executive

Job role includes:

> To be the public face of the organisation> Strategy and policy development>>

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(10 mins) Leadership styles


> By understanding the different leadership styles the idea is to highlight that communication is key to becoming a good leader. This puts this session into context for young people by linking the two skills.

How to do it.

> Split the group into sub groups of 3 or 4’s. Handout the leadership style cards. Give each group around 5 minutes to match the style to the description. Feedback from each group to see whether they have matched up the leadership style and put into context when each may be used. Discuss each leadership style and put into context when each may be used. Summarise by discussing that the best leadership style is a combination of them all. Prompt young people to realise that communication is the key to being a good leader

Debrief

> Which is the best leadership style and why?

> Which skill is essential to becoming a good leader and why?

Notes:

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Authoritarian Leadership (Autocratic)

This style is used when leaders tell their group members what they want done and how they want it accomplished, without getting the advice of their followers.

Participative Leadership

(Democratic)

This style involves the leader including one or more group members in the decision making process (determining what to do and how to do it). However, the leader maintains the final decision making authority. Group members feel engaged in the process and are more motivated and creative

Delegative (Free reign/

LaissezFaire)

In this style, the leader allows the group members to make the decisions. However, the leader is still responsible for the decisions that are made.

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Communication activities

(15 mins) Sculptures


> Communication skills, motivation, leadership styles, confidence building, management and leadership, trust, negotiation and effective team working.

How to do it

> Divide the group into 4/5/6s depending on the size of the group. The more in the team the more creative the sculptures are. Read out a shape and ask the group to create a sculpture that reflects it. They can be moving sculptures if you want to make it more creative.

Some good examples include:

> A mode of transport> An item of clothing> Furniture> A alien> An animal> A cup and saucer> An item of food> A building> Lap top> Train> Hair style> Bird> Fish> Book> Plant

Notes:

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(15 mins) News Summary

Aims and Learning Outcomes:


How to do it

> Ask each member of the group to bring with them a news story which is either topical or which they find interesting. Split the group in to teams of 3-5 and allow them to pick out 1 or 2 of their headlines which they have to summarise into five bullet points and communicate back to the group.

Resources needed:

News articles

Notes:

> This is mainly a audio and visual activity but can be kinaesthetic depending on how each group chooses to present their summary.

> Make sure that you have enough newspaper articles in case some of the group were unable to bring their own.

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10 (mins) Newsround



How to do it.

> Split the group in to teams of 4 or 5 depending on size. Give each group a selection of topical headlines and articles, about 3 or 4 in total. Give each team 20 minutes to use the headlines and articles to come up with a 2-minute news story to present to the rest of the group. Every member of the team should be included and should be as creative as possible. This could include people pretending to be on location, or using an interviewer. It is up to the group how they choose to use each member and how they want to present their newsround.

Resources needed:

Topical newspaper headlines and articles.

Notes:

> This is a kinaesthetic, audio and visual icebreaker.

> Be aware of over sensitive topics when picking the headlines and articles

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(50 mins) Why bother communicating? Diamond activity


> To explore using communication skills, decision making, team working, negotiation and trust.

How to do it.

> Split the group into 3’s and give them a diamond sheet and the information cards cut out from the following pages. Cut out some blank cards for the groups to create their own as well. Ask them to arrange the words in the shape of a diamond, putting the item that they feel should be given top priority at the top, and the item that should be lowest at the bottom.

Bring the group together and ask them to feedback.

Suggested question could include:

Notes:

This activity can be used for people to create their own diamonds and then come together in groups to compare diamond patterns. It also gives participants the opportunity to clarify their own priorities and also discuss their ideas with others.

> What was your highest priority?> What was your lowest priority?> Did you add any of your own?> When you worked together did you agree with each

other? If not what did you disagree with and why.

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Why bother communicating? Diamond activity

Why bother communicating? Diamond activity

Assert yourself

To convey an idea

To pass on information

To learn a new skill

To negotiate a good deal

To share information

To find a partner

To make friends To understand someone else’s point

of viewTo tell a story

To get a task completed

To pass on instructions

To protect yourself from harm

To prevent conflict To help someone

To make a judgement

To create a balanced argument

To achieve a goal

To show respectTo show compassionTo get from A to B

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(10 mins) 30 second hotspots


> To give the participants the chance to think on their feet and build confidence, by having a go at talking in a large group.

How to do it.

> Prepare small pieces of paper with a subject on it. Ask each participant to come out, take a piece of paper and talk for 30 seconds about that topic. Explain that this is just for fun and that they can say anything that comes into their head. Use the prepared sheet and add your own. If the group are quite comfortable, confident and know each

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other well you can adapt this to ask them to include movement, singing etc. to get their message across.

