This document provides an overview of the Change Force Pioneer training program. It discusses the roles of Pioneers as facilitators, the standards they must meet to become certified, and the structure of the training workshops where Pioneers will take turns facilitating sessions for each other. It also covers topics like how people learn, with a focus on principles of young adult learning, including that young adults learn best by doing, when they see relevance, and by solving problems. The objective of the introductory workshops is for Pioneers to learn how to prepare session plans and resources and understand delivery requirements.

1. Change Force Pioneers
Week 1
Workshop 1+2

2. Contents
1) Welcome and Introduction
– Housekeeping
– Icebreaker
2) Part 1: Being a Pioneer
3) Part 2: About the Change Force Program
4) Part 3: Program Content Overview
5) Part 4: Pioneer Training Program
6) Part 5: Introduction to Delivery and Facilitation
7) Conclusion

3. Housekeeping
• Timing
• Questions
• Bathrooms
• Breaks
• Mobile phones
• In case of fire or emergency
• Video camera to record the workshops so that you are able to:
– Review and remember workshop materials
– Review and assess your performance
– Review and assess, learn from other’s performance
– Assess how to improve performance
– Track progress from the first few workshops until the end

4. Icebreaker!
• Break up into pairs
• IN COMMON
– Discover 3 areas of interest that you both share – and why you enjoy
them
• UNIQUE
– Discover 3 areas of interest that are unique to each of you – and why
you enjoy it
• EXAMPLE
– In Common: Jessica and Peter both enjoy the beach, travelling and
eating good food at restaurants
– Unique: Jessica enjoys playing with animals, Vampire movies and
astrology. Peter enjoys going to the pub on weekends, karaoke parties
and cycling
• PRESENT!

5. Part 1: Being a Pioneer

6. What is Change Force?
• Change Force is the codename for the ‘NSW Young
Social Entrepreneurs Program’ for 2013
• Change Force is an initiative by One Can Grow, an
organization dedicated to empowering young people
to think like entrepreneurs about global issues.
• The program educates, empowers and inspires a new
generation of global leaders to find their passion and
make a positive impact in the world while still
remaining financially sustainable.
• The Change Force Program consists of online courses
and offline workshops facilitated mostly by young
University students.

7. What is Social Innovation?
• Social innovation refers to
new strategies, concepts, ideas and
organizations that meet social needs of all
kinds — from working conditions
and education to community
development and health — and that extend
and strengthen civil society.
• http://en.wikipedia.org/wiki/Social_innovatio
n

8. What is Social Entrepreneurship?
• Social entrepreneurship means identifying or
recognizing a social problem and
using entrepreneurial principles to organize,
create, and manage a social venture to
achieve a desired social change.
• http://en.wikipedia.org/wiki/Social_entrepren
eurship

9. What is a Facilitator?
• "An individual who enables groups and
organizations to work more effectively; to
collaborate and achieve synergy. He or she is a
'content neutral' party who by not taking sides or
expressing or advocating a point of view during
the meeting, can advocate for fair, open, and
inclusive procedures to accomplish the group's
work" – Doyle
• Michael Doyle, quoted in Kaner, et al., 2007, p.
xiii.

10. What is a Change Force Pioneer?
• Change Force Pioneers are Facilitators specially trained in One Can
Grow’s Change Force ‘NSW Young Social Entrepreneurs’ Program, as
well as in delivering the program to participants.
• Volunteer Facilitators or ‘Pioneers’ are to be trained in
entrepreneurial methods of tackling global issues, motivating young
people to follow their dreams, and developing the skills needed for
a successful and fulfilling career in a variety of disciplines.
• As a Change Force Pioneer, you’ll be part of a movement to educate
an entire generation of social changemakers, who are able to make
money to support themselves, make a legitimate positive impact in
the world, and also find their individual passion.
• Change Force Pioneers will be engaged in full training in career
development, business strategy, creative innovation and the critical
appraisal of social issues around the world.

11. WHY are YOU HERE?

12. Why are Pioneers important?

13. Benefits for Pioneers
• VET

14. Best Counterpart
• What you should keep an eye out for:
– Your ‘Perfect Partner’ or your Best Counterpart
– Do a Strengths and Weaknesses analysis of
yourself
– Then find someone in your training group who
complements you
– You will be able to recommend them to become
your ‘Perfect Partner’ throughout the duration of
the Change Force Program if you both meet the
standards and pass as Certified Pioneers

15. Part 2: About the Change Force
Program

16. Agents (Students)
• Capped at 10 groups maximum across Sydney
• 12 students in each group
• 2 Pioneers per group of 12 students (a pair of
Pioneers)
• Equals 120 students maximum
• A mix of students from all different schools
based on geographic convenience of students

