Welcome to C4C!

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Welcome to C4C!
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C4C Overview

• Introduction and overview
• Social Analysis, Vision of ideal Society
• Identifying passions/interests for contribution
• Discover your voice, living your values
• Understanding Change - Personal Change Challenge
• Identify the skills/strengths you contribute
• Collaborating with others for change
• Mapping personal networks Circles of Influence
• Planning and implementing a practical project

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C4C Overview

• C4C OBJECTIVES
• A framework for values-based community service
  learning through whole person development to
  empower learners to
• realise their potential for becoming
  effective local global citizens agents of
  change
• clarify their personal values, passions
  skills for contributing to their community
  bringing about positive social environmental
  change
• expand their influence connections through
  their personal friendship circles networks
• apply practical collaborative skills by
  engaging with
• others in a community action project.

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Image Puzzle

• What is your immediate response to the image?
• What does the image make you feel?
• What story does it convey to you, if any?
• What opinions are you forming about it?

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Images
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Australian Society

• What are the key issues facing Australian society?

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Issue Quadrants
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Issue Quadrant Proximity
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Stages of Change
Communication is calmer more outcome focused
Communication is disregarded
Communication is emotional, argumentative,
negative
Communication is questioning, enthusiastic
erratic
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Denial Stage
Signs of Denial Expressions of anger, fear, sadness. Extreme skepticism Ill believe it when I see it. Oversimplification of the change required This will be easy. Focus on how good things used to be. Withdrawal from discussion. How to help Present people with information about the need for change. Explain what to expect and things they can do to prepare and adjust. Allow time for the reality of the change sink in, then follow up to discuss further.
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Resistance Stage
Signs of Resistance Expressions of blame, anxiety, anger, depression, loss. Accusations about peoples intentions These people dont really care. Refusal to engage in any process They cant make me do it. Negative attitudes about the potential for change This will never work. To avoid derailing change by Listen and acknowledge their feelings about the potential changes Dont try to talk people out of their feelings or tell them to change. Ask clarifying questions to help draw out their thoughts and feelings. Provide any additional relevant information and be patient.
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Exploration Stage
Signs of Exploration Attention shifts to the future. Lots of energy but lack of focus Lets try this. Over-preparation, confusion, chaos. Buy-in to the new way of doing things This isnt so bad. Leverage the energy by Focusing on setting priorities and planning simple steps for action. Praising and supporting leaders. Holding brainstorming, visioning, and planning sessions.
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Commitment Stage
Signs of Commitment Better teamwork, focus and cooperation. Positive energy. Focus on the future. Solidify Commitment by Set longer term goals Focus on inclusion and collaboration. Celebrate success. Recognize those who have changed. Learn from experience by reflecting on what worked well and what could have been improved.
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Is this true?

• People dont resist change - they resist loss

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Whole Person - Capacities
Dimensions
Capacities
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Human Needs
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Human Needs
Self-Transcendence
Legacy
Self-Actualisation
Learn
Esteem
To Love
Love Belonging
Safety Security
To Live
Physical
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Discovering your Voice
Influences the How
Influences the What
Influences the When, Where How Much
Influences the Why
Voice is unique personal significance. Stephen
R. Covey, The 8th Habit
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Alignment - Voice

• When we align ourselves with our Higher Self
  (spirit)... we experience two impulses.
• One is for Self-expressionthe direct and active
  expression of our special gifts and talents in
  forms that are most compatible to our
  personalities.
• The other is for Service, to contribute in some
  meaningful way to ... humanity in general. These
  two impulses complement one another, for we seek
  to serve the world in the manner most appropriate
  to our individual qualities and gifts.
• (From M. Y. Brown, 1983, The Unfolding Self. P.
  107)

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Passions Timeline
Adolescence
Now
Childhood

• Special hobbies, interests, talents, abilities
• Things you were good at, which you enjoyed doing,
  which brought happiness and satisfaction
• Any achievements, accomplishments or high points
• Things you watched, read or learned that stuck
  with you ( stories, films, news items,
  documentaries, events, experiences)
• Significant events and/or people that influenced
  or shaped the direction of your life
• Subjects you were good at or enjoyed in school
  (uni, training)
• Jobs that you liked and were/are good at
• Special skills/abilities you are known for at
  work, home, among friends or elsewhere

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What are Values?

• Values are the ideals that give meaning to our
  lives that are reflected through the priorities
  we choose, and that we act on consistently and
  repeatedly.
• (B. Hall, 1994, Values Shift. p. 21)

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Values Continuum
Present
Future
Past
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Influential People
Identify people who have influenced you
positively How did they influence your
life? What were some of their qualities/attribute
s? What values did they express?
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Voice and Values

• When we enquire deeply into what gives us
  greatest satisfaction and happiness, it seems to
  be in expressing our highest qualities (values),
  which are also of value to the world!
• We no longer have to deny who we really are and
  what gives us deepest joy.
• We may need to discover that what we thought
  we wanted (things) do not in themselves bring us
  the happiness we seek. Sometimes they facilitate
  our fulfilment at other times they frustrate and
  
• distract us from our search.
• (From M. Y. Brown, 1983, The Unfolding Self. P.
  108)

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• What are my Skills?
• What knowledge skills have you developed
  through education, training, sport, hobbies,
  interests, friends or through various jobs?
• What role(s) do you play among your circles of
  friends, classmates, workmates, family?
• Look at your Passions Timeline the People who
  have influenced you what skills and qualities,
  have you learned/developed?