(10 mins) Getting to know you


> To enable participants to get to know one another and to develop listening skills.

How to do it

> Ask the participants to find a group member, preferably someone that they don’t know or don’t know very well. Explain that each person in the pair can spend 5 minutes talking about her/himself. It is up to each individual to decide what they reveal whether it is about studying/work/interests or etc. However warn them that the next step is to join another pair. They should not reveal anything that they wouldn’t want the other pair to hear.

Notes:

This can be quite scary for people new to each other to talking in a large group. If you want to adapt it ask people to talk in pairs and so they can work together if one dries up.

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> While one person is talking the other has to listen and learn as much as they can, asking questions to clarify what he/she is saying if necessary. After 5 minutes ask them to switch roles, so that the other person can talk. After 5 minutes ask each pair to join another pair and take it in turns to introduce their partner.

(5-10 mins) Rhubarb


> Exploring communications skill in particular non-verbal communication and tone of voice.

How to do it.

> Ask the group to work in pairs or as a group to say the word rhubarb in the following way, using the following emotions. Pick out about five.

> Angry

Notes:

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> Sad> Upset> Fed up> Happy

> Lively> Enthusiastically> Bored> Worried> Scared

Ask the group to feedback on the following:

(5 - 15 mins) Creating a masterpiece


> To explore communication through art.

How to do it.

> Ask the participants to wait outside the room, as they will be asked to come into the room individually. > Using a large flipchart pad draw a picture of a house including windows, a door and include a pathway, tree and a few plants. Ensure that the house is simple and not too detailed but use coloured flipchart pens as well. Make sure that there are enough sheets of paper in the pad for all the participants.

> What do you think the purpose of the activity was?> How did it feel to do the activity?> Did you notice body language including facial expression and hand gestures?

Notes:

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> Ask the first participant to come in and explain that they have 10 seconds to look at a picture and them they will be asked to replicate what they have seem on 10 seconds. Show the picture and after 10 seconds flip over the sheet and ask them to draw the house. > Keep the activity moving swiftly until everyone has created their own masterpiece. > Finally show the picture from the beginning to the end and see what emerges.

Ask the group to comment on the following:

(15 mins) Can you remember?


> Communication skills, co-operation and interaction and to understand the importance of focus and concentration on a particular project

How to do it.

> This is a traditional memory game so have the group sat in front of the trainer. > The trainer will have a selection of humanitarian objects/visual aids on a table. The number is dependant on the size of the group but I would suggest no more than 15.

> How did if feel to do that activity> What did it show? > Any surprises?> What did it highlight about observations skills

Notes:

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> Make sure all the group can see the selection and allow them 30 seconds to try to remember as many as they can. Once the 30 seconds is up ask each young person one thing they remembered.

Resources needed:

Various humanitarian objects/visual aids e.g) posters, pictures, dolls, first aid kit, food, water. Anything associated with humanitarian peer education.

(10 mins) Draw my picture…but don’t peek!!


> Communication skills, co-operation and interaction To teach young people the importance of communication skills when running a project

How to do it.

> Split the group into pairs. Each person is given an abstract picture like the one below. They are abstract to prevent the participants from guessing the picture. Pairs sit back to back so they can’t see each others picture.

Notes:

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Each person takes it in turns to describe to the other pair what their picture looks like. The person then has to draw what they are being told by their partner.

Resources needed:Paper, pens and abstract pictures like the one below

(50 mins) Jane Elliot’s ‘Blue-eye/Brown-eye’ exercise


> Exploring diversity through communication, team work and motivation

How to do it.

> At the beginning of the session divide the group into two – those with blue eyes and those with brown eyes. State that tests have proved that those with blue eyes are of superior intelligence and should be treated as such. > Remove the chairs and tables from those with brown eyes, making them sit cross-legged on the floor and avoid all eye contact with them for half of the session.

> Was one person better than another? Why?> If you were to do it again with a different picture, would you

be better? Why?> What makes communication effective?

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> After students have returned from their break inform them that you have changed your mind and reverse the situation until the end of the session. > At the end of the session but before the debriefing, ask all participants to write down how they are feeling on a folded piece of paper and stick it to the wall.

(30 mins) Communication Collage


> To explore communication and team working

How to do it.

> Give the group a large sheet of paper and ask them to write communication on the top of it. > Ask them to stick on pictures, use newspaper stories or headlines that relate to methods of communication, as many as they can think of.

Debrief

> What did you think of the exercise?> How did it make you feel? > What do you think it highlights in relation to diversity

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> Give the group 15 minutes to compete the activity and them ask them to use posts its or write bubbles on the collage that express what the purpose of the communication is. For example two people talking in a social environment might be to develop social relationships or friendship or someone on the phone could be to let someone know they are ok.

