Activity Theme 1.1 Ground Rules for This Group

WHY, AIMS & OBJECTIVES

To build trust in the group.

To reflect on what values are important for each participant to be in a group.

To acknowledge diversity in a group and learn how to manage it.

To reflect on inclusion and its importance for each participant.

To be aware of non-verbal communication.

WHAT:

-Are there online activities?

-Are there offline activities?

HOW:

Are the participants  expected to interact?

Does the facilitator interact?

Are online activities used?

Experience with Group-dynamics (asynchron)

The facilitator explains the unspoken rules for how we interact in a group in different cultures.

Each participant is asked to reflect (in writing or in a video) on a group-situation they have been in themselves, where they did not feel included:

●      What was it that made you feel excluded?

●        Was it something said, body signals, non-verbal and verbal?

●        The context?

Now describe a group situation where you felt completely included.

The facilitator sums up online.

Making Ground Rules for This Group (synchronised)

Now the participants are ready to select the ground rules for their group.
The facilitator proposes 4-6 ground rules for interaction in the group fx:

-         “Respect for differences”,

-          “Talk to each other - not about each other”,

-          “Listen - do not interrupt”,

-          “Participate - it is ok not always to participate”,

-          “Personal information is confidential”,

-          “It is alright to change point of view”

Each participant chooses the rule they find most important.
If the rule is not there, they can write it. The participants discuss in sub-groups what they understand by each rule and why it is important.

In the big group the ground rules are adopted. The facilitator checks that all the participants can adopt all the rules. If a rule is disputed it is changed to something everyone can agree on.  The ground rules are now in effect and at any time they can be taken up to debate if the need occurs.

The activity can stop here or continue with:

Sustainable Ground Rules (asynchron)

The facilitator asks the participants to define unspoken and spoken “rules” of sustainable behaviour: Are there expectations and or lack of expectations of us in society that are related to sustainability?

Make an online collage of ‘do's and don'ts in a sustainable world’.

Activity Theme 1.2 Get out of the Comfort Zone?

WHY, AIMS & OBJECTIVES

An invitation to participants to know more about their personal comfort zone
and how to challenge this zone and enter the learning zone.
How to stimulate reflection on the need to find interest in expanding the comfort zone - which is needed if we should engage in changing to a more sustainable lifestyle. About daring to act and change.

WHAT:

-Are there online activities?

-Are there offline activities?

HOW:

Are the participants  expected to interact?

Does the facilitator interact?

Are online activities used?

Explain
Let the participants know that this exercise will urge them to take into consideration their personal comfort zone and how to work around this while engaging in sustainability actions. Tell them that the activity will present and discuss the difference between the comfort zone, challenging/expanding the comfort zone and staying out of the critical zone. 

Carry out

Introducing the ‘Comfort Zone’
A place where you feel totally at ease. Meaning you can perform these actions without feeling shy, nervous etc.
• Draw a small circle on a flip chart.
Give examples of what can be inside this comfort zone: Going to school,
driving a car (if you can), cooking good food etc. Use personal examples within the comfort zone- Examples that are not trivial, like a hobby that requires skills you have. Explain that it is based on each individual person's experience level and skills developed which determine where, when and how they feel comfortable. Sometimes people will surprise you with what they are comfortable doing!

Introducing ‘The Learning Zone’

• Outline a larger circle surrounding the original circle – the learning zone.
Explain that it's a zone consisting of things you wish you dared – but where you are not there yet. Underline it should be things that have learning potential (meaning its possible) and will make you a bit alert, as it will stretch your comfort zone. Give examples like: Speak in front of a group, run a marathon, speak up for the climate even if you are not used to taking such a role. Tell them that when they join an activity like this, they have actually already left their comfort zones and are now in their learning zones, being ready to do something unusual. 

Elaborate on the importance of expanding your comfort zone by moving into your learning zone on a regular basis. It is done through education, but also during training activities and practical experiences. Daring to act!

Introducing ‘The Critical Zone’.
• Draw a large circle surrounding the two previous circles
This zone resembles when someone is in a dysfunctional state of mind and is doing something they should not be doing. Which makes them scared or at unease. Explain the things in here are what make people feel uncomfortable, not proud of nor safe - at all. For example, driving a car if you never learnt it.

Tell participants it is important to pay attention to personal limits and to know especially when entering a critical zone. Critical zones can be exemplified by being asked questions that are too personal or make you feel uncomfortable, such as activities that are too demanding, too physical, too emotional etc.

Discuss
Ask participants whether and how the model made sense for them? 

DUO: Ask the participants to discuss a few minutes with the person sitting next to them. What could be their personal examples of a comfort zone?
What are they confident in doing apart from very basic daily activities?
Tell them to share a few comfort zone examples.

Let them consider whether they know of people, who move only within their comfort zone? Are these people happy? Are they bored?

DUO:  What about themselves, have they thought of expanding the comfort zone – to know more, be able to do more? Is this why they are here today?
Ask them to share when they are in the learning zone, in their pairs.