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• My Skills and My Project
• How could your skills be used within the GCAP?
• What skills do you need around you (in other
  people) for you to be most effective?
• What role(s) do you think you would be best
  suited for in a project team?
• What other skills or roles would you like to
  develop?
• What type of tasks are you best suited for and
  not best suited for?

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• Identify your Skills
• Take home exercise
• Do the skills assessment at http//www.skillsandi
  nterests.com/careersadvice/
• Further identify your Skills
• People, Data, Things, Ideas
• and your Interests
• Practical, Finding out, Artistic, Social,
  Enterprising, Routine
• Add to your list anything that stands out

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Circle of Influence
Circle of Concern
Circle of Influence
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Circles Network - Influence
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Circles for Change
Circle of Concern
Circle of Influence
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Questions of Reflection

• Who am I within in them?
• (Am I a leader, a follower, etc)
• Why am I in the circles?
• What is my connection to the circle?
• How important is the circle?
• How important is the circle to who I have been?
• How important is the circle to who I am becoming?
• What are the characteristics of these circles?
• Are there circles I would like to join?
• Are there circles I would like to leave?

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Personal Change Process

• Reason There must be a compelling reason that
  is significant enough for you to want to change.
• Desire There must be a genuine conviction to
  change.
• Commitment There must be a decision to follow
  through with the change.
• Means/Ways There must be a clear and accessibly
  way for you to apply the change.
• Support There must be adequate encouragement
  and accountability (internal or external).

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What is your Legacy?

• Write a brief introductory speech for yourself
  prior to receiving your ultimate award that
  describes your life achievements.
• What is the award?

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Values to Behaviour
Reason
Desire
Commitment
Means/Way
Support
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Vision Document

• Problem/Opportunity
• Vision Statement
• Outcomes
• Success Criteria
• Risks, Assumptions Constraints
• Stakeholders

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Problem/Opportunity

• What are you actually addressing?
• What is the problem or opportunity actually being
  addressed?
• There will be numerous problems or opportunities
  related to the issue, but what is the specific
  problem/opportunity that this specific project is
  trying to address?

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Developing a Shared Vision

• What is a shared vision?
• What is required to develop a shared vision?
• What is required of you (value, attitude,
  behaviour)?
• What would you expect from others (value,
  attitude, behaviour)?
• What can you do to help draw that out in others?

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Outcomes

• The outcomes will break down the potentially
  abstract vision into tangible/concrete results
  (outcomes).
• What outcomes are required to achieve the vision?
• How do the outcomes align with the groups values
  (Golden Rule)?
• Are there any outcomes that are beyond the scope
  of the vision?

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Success Criteria

• How will you measure or determine you achieved
  your outcomes?
• What are the specific qualitative and
  quantitative measures that will define what the
  group will agree is a success?
• How will you measure this?
• How important is this to the group?

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Risks, Assumptions Constraints

• What could prevent your success?
• List any significant risks that could prevent the
  project from succeeding. (Include team member
  constraints if applicable.)
• How will you as a group respond if this risk
  becomes a reality?
• What contingency or plan b will you put in
  place?

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Stakeholders

• Who are the people that will be impacted by or
  could influence the outcomes?
• Who are the people/groups that will be impacted
  by the outcomes?
• Will they be directly or indirectly impacted by
  them?
• Who are the people/groups that could influence
  the various aspects of the project?
• How significant is their influence?
• Do you have a way of communicating directlywith
  them?

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Action Plan

• Outcome Milestones (linked to Outcome)
• What are the specific dates that something is
  required?
• What is that something?
• Task list (linked to Outcome Milestone)Each task
  item listed should include the following
• Task description of what needs to be done
• Timeframe when does it need to be completed?
  How long will it take?
• Owner Who is accountable for the task?
• Dependency what is required before this task
  can be completed?

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• Project Planning Framework
• Issue/Problem/Opportunity What are you
  addressing?
• Shared Vision What can you see as the result?
• Outcomes What do you expect to achieve?
• Success Criteria How will you know if you have
  achieved your outcomes? How will you measure
  that?
• Risks, Assumptions Constraints What could
  prevent your success?
• Stakeholders Who are the people that will be
  impacted by, or could influence the outcomes?
• Action Plan - Milestones
• - List of Tasks Responsibilities

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• Developing a Shared Vision
• What is a shared vision?
• What is required to develop a shared vision?
• What is required of you (values, attitudes,
  behaviour)?
• What would you expect from others (val, attit,
  behav)?
• What can you do to help draw that out in others?
• Describe what you can see as the result of this
  project.
• Keep the description to 1-2 sentences.

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• Developing an Outcomes Statement
• What do you expect to achieve?
• Outcomes are the focal point of project
  activities
• Break down abstract vision into tangible/concrete
  results
• Directly tied to the group project vision
  values
• Guide the project rather than just focussing on
  tasks.
• Linked to Success Criteria to measure whether you
  have achieved your outcomes.

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• Group Project Questions
• What do you know about/have experience with these
  issues?
• What dont you know? What do you need to find
  out? Who?
• What other activities or projects are you aware
  of that may already be working on this issue that
  you could connect with?
• What skills/resources can you each bring to the
  project?
• What role/s would you each like to play in the
  project?
• Share any personal constraints that you may have.
• In practical terms, what is involved in carrying
  out this project? Do you need to modify or adapt
  the project in any way?
• Develop a Shared Vision an Outcomes statement
• to clarify what you intend to achieve.
• If time, complete the Vision/Planning Document