15 (mins) Different cultures


> To explore communication, team work and trust

How to do it.

> Divide teams into 4 groups. Move them all out of earshot of each other and then give each a briefing. Each team is given a different cultural norm and no awareness that the rest of the world does not share their norm. The norms are:

Notes:

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> One group waits 7 seconds before responding to a question, no matter how trivial. Answering sooner is considered impolite.> One group has a personal space more than 6 inches away when talking to someone, this indicates a lack of respect.> One group requires a personal space of 4 feet for any personalconversations. Maintaining that space is a sign of good breeding.> One group never looks at the face of the person they are talking to.

> Looking at someone’s feet shows that you accept them.

> Now get the team to mingle and interact with each other talking about a common subject chosen by you. The aim of this exercise is to make them aware of cultural differences but more importantly that they should first ‘seek to understand’. Get back into groups after 5-10 minutes or when the energy starts to ebb.

Leadership activities

(50 mins) Refugee Shelters

Aim of the activity – to build a refugee shelter that is a strong and stable structure and can survive a natural disaster such as an earthquake or hurricane. The emphasis is on teamwork and for the whole team to work together to design and build a stable structure within the constraints of the citizen credits that they have.

Notes:

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Resources needed

A3 paper, pens, shopping list prices, citizen credits, tarpaulin, coloured paper, art straws, plastic straws, lollipop sticks, scissors, glue stick, sello-tape and string.

How to do it.

> Split the group into smaller groups of 3 or 4’s> Allocate citizen credits to each group (at least 200 per group) but ensure that they are

given unequal amounts to reflect real life!> Give out A3 paper and pens for the planning section> Take 20 credits for the use of paper and pens> Each team has 20 minutes to design, plan and calculate what is needed for their

refugee shelters> The shop is then open to purchase building materials> Plots of land (tiles) are given for free> Once materials have been purchased each group has 20 minutes to build the shelter> They are only allowed to use the materials bought from the shop> Once time is up then the shelter will be put to the test by shaking the structure

(earthquake) or using fans (hurricane)> The strongest, stable structure wins!

Amount Item Price (citizen credits)

5cm Sellotape 10

1 Glue stick 40

1 Piece of paper 10

Debrief

> Did you all work well together? Why or why not?> How did you assign tasks?> Did a natural leader emerge from the group?

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1 Pen 10

5cm String 10

1 Pair of scissors 40

1 Piece of coloured crepe paper 20

1 Sheet of tarpaulin 50

3 Lolly pop sticks 30

3 Plastic straws 30

3 Art straws 30

(50 mins) Emergency Response - Decision making exercise

Aim of the activity

> To work together as a team to achieve consensus. To explore how working together as a team can improve the quality of the decisions an individual would have made on their own.

How to do it.

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> Set the scene by reading out this extract.

It’s a cold winters evening at 6pm on the 13th January 2010 and Coventry city centre has been to a bomb explosion. Due to the mass numbers of casualties, survivors and evacuees the Red Cross has been asked to deploy a vehicle to give additional support to West Midlands Ambulance Service and the Local Authority. As Red Cross Emergency Response volunteers you need to prioritise the equipment and resources you will need to take with you in order for the Red Cross to help support the emergency services.

> Place the number 1 by the most important item, the number 2 by the second most important, and so on through to number 15 for the least important> After 20 minutes come back together as a group and ask them to agree a group ranking> Read out the rankings on the answer sheet, given by the Red Cross ER ranking

Your ranking Group Ranking Red Cross ER ranking

Plastic bags

Shovel

Telephone Directory

Water

Debrief

> Did you all agree?> Was it easy to come up with a group ranking? > Was your own ranking or group ranking closest to the ER ranking?

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Blankets

Mobile phones

150 mini first aid kits

Air shelter with electrics

Pens and paper

Reflective jacket

Radio

Battery operated torches

Generator

Salt

Book of raffle tickets

Your ranking

Red Cross ER ranking Reasoning

Plastic bags 11 Can be used to cover burns, for people to be sick into

and also for people to keep their possessions in.

Shovel 12Given that it is a winter evening, the shovel can be used to clear snow and ice from the roads for easy

access in vehicle.Telephone Directory 15 Phones can be used to contact directory enquiries

Water 5 Needed to wash wounds and keep people hydrated.

Blankets 4 Essential for warmth

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Mobile phones 10

Useful for communication but not to be used until police have given clearance. Mobile phones could set

off a secondary device.150 mini

first aid kits 3 Take up small amounts of space in the vehicle. Can be handed out to people for self treatment

Air shelter with

electrics2

Can be used for field hospitals, holding area for evacuated people, or storage area for large amounts

of equipment. Has lighting inside.