PLENARY: Ask a few participants to share some comments (maybe by using a talking stick to introduce the method).
Finally, ask the participants to reflect upon what may be identified in their critical zone – confirm these activities will make sure not to go near this zone. Discuss

Debriefing
Encourage some of the participants to share their reflections with everyone.
How was the exercise? How does it feel to know when they are moving from the comfort zones to the learning zones? Does this exercise help them to identify their own critical zones and avoid these, if exposed to them?

Tips for Facilitators
The purpose is to ensure participants are more aware of their own limits and they dare to say no to an activity or a question, which crosses into their critical zone. Tell them the comfort zone will be stretched when dealing with sustainability issues, as it is about lifestyle changes and how to all be able to mobilise people for this cause - but it will not be too critical. They have to assist for that not to happen – by knowing themselves and saying no on time.

Online version:
It can be made on a MIRO bord, where the zones are being drawn.
Sharing in break-out rooms.
Also give the participants a task: Before we meet next time try something new, that expands your comfort zone.

Activity Theme 1.3 Motivation

WHY, AIMS & OBJECTIVES

To understand motivational factors in themselves - and in others.
As youth leaders it can be needed to motivate others and explore how to keep motivation high even when there seems to be no hope. This is important for climate activists - and for every one of us.

WHAT:

-Are there online activities?

-Are there offline activities?

HOW:

Are the participants  expected to interact?

Does the facilitator interact?

Are online activities used?

Explain
Frame this exercise by pointing out that we are all sometimes in a position of either leading or working on an activity with others – or in a situation where others are leading us. Use yourself as an example: you are right now leading a group of participants.

Explain that factors of motivation and engagement are essential if we should change something in the world, in our societies and even in our own lives.
Also to understand why people are not motivated to do something.

Motivation is what makes people be active and to continue being so.
So how do we get there? This activity is about core elements about motivation - and how these can be used to know one’s own ‘drivers’, but also to understand how to motivate others.

Carry out

●        Divide the group into smaller groups of 4-6 in each (the same whether it is in a room or online).

●        Offline: Hand out post-it notes, 6 to each participant (preferably 3 in one colour and 3 in another). Tell participants to think about what motivates them in something they take part in (e.g. a project, a group etc.)
They should write one keyword on each of the three papers.
Online: Create a MIRO board, where every participant has post-its.
Give examples from yourself (i.e. you get motivated because you see that you make a difference, the participants learn something and you get  recognition from the participants.)

●        Then ask what de-motivates them. Give an example from your own life (if nobody acknowledges your efforts; if you do not have a choice of what to do; if you are working alone etc.).
Offline: Tell participants to put down key words on demotivation, on the next three notes.
Online: Use the MIRO board again, with post-its. Note, that they do not have to put their names on. It might be easier without names.

●        OFFLINE and ONLINE: Show the flipchart with the model.
Explain the motivational factors:
That people are often motivated through a feeling of OWNERSHIP and INCLUSION (that they are part of a project, a school or an organisation where they feel, that they can influence and take part in decision making); PURPOSE/GOAL (to understand the overall reasons and goals of why you are doing this, together). For you as a facilitator it could be how you truly believe that what you do contributes to a better world etc. ACHIEVEMENTS/RESULTS (that it matters, that you get something done, can change things. Celebrate milestones, trace progress and success; RECOGNITION (to be recognized for your efforts – perhaps get more responsibility, people acknowledge your efforts, see the show you made etc.) COMMUNITY (sense of belonging to a bigger ‘we’, i.e. like being part of a group). End by saying that most people are mostly driven by the feeling of community, but these motivational factors are also influential and practically ‘forms’ any community. Make it as simple as possible and contextualise examples to the exact setting.    

●        Give a flipchart with the model to each group.
Online participants will get their own MIRO board. 
Ask them to place their notes on the model.
Not all notes are easy to place, but encourage adding a few from each participant. It could be both motivational and demotivational notes.

●        Have discussion in groups for around 10 minutes and let the groups present their flip chart or the MIRO board with the post it notes on it. Invite for questions and comments from the group, especially from where they had an interesting point. 

Discuss
Ask participants whether and how the model made sense for them? 

Discuss how the model can work both to analyse personal motivation for engagement – what is important motivating each individual to take charge and become/stay active – and what a group can do to spark motivation if nobody seems to be active and motivated. (Facilitator: Relate to the setting you are in).

Explain that when motivation is down, these motivational factors can be looked at to check where to plan an extra effort, to keep motivation high.

Next step:
Identify measures that can enforce each of the motivational drivers - how to give more ownership, how to find a purpose that people are motivated by, how to make sure that results are reached and people celebrated for their efforts?  

Advice for facilitators:
Note that ownership and recognition are speaking primarily to the heart (feelings) – where achievement and purpose speaks more to the mind.

Welcome every contribution, also if what was put on the notes does not really fit in the model. Just make them invent a new category.

PLANNING!
To reach a sustainable world, motivation has to be higher. What would be the steps you can take, to increase motivation, in a group you belong to?