17. Locations
• Map of Sydney with 10 locations of workshop
groups
• 5 groups in Eastern Sydney – Randwick,
Woollahra/Waverley, CBD, Marrickville,
Kogarah
• 5 groups Western – Strathfield, Canada Bay,
Parramatta, Blacktown, Baulkham Hills

18. Costs and Scholarships
• Costs
– Full-fee: The students’ parents pay the full cost of
the program
– High Achievers Scholarship
– Financial Assistance Scholarship

19. Full-fee
• Student applies online via the
www.changeforce.com.au application form
• If the student believes they are eligible for either
of the scholarships, they must submit an
‘additional application’ according to the
scholarship criteria
• The Change Force Application Review Committee
review the application
• If the student’s application is successful

20. High Achievers Scholarship
• For those students who perform extremely well
during the application and interview rounds – they
receive a $300 discount off the cost of the program

21. Financial Assistance Scholarship
• For those students whose parents are at a financial
disadvantage and whose household income is
means-tested – the total cost of the program is
waived

22. Application process for students
• Application process for students:
– School assemblies, lunchtimes and information sessions at
schools
– Students apply online via the www.changeforce.com.au
application form
– The Change Force Application Review Committee review
applications
– Scholarships available:
• Financial assistance
• High Achievers
– Notify candidate that they have been selected to attend an
interview, book interview
– Interview with Application Review Committee
– Final acceptance into the program, and group allocation

23. Yearly Calendar
• Calendar of 16 weeks starting in July 15th
• Ending December with final event

24. Role of Mentors

25. Part 3: Program Content Overview

26. Gener8 diagram (mindmap)

27. Part 1 + Part 2
Week 2
-Present Discover
-Learn Dream
Week 1
-Introduction
-Learn Discover
Week 3
-Present Dream
-Learn Think
Week 4
-Present Think
-Learn Engage
Week 5
-Present Engage
-Learn Lead
Week 6
-Present Lead
-Learn Design
Week 7
-Present Design
-Learn Sell
Week 8
-Present Sell
-Learn Ship
Week 9
-Present Ship
-Issues, Risks
& Challenges
Week 10
-Issues, Risks
& Challenges
- Conclusion
Part 1 - EXPOSURE
Week 2
-Dream
-Think
Week 1
-Introduction
-Discover
Week 3
-Engage
-Lead
Week 4
-Design
-Sell
Week 5
-Ship
-Practice!
Week 6
-Practice!
Part 2 - VOLITION

28. VET Options for motivated Agents
• To complete the base level of Change
Force, they will successfully attain the
equivalent of a Certificate II in Business
• But for the extra motivated, they can choose
to do:
– Certificate II in

29. Dossiers
• 5 main social issues:
– Health: physical health
– Health: mental health
– Social justice: Access to education
– Environment: Climate change (rising sea levels)
– Discrimination: Women’s rights

30. Missions and Quests
• Mission
– Quest 1
– Quest 2
– Quest 3

31. Superpowers, Powers and Lenses
• Superpowers: Hard skills
– Discover, dream, etc
• Powers: Soft skills
– Interpersonal skills, Intrapersonal skills and cognitive skills
• Lenses: Mindsets (Attitudes)
– Passion
– Purpose
– Prosperity (sustainability, longevity)
– Proactivity
– Begin with the end in mind
– First thing’s first
– Win-win
– Seek to understand before being understood
– Synergy
– Sharpen the nail

32. Points, Badges, Levels, Leaderboards
and Scorecards

33. Part 4: Pioneer Training Program

34. Certified Pioneers
• Not ALL of you may progress through the final
round of being a certified Pioneer
• You must meet the set standard before you
are allocated a group of students
• Time Commitment Expectation: Attend 6
hours per week of workshops for 10 weeks
• Complete all compulsory online modules
before their deadlines
• Do self-study

35. Standards
• Facilitation and Assessment (Skills)
– Delivery and facilitation skills
– Asking appropriate questions
– Giving constructive feedback
– Assessment skills
• Content (Knowledge)
– Knowledge of the Change Force content
– Knowledge of relevant case studies and stories
• Attitudes (Mindsets)
– Displayed throughout The Experience, online and offline

36. Cream of the Crop
• Superb Pioneers may be selected and invited to become:
– A speaker at School assemblies and lunchtimes to speak about and promote
the Change Force program to students
– A part of the ‘Change Force Application Review Committee’ who will:
• Receive student applications for both Full-fee and Scholarships
• Review applications and recommend a shortlist of candidates to the Executive
Committee
• Contact shortlisted candidates to book interviews
• Conduct interviews and recommend final candidates to the Executive Committee
– Promoted to ‘Regional Team Leader’ of a group of Facilitators in subsequent
years
– Ambassadors for marketing and media relations
– Privileged in regards to submitting preferences for students to be in their
groups, and location of workshops
– Part of the Programs Board and trained up to ‘Level 2’ of TAE in order to
contribute to Program Development

37. Rules
• Let’s set rules about:
– If a Pioneer misses a Workshop for any reason, they
need to…
– If a Pioneer doesn’t complete their required Mission,
what should happen?
– Should the weekly Workshops be set in stone or
changeable? If changeable, how much in advance can
they be changed?
– If someone arrives late, what should happen?
– If someone leaves the Workshop early, what should
happen?