Pens and paper 8

To record casualty details or register people who are present within the shelter. To keep a log of the

incident and can be used to refer people to other services in the Red Cross.

Reflective jacket 6 Give personal protection from the cold as well as high

visibility at the scene.

Radio 7

To be used for communicating with the emergency services. Not priority as there maybe a radio silence

due to the bomb. In this situation we would use runners.

Battery operated torches

13Can be used during the night for visibility. Not a priority as we have light from the shelter and the

vehicle.

Generator 1 Essential for heating, light and electricity, need to put the air shelter up.

Salt 14Would be used during the daytime to melt any snow

and ice on the roads. Not good to use during the night as the melted snow would turn to ice during the night.

Book of raffle

tickets9

Numbers given to casualties and evacuated people to keep records of numbers. When given a number we

record the persons details and any medical requirements etc medicines, tablets

50 (mins) For goodness sake!

Aim of activity

> For young people to organise an event, through team working, problem solving, planning and presentation skills

How to do it

> Explain to the group that we will be undertaking an activity that explores timings, resources, working with others (link to wider key skill) and sequence of events/activities/topic.

> Tell the group that they will be given a scenario with the aim of planning a humanitarian action and values festival called ‘For Goodness Sake!’ in a small rural village. The groups will need to work together to plan the event. They have a variety of

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resources at their disposal, a number tasks to put in order and a ‘line up’ of artists and conferences that will need to take place at specified times. The group will also need to complete a resource to support their task – a festival site map - the information for which will be gleaned from the scenario sheet. They will need to collaborate in order to complete their mission.

> Ask the group to read the scenario sheet, to look at the ‘session plan’ or ‘festival line up’ and the band logos from the resource pack. The group’s task is to complete the site map, organise the bands and speakers into the correct columns/order and make decisions about timings and resources that would best enable them to complete the task effectively and within the time frame.

> Once the group have organised the cards into the session plan in an order they are satisfied with, ask them to feedback their ideas explaining why they decided on their sequence. The group should demonstrate an ability to work together and to organise tasks, timings and resources in a logical order.

FOR GOODNESS SAKE!Humanitarian action & values festival

The For Goodness Sake! Humanitarian action and values festival is an annual event that takes place in August in the small rural village of Quinefley.

The village is fairly remote in a valley setting with road access from two sides– the village has a small railway station and bus that runs twice a day to a major city.

Quinefley residents are very accommodating to the festival as it supports local traders and brings tourism to the area.

The festival runs over 4 days but takes 2 weeks to set up and take down with the festival in the middle.

Debrief

> Explain that these are all the elements required for them to create effective session plans and introduce the group to the ‘record of preparation’ sheet to support their planning and differentiation of activities. This activity links to the ‘learning styles’ and ‘AV’ sessions connecting and consolidating previous learning.

> Discuss with the group the benefit of using a session plan and preparing for workshops and activities, examine how they could develop their own sessions using the record of preparation and session planning sheets.

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It takes the international performers 1 day to arrive from Europe, and 2 days to arrive from America and New Zealand; it takes 1 day to drive from Heathrow to the Quinefley.

There are three acts from Europe – The Obladi’s Volcano The Union

Two groups from America 50 Stars Neutralalis

One group from New Zealand The Independents

One act is based in Quinefley The Stupendous Flying Circus!

Two acts come from the major city near by The Movement: mime and physical theatre company The Cooperation

Two conferences on humanitarian values from prominent speakers Diana Brigshaw Marmaduke Henderson

There are three stages: the main stage, the acoustic tent and the Quadrant. There is also a big top tent for performances and conferences.

It takes 2 days to set up the cordoned area for the festival and 2 days to layout and set the main stage and the Quadrant, it takes 1 day to set up the big top and acoustic tent. All of the above must be set up by the time the acts and the stallholders arrive.

It takes 2 days to install all accommodation for the performers, management and security.

The stallholders and food vendors need to arrive 1 day before the festival starts, local traders can arrive on the day.

For health and safety there are 2 access points to the festival site, which must be located at opposite ends of the cordoned area.

The porto loos need to be set up from the start of the 2 week festival period – they take 1 day to install and must be located at 3 points in the festival site.

The main stage needs to be as far as possible from the camping fields and a performance area needs to be set up for those who are camping and performing on stage – Marmaduke Henderson and Volcano require caravan accommodation.

Festival goers tickets must be collected from the main gate by 6pm on day 1 of the festival.

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First aid volunteers, security and staff need to be in place for the full14days of the festival period – it takes the volunteers, security and management 1 day to reach the festival site from the major city; the staff are based in Quinefley.

