Module 2: Communication for co-operation
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This document outlines a training module on communication for cooperation that lasts 8-16 hours. It includes the following: - Analyzing needs, presenting existing tools, and using tools on real case studies. Basic concepts of perception, communication, learning, competence and communities of practice will also be discussed. - Defining tasks and competence needs, and organizing critical task implementation. Process definition techniques like flow charts, Gantt charts, and PERTs will also be covered. - Participants will reflect on personal areas for improvement and make commitments to address them. They will also present projects from their organizations to apply skills from the training. - A reflection on the learning process and self-evaluation of the training
Module 2: Communication for co-operation
- 1. SME network facilitator Module 2: Communication for co-operation Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) Date to be specified Duration at least 8 hours better: 14 to 16 hour 120 -180 min depending on number of par- ticipants, learning methods and arrangement s chosen as well as on number of trainers available How to define goals and implement goal attainment Facilitators are responsible of successful communication and action. Training will include strategic context analysis and planning, stakeholder and customer needs analysis. Along with technical training, basic concepts of perception and communication will be dis- cussed and trained. Depending on the number of partici- pants and the duration of the module: Plenary session or plenary session and work in groups. For work in groups, sufficient time for presenting and discussing results is absolutely necessary. 1st step: Analysis of needs (brain- storming leading to simple tool struc- tures) 2nd step: presentation of existing tools 3rd step: using the tools on real cases, if possible suggested by the partici- pants. (Trainer/s must be able to sug- gest model cases.) All tools must be fit for quick learning and for use under real working condi- tions, they must be simple and appli- cable under all context conditions (e.g. not depend on PC or laptop). Moderation material and flip charts If work in groups, necessary space or number of rooms must be available. If laptop-based, MindManager and projector should be available Message 8: Basic concepts of per- ception and commu- nication Tool 3: To-do form Tool 4: The five satisfactions (stakeholder analysis) Tool 5: Customer and supplier needs analysis and planning Tool 6: Trainer/s all partici- pants Groups of participants, each with partici- pants as modera- tor, time control- ler and reporter/ presenter
- 2. SME network facilitator Module 2: Communication for co-operation Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) Case studies 15 min Break 120-180 min depending on number of par- ticipants, learning methods and arrangement s chosen as well as on number of trainers available How to define tasks and competence needs and how to or- ganise critical task implementation Training will cover task-specific context analysis and planning, task analysis and planning, competence analysis and plan- ning. Along with technical training, basic concepts of competence and learning will be discussed and trained. See above Moderation material and flip charts If work in groups, necessary space or number of rooms must be available. If laptop-based, MindManager and projector should be available Message 9: Basic concepts of learning and compe- tence Tool 5: Customer and supplier needs analysis and planning Tool 7: Customer and supplier process analysis and planning Tool 8: Spatial throughput or process analysis and Trainer/s all partici- pants Groups of participants, each with partici- pants as modera- tor, time control- ler and reporter/ presenter
- 3. SME network facilitator Module 2: Communication for co-operation Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) planning Tool 9: Training needs analy- sis and planning 30-120 min Large break (if during the day) (90-120 min if meal included) 120-180 min depending on number of par- ticipants, learning methods and arrangement s chosen as well as on number of trainers available How to define and plan processes Training will cover process defi- nition and planning including basic techniques like drawing up flow charts, GANNTs and PERTs Along with technical training, basic concepts of communities of practice and self-organisation will be discussed. See above Moderation material and flip charts If work in groups, necessary space or number of rooms must be available. If laptop-based, MindManager and projector should be available Message 10: Communities of prac- tice and self- organisation Tool 10: Drawing up flow charts, GANNTs and PERTs Trainer/s all partici- pants Groups of participants, each with partici- pants as modera- tor, time control- ler and reporter/ presenter 15 min Break
- 4. SME network facilitator Module 2: Communication for co-operation Time What for (Learning aims) What (Learning content) How (Methods) How (Instruments, mate- rials) Who (Actors, partners) 30-45 min Learning about per- sonal shortcomings or practice which need change or improve- ment (own judgement) During the common learning process, participants take note of perceived personal improve- ment possibilities and decide on which to tackle first. In this session, they also briefly present first experiences made with different ways of tackling problems or situations. Plenary session Contract with myself Tool 2: Form “Contract with myself” All partici- pants 60-120 min depending on number of participants Learning from own projects which allow to practice things learned in the SME ACTor training Participants present and discuss progress reports on own pro- jects in their organisations of origin (running or to be initial- ised) which can constitute a meaningful and useful context for applying things learned. Plenary session or first small groups and then plenary session Participants present projects (one per participant) that are noted in a poster (matrix) which stays on a wall of the plenary room for the time of the train- ing. Presentations are discussed in terms of content and modes of presentation. PowerPoint presenta- tions Moderation tools and flip charts Tool3: To-do form Participants Trainer 30 min How to reflect on successful learning Analysing and learning how to analyse learning processes Plenary session Satisfaction analysis using a scale of smileys Critical analysis (and self-evaluation) of all structural aspects of the learn- ing arrangement (context conditions, aims, contents, methods, instruments, materials, roles) and its implementa- tion Moderation material, flip charts Trainer/s