38. Peer Review
• Let’s create our own system!
• How do you want to receive feedback from
your fellow Pioneers?
• How would you like to give feedback to them?
• If one of them had a great suggestion for you,
how would you like to be informed of this?

39. Self review
• Review your own performance regularly
• Your own E-journal that you are to update regularly
Reflective E-journal
• Students are required to contribute weekly to a
reflective e-journal via the Experience. The reflection is
to cover the previous week’s topics and discussions and
any further observations relating the topic to current
situations in the student’s life are welcomed and
encouraged. Marks are awarded for the depth and
acuity of the comments and reflection, no marks are
given for simple reporting of what happened

40. Review of Facilitator and Workshops

41. Case studies and Stories Journal
• You should have a Journal that documents
different stories and case studies for each
Superpower.
• These can be anecdotes, examples, funny
things,

42. Structure of Training
• 2 pairs of you will be chosen each week to facilitate part of Group 2’s workshop
1. Gina: Introduction
2. Gina: Learn Discover
3. Pair #1A: Lisa and Bart: Present Discover
4. Pair #2A: Milhouse and Nelson: Learn Dream
5. Pair #3A: Homer and Marge: Present Dream
6. Pair #4A: Monty and Smithers: Learn Think
7. Pair #5A: Lenny and Karl: Present Think
8. Pair #1B: Lisa and Homer: Learn Engage
9. Pair #2B: Milhouse and Monty: Present Engage
10. Pair #3B: Bart and Lenny: Learn Lead
11. Pair #4B: Nelson and Smithers: Present Lead
12. Pair #5B: Marge and Karl: Learn Design
13. Pair #1C: : Present Design
14. Pair #2C: : Learn Sell
15. Pair #3C: : Present Sell
16. Pair #4C: : Learn Ship
17. Pair #5C: : Present Ship
18. Gina: Risks, Issues and Challenges
19. Gina: Revision and Practice

43. Pioneer Workshops
When A’s teach B’s
• 30 mins: Gina
– Intro
– Lesson on Facilitation and Learning
• 1 hour: Pair
– Present
• 1 hour: Next Pair
– Learn
• 30 mins: Gina
– Review
– Q&A
– Wrap up

44. Extra extra!
• You can get extra points for doing things
including:
– Helping your peers when they have missed a
workshop, and holding a ‘Peer Make-up Workshop’
where you conduct the workshop for them (using the
curriculum guide) and assessing their
competence, and submitting it
– Creating videos displaying your facilitation of a session
– Organise and conduct ‘study sessions’ with your
fellow Pioneers to practice

45. Part 5: Introduction to Delivery and
Facilitation

46. Objective
• Objective: By the end of this week (Workshop
1 and 2), you will be able to:
1. Interpret learning environment and delivery
requirements
2. Prepare session plans
3. Prepare resources for delivery

47. 1. Interpret learning environment and
delivery requirements
• 1.1. Access, read and interpret learning program
documentation to determine delivery
requirements
• 1.2. Use available information and
documentation to identify group and individual
learner needs and learner characteristics
• 1.3. Identify and assess constraints and risks to
delivery
• 1.4. Confirm personal role and responsibilities in
planning and delivering training with relevant
personnel

48. What is learning?
• Learning itself cannot be observed directly, it is
inferred by observing the performance of the
individual.
• If an individual performs a new task to the standards
specified, it is assumed that learning has taken place
and that there has been some change in behavior.
• Learning always involves a change in the person who is
learning.
• This change will involve a change in the knowledge,
skills or attitudes of the individual.

49. Knowledge
• Knowledge refers to learning facts, principles,
concepts, rules and theories necessary for
solving problems.

50. Skills
• Skills refer to manipulating objects, tools,
equipment and machinery.
• Skills have both a physical and mental aspect.

51. Attitudes
• Attitudes refer to developing feelings, values
and emotions.

52. Knowledge, Skills and Attitudes
• In complex learning situations there is always
integration between the learning of
knowledge, skills and attitudes.