First aid volunteers need to have posts at 2 places in the festival site, security require a main office and 2 posts at the access to the festival. A box office and management cabin need to be set up close to the main gate.

The press can only gain access to the site on day 1 of the festival and must arrive before 10am.

A bus to Quinefley leaves from the major city 1 day before the festival and a train goes through Quinefley Station on day 1 of the festival.

During the 4 day festival a programme of events needs to be set up: Marmaduke Henderson can only make day 1 of the festival and will introduce the programme of events in the Big Top Tent. Bands can only perform in the evening after 7pm; Volcano will not arrive until day 3 of the festival. The Cooperation and Neutralis are only at the festival on day 2 and 3, Diana Brigshaw can only make day 4 of the festival. The rest of the acts will be available to perform over the 4days.

Site Plan and Setting up For Goodness Sake!Please work in your groups using the partially filled in Site Map to decide where everything needs to be to run a successful festival – you will need to consider such things as where the stages, tents, camping area, porta loos, box office, drop off point, first aid volunteer posts, management and security offices need to be.

Order of who needs to arrive whenPlease consider timings and resources needed for arrival of stallholders, festival goers, performers, staff, management, first aid volunteers and security.

For Goodness Sake! Programme of eventsPlease consider the programme of events for the festival bearing mind who is available when.

Good luck!

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Main stage

Acoustic tent

The Quadrant

Big Top Tent

Stall holders55

Food vendors

Portaloos

Camping area

Artist Camping

Caravan

First Aid Post

Main Gate

Security Office

Box Office

2 WEEKS

4 DAYS

4 DAYS

2 DAYS

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2 DAYS

1 DAY

1 DAY

1 DAY

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Diana Brigshaw

Marmaduke Henderson

Access Point 2Portaloos

Portaloos

The QuandrantSecurity Office 58

What next…

Leadership role cards

(30 mins - Evacuation1 hour)

Aim of activity

> Participants have to demonstrate their ability to learn and problem solve as a team to explore the theme of resilience

Ideal for 10-20 participants

Preparation:

A grid of 10x10 (1m x 1m) squares to be laid using masking tape on a floor surface.

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How to do it.

1. Groups are split into 2 teams and placed in separate rooms2. Group A is invited to go and see the grid. 3. They are told only that:

> They have to uncover the pathway from one end of the grid to the other. > That the grid represents a house and the squares specifically represent areas and rooms within that house. > That through trial and error they must pick a square. They will then be told whether or not that square is safe or unsafe to pass through. If unsafe the team member must return to the beginning. If safe they can continue to pick the next square.> Once through the maze the next member of the team can begin to work their way through.> Teams are not allowed to make contact with one another verbally. They are only allowed to use hand and head signals.

4. Group B are given the same rules as Group A5. Group B are also given a picture of the grid marked with the correct pathway.6. Group B are told to memorize the picture but to leave it behind when they come to

complete the task.7. Both groups are given 10 minutes to prepare for the task.8. Group A is asked to complete the task first. They are timed.9. Group B is asked to complete the task second.10.Both teams times are compared before group A is told that group B had the

answers provided for them in the planning stages.

Both groups are asked to discuss the differences between their groups approaches and recorded times. They will hopefully make the link between being prepared and getting out of the house in the fastest time.Both teams are asked to list as many ways in which they can be prepared for a fire event to conclude the activity.

Note:

Do not tell participants they may move forwards, sideways, diagonally and backwards. These are the legal moves, but telling them does their thinking for them and provides a valuable clue about the backward move. Even the judges have to work as a team. Note whether they work collaboratively or alone in signalling and counting mis-steps. The fastest and most accurate systems involve redundancy and shared responsibility for these tasks.

Prompt questions

> Did everyone contribute to/feel involved in the planning?> How did not being able to see the maze while planning affect your thinking?> How did you communicate with each other once you started the activity?> How effective was your communication system?> How did you respond to people's mistakes?> Did you change your plan once you got to the maze? If so, how and why?> Did the person who received the information and therefore became the leader

remain the leader or did another leader emerge?> Did you feel more like a team during the planning stage or during the

execution?> Did certain team members seem to find it easier than others?

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Caution

There can be quite a lot of standing around for the observing group. Some patience, tolerance are needed.

The activity can feel chaotic, unstructured or at least feeling as if it is lacking in direction. This is quite normal and part of the process reflecting reality.

Careful use of the prompt questions and ‘make sure that you draw out that’ suggestions will assist in refocusing the participants.

You could also consider giving the other teams other activities/tasks to do while any particular team is escaping from the maze.

Be prepared to run this activity in two shorter sessions or perhaps spread over a lunch or break period with other activities.

Consider how you could adapt this activity to include people with disabilities.

Consider how you would handle the emotions of the team if they were not successful in completing the maze.

Multiple smaller groups might be better than larger groups.

You could consider acting as the judge instead of allocating this role to other participants.

Make sure that you draw out that:

> That trial and error is important in learning and teamwork.

> It is important to work together as a team.> The quality of decision-making is important.> It is important to investigate the unknown.> It can be important to go backwards in order to move

forward.> Risk and uncertainty are part of leadership.> There are alternatives to verbal communication.

Ask the judges

> Did you work collaboratively or alone?> How effective was your approach?> What did you notice about the quality of teamwork and communication in the

team you observed?

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Escape from the maze

Instructions for judges

With your fellow judges, your task is to monitor the progress of your assigned team through the maze and to watch for examples of effective and ineffective teamwork.

Read the rules for the team.

> Look at the diagram of the maze. Shaded squares are safe to use. Blank squares are electrified and therefore unsafe. The thick line shows one possible route through the maze.

> The team you are judging will proceed through the maze one at a time, without speaking.

> You should 'beep' when a team member steps on a blank (electrified) square. If a team member steps on an electrified square, ensure they leave the maze by the same route they used to enter.

Remain silent to indicate that the square used is safe.> Keep a record of each time a team member stands on an electrified square.> Make sure the team cannot see your copy of the route through the maze.

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Good messages – successful steps

You have the correct number of smoke alarms in the correct places – one on each floor of the home, not in the kitchen or the bathroom as steam will set them off

You fitted your smoke alarm correctly so that it works efficiently You test your fire alarm one a week to make sure it works You change the battery once a year in your fire alarm Twice a year you open the case of your fire alarm and gently vacuum out the dust

from the sensors Every ten years you replace you fire alarm You have planned an escape route with the other people living in your house so

that everyone knows the best route out Keys to windows and doors are in a safe and secure place that everyone knows

about and can reach quickly If you are a smoker you ensure that all cigarettes are stubbed out properly and

disposed of carefully You make sure nobody smokes in bed You do not overload electrical sockets You do not leave TV’s and other electrical items on standby as this can cause

overheating Before you go to bed you make sure every appliance is turned off at the plug You do not use lifts if there is a fire always take the stairs where possible If you are trapped in smoke you stay close to the floor where the air is cleaner ad

cover your face with a wet cloth if possible You check the door handle of any door before you open it, if it feels hot do not open

it as it probably means there is a fire on the other side You have fire blankets available usually in the kitchen You don’t attempt to battle the fire yourself you get out stay out and dial 999 You always take care when cooking with hot oil Ensure candles are secured in a proper holder and away from cutains or fabrics

Bad messages – miss-steps

You didn’t have an evacuation plan in place with the other people who live in your home

You left corridors and landings untidy so that people could trip over things when trying to escape

You removed the battery from the fire alarm, as you needed it for your CD player You removed the battery from your fire alarm as it was making a funny noise You overloaded your power sockets, as you didn’t have enough for all your

appliances You tried to escape out of the window but its locked and you don’t know where the

keys are You try to escape standing straight but inhale too much smoke

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You tried to extinguish your chip pan fire by throwing water over it, which made it explode violently

You never installed a fire alarm You left the children alone in the kitchen whilst you were cooking and they knocked

the pan over You decided to search for your wallet before leaving the house in doing so the fire

has spread over the emergency exit You had an emergency plan but you never practised it and now its not working as

the route you identified is too complicated You have a fire extinguisher in the kitchen but you have never learnt how to use it You left the computer on standby over night and it overheated catching the fire

alight

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Escape from the maze

Task sheet for evacuees

Your task is to get your entire team through the Maze as quickly and effectively as possible. There is at least one continuous route through the maze.

You have up to 20 minutes to plan and to get yourselves through the maze.

Once you have finished planning, signal to the facilitator that you are ready.

Once you have finished planning, you may no longer speak.

You may not write or draw anything. You may not place anything on the maze to indicate which squares are safe or unsafe. You may not touch the maze unless you are in it.

Arrange yourselves in an order and keep to it throughout the exercise. Precede one person at a time through the maze. Only one person at a time may be in the maze.

You may move one space in any direction. The judges will beep if the square you stand on is electrified and therefore not usable.

If you hear a beep you must leave the maze by the route you used to enter.

Then the next person must begin again at the starting line

Silence from the judges indicates that a square is safe. When you get this signal, you may continue.

There will be a one-minute penalty for every miss-step.

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Maze 1

Start

Judge 1 Judge 2 Judge 3 Judge 4Finish

Maze 2

Start


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Maze 3


Maze 4


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10 (mins) Evaluation

> There are a range of activities that can be used as evaluation for this programme.