53. How do young adults learn?
Young Adult Learning Principles
• One of the most dramatic changes in the training of
young people in recent years has been the rediscovery
of how young people learn.
• Those unfamiliar with the training industry may
wonder why it took so long for the industry to
acknowledge the fact that they were dealing with
young adults and not with young school children.
• Whether checking the design of a training program or
actually observing the training in progress, there are a
number of principles which should be evident.

54. 1) Young adults learn by doing
• Young adults retain both knowledge and skills
better if they have the opportunity to act on what
they have learned.
• Skills should be practiced and knowledge used for
some intelligent purpose such as problem
solving.
• Learning activities should be structured to
facilitate this.
• Therefore, as knowledge and/or skills are gained,
there should be immediate opportunity for
application.

55. 2) Young adults learn when they have
a need to learn
• Young adults like learning things which relate to their
current needs – the “what’s in it for me?” syndrome.
• They want to learn what is relevant to them, not what is
relevant to other students or the presenter.
• This means that the trainer has to make considerable effort
to find out what the students want to learn.
• This learner-directed model of training is very different
from what most inexperienced trainers feel comfortable
with.
• Their preference is often for a teacher-directed program
because it gives them a feeling of control and security.
• Unfortunately, this approach is least likely to engage the
learners and makes learning a rather haphazard affair.

56. 3) Young adults learn by solving
problems
• Training is about improving the capacity to do
work and the most challenging part of any job
is its problem-solving aspects.

57. 4) Different young adults learn in
different ways
• Not everyone learns in the same way.
• There are differences in

58. 5) Young adults like variety in learning
activities
• Young adults have a low tolerance for
monotony; they also have a

59. Different Learning Styles
What types of learning styles are there?
• According to learning style theory, there are 3
distinct ways that people learn.
• Moreover, a person may be a visual learner, an
auditory learner, a kinaesthetic learner
(VAK), or a combination of all three.

60. Visual learners
• Visual learners need to see what is going on.
• Visual learners can be identified because they
like reading and watching television and enjoy
looking at

61. Aural/Auditory learners

62. Kinaesthetic learners

63. Conclusion

64. Your Mission for next Workshop
• Go online
• Log onto www.changeforce.com.au/experience
• Research the definitions of ‘Social Innovation’ and
‘Social Entrepreneurship’
– Find the 5 most prominent organisations addressing each
of these topics, and define what those organisations do
and how they are different from each other
• Memorise each of the 8 Superpowers in the Gener8
Toolkit, because you will be explaining all of them
within 80 seconds in total during the next Workshop.

65. In order to successfully complete the next
Workshop, you need these required Skills:
• Skills
– presentation skills to ensure delivery is engaging and relevant, including:
• synthesising information and ideas
• preparing equipment, such as data projectors and computer presentation applications
• speaking with appropriate tone and pitch
• using language appropriate to audience
• encouraging and dealing appropriately with questions
– group facilitation skills to ensure that:
• every individual has an opportunity for participation and input
• group cohesion is maintained
• behaviour that puts others at risk is observed, interpreted and addressed
• discussion and group interaction are enhanced
– conflict resolution and negotiation skills to:
• identify critical points, issues, concerns and problems
• identify options for changing behaviours
– oral communication and language skills to:
• motivate learners to transfer skills and knowledge
• engage with the learner
– interpersonal skills to maintain appropriate relationships and ensure inclusivity
– observation skills to monitor individual and group progress

66. In order to successfully complete the next
Workshop, you need this required Knowledge:
• Knowledge
– introductory knowledge of learning theories
– sound knowledge of learning principles
– sound knowledge of learner styles
– industry area and subject matter of the delivery
– learner group profile, including characteristics and needs of individual learners in the group
– content and requirements of the learning program and/or delivery plan
– different delivery methods and techniques appropriate to face-to-face group delivery
– techniques for the recognition and resolution of inappropriate behaviours
– behaviours in learners that may indicate learner difficulties
– organisational record-management systems and reporting requirements
– evaluation and revision techniques
– specific resources, equipment and support services available for learners with special needs
– relevant policy, legal requirements, codes of practice and national standards, including commonwealth and state or
territory legislation that may affect training and assessment in the vocational education and training sector
– OHS relating to the facilitation of group-based learning, including:
• assessment and risk control measures
• reporting requirements for hazards
• safe use and maintenance of relevant equipment
• emergency procedures
• sources of OHS information
• role of key workplace persons
– policies and procedures relevant to the learning environment

67. Assessment during next Workshop
• In order to meet the standards, you need to
display the ability to:
– facilitate group-based learning by preparing and
delivering a series of training sessions, including:
• at least two consecutive sessions, of a duration
commensurate with a substantive training session (e.g. 40-