These are some suggestions:

> The postcard activityAsk group to write on a postcard what they will do as a result of this course an where they think they will be in 6 months time. Get them to write this on 2 post cards-1…………………….

> ThermoevaluatorDraw an evaluator marking on it Hot = session was inspiring/though provokingWarm = session was okCold = session was uninspiring/boringAsk group to write their comments on the thermometer

> Target boardDraw a target boardA quick and simple activity-ask group to place post its with comments on on the board in relation to how good they thought the session/course was.

> Thoughts in a hatAs group to write on a post it 1 thing they learnt from the course, fold the post its and place in a hat/bag, give it a shuffle. 1 at a time ask the group to pick a post it from the hat/bag and read out to the rest of the group

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20 (mins) What next …

Leadership roles in life


> To encourage reflection on learning and humanitarian action to promote effective leadership roles within the lives of young people.

Preparation:

> Prior to session, who the young people view as leaders in their own lives, or leadership roles within their community/school/youth group, link this to what the young people aspire to be in terms of professions/parent etc.

How to do it.

> Split young people into groups of 3 or 4.Give each group 3 to 4 roles cards (depending on the number of groups) Tell the groups to discuss and list the skills and qualities required to be a good leader for each role (they have 15 minutes to do This).> Then ask for feedback from each group about what they have discussed and written down for each of the roles. This will help the whole group to understand other roles within their own lives.> Next ask the group to state 1 thing they will do differently to enable them to get closer to the desired leadership role.

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Session planning template

>>>

Times What Resources

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British Red Cross leadership example role cards

The Refugee Orientation Service

Provides support to newly arrived and vulnerable refugees. This helps refugees to start rebuilding their lives and regaining independence.

> Communication> Language skills> Area knowledge> Legal knowledge

Destitution ServiceMany people wishing to claim asylum in the UK have arrived with no money, no clothes and no place to stay. The Red Cross offers destitute asylum seekers short-term support and advice.> Organised> Knowledge> Good contacts> Impartial> Good listener> Encouraging> Optimistic> Role model> Patient> Willing> Dedicated> Good at concentrating> Empathetic> Confidentiality> Trustworthy> Non-judgemental

International Tracing and Messaging Service

When conflict or disaster strikes, communications can break down and families become separated. The British Red Cross works worldwide to help reunite relatives.> Give sympathy> Organised> Sociable> Positive> Hard Working> Respectful> Generous> Multi - cultural> Good communication> Respect and consideration> Knowledge on the area> Empathetic> Trustworthy

Therapeutic Care Service

Helps individuals in stressful situations and times of personal crisis by offering relaxation therapy.

> Understanding> Patient> Friendly> Gentle> Calm> Caring> Relaxed> Compassionate> Good communication> Sociable> Legislation in POVA> Confidentiality> Punctual> Non-judgmental> Impartial> Counselling skills

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Emergency Response Service

The Red Cross responds to hundreds of emergencies in the UK every year. Our fully trained volunteers are always on hand to give practical help and emotional support to those in need.> Level headed> Logical> Caring> Responsible> Prepared for anything> Calm> Patience> Reassuring> Confident> Good communication> Dedicated> Organised> Reliable> Negotiation

Event First Aid

Supply teams of trained first aiders at public events across the UK including football matches, pop concerts, festivals and parades.> Intelligent> Courageous> Knowledge of first aid> Calm> Concentration> Fast worker> Sensitive> Careful> Strong (emotionally and physically)> Confident> Sociable> Positive> Sympathetic> Energetic> Methodical

Medical Equipment Loan Service

The medical equipment loan helps people return to their own homes after illness or surgery.

> Empathy> Patient> Practical> Equipment knowledge> Respectful> Tactful> Kind and caring> Organised> Good telephone manner

Fundraising Service

The department raises funds we need in order to provide our services at the British Red Cross Society.

> Business Mind> Persuasive> Confidence> Communication skills> Brave> Approachable> Money management> Educated> Good Interpersonal skills> Target driven> Enthusiasm for Red Cross

values

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Retail

British Red Cross charity shops sell second-hand clothes, books, multimedia, bric-a-brac etc. All profits go towards the services the Red Cross provide in the UK and abroad.> Organised> Polite> Social skills> Hard working> Kindness> Maths skills> Formal> Honest> Sensible> Good communication> Realistic pricing and decision-making> Honesty> Teamwork> Emotional support

Youth and Schools Service

The service aims to involve young people in all aspects of Red Cross work.

> Child Soldiers> Caring> Approachable> Justice> Good listening skills> Understanding> Impartial> Confidence> Sympathy> Dedicated> Helpful> Good at improvisation> Communication/teaching> Presentation/facilitation> Partnership work> Patience and compromise> Liking Y.P> Enthusiasm> Inspiring Y.P

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(…..) Survival Island


> To explore the coping strategies of communities effected directly by disaster.

How to do it.

> Each individual is given a character card (see below), which details his or her age, family, gender and health status.

> Families are asked to reunite with one another and find a space with which to work.

> Each team is given a number a different number of credits at random (see below)

> The groups are given the following details:> You are members of a small community on the island of Copella> Your island has just been hit by an earthquake measuring 6.5 on the

Richter scale, which has caused complete devastation to your community.

> It is three days after the quake and your family has completely run out of food and water.

> The village shop has reopened for business. Stock is limited however and provision will be made on a first come first serve basis.

> Using the shopping list provided decided what purchases your family would like to make.

> When you have made your choices queue up and submit your shopping list to the shopkeeper to receive your purchases.

> When families are in a queue the ‘shop keeper’ makes the announcement that all prices have doubled due to the high demand.

> Groups must reassess their choices.> When families are again in the queue they are told that there are no

refrigerated or frozen items as the earthquake caused a power cut.> Groups again must reassess their choices.> When families queue for the last time they are told the following items

have run out: breakfast cereal, carrots and antiseptic cream.> Groups reassess their choices for the final time and make their

purchases.> All families reunite on the floor

Suggested question could include:> Families are asked one by one to announce to the group

how much money they had between how many members.> They are asked to announce their original purchases and

the reasons behind their decisions.> They are asked to announce what they ended up buying

and for what reasons.> Finally families are asked to describe in three words the

emotions they felt during the activity and how this changed throughout the activity.

> Are disasters fair, controllable and discriminating? Discuss

74

Notes:

The International Federation of Red Cross and Red Crescent Societies mission is to improve the lives of vulnerable people by mobilizing the power of humanity. The Federation has been responding to food insecurity across the world since the major famines in Africa of the mid 1980s.

The Federation attempts to achieve food security by supporting programmes that reduce risk, mitigate against disasters and provide relief and recovery to the most vulnerable households.

Discuss these words:> Risk> Mitigate> Vulnerability

75

Shopping List

Item Credits Item Credits5x Oranges 1 1 bar chocolate 45x Bananas 1 500g Rice 11kg Potatoes 2 1 litre bottle water 21kg Carrots 1 250g Coffee 7500g Frozen Vegetables 3 1 Tube antiseptic cream 4250g Butter 2 1 Tube toothpaste 4250g Dried lentils 0.5 5 Toilet rolls 31 Tin chopped tomatoes 2 1 2x man tent 251 Box of breakfast cereal 6 1 Fishing rod 201 Raw chicken 4 1 Large blanket 151 Pint milk 0.5 1 Sharp knife 106x Eggs 1 1 Teddy Bear 12

76

Character Cards

Family AMale32

No InjuriesHome destroyed

Family BMale40

No InjuriesHome liveable

Family DMale12

No InjuryHome destroyed

Family FFemale

33No Injury

Home destroyedFamily AFemale

30No Injuries

Home destroyed

Family BFemale

36Large cut on arm

Home liveable

Family EMale72

Difficulty breathing

Home liveable

Family FFemale

12Concussion

Home destroyed

Family AMale

9Asthmatic

Home destroyed

Family BMale12

No InjuryHome liveable

Family EFemale

45No Injury

Home liveable

Family GMale75

DiabeticHome destroyed

Family BMale68

Broken armHome liveable

Family BFemale

8No Injury

Home liveable

Family EMale45

Large cut on legHome liveable

Family GFemale

72Broken arm

Home destroyedFamily BFemale

65No Injuries

Home liveable

Family DMale36

Broken legHome destroyed

Family EFemale

22No Injury

Home liveable

Family GMale50


Family BMale42

DiabeticHome liveable

Family DFemale

33Concussion

Home destroyed

Family EMale18

No InjuryHome liveable

Family GFemale

45No Injury

Home destroyedFamily B

Male38

No InjuriesHome liveable

Family DMale14


Family FMale35

Broken legHome destroyed

Family GFemale

23Asthmatic

Home destroyed

77

6 credits

2 credits

1 credit

0 credits

1 credit

1 credit

10 credits

6 credits

2 credits

5 credits

8 credits

13 credits

3 credits

0 credits

0 credits

4 credits

4Credit

s

HalfCredit

Half credit

3 credits

4 credits

5 credits

9 credits

2 credits

6 4 2 2 78

credits credits credits creditsCredits

Acknowledgements

79

humanitarian leadership workshop

Documents

youth leadership course

leadership qualities

leadership introduction

needs of young people

leadership outcomes

leadership skills

forms of leadership

talent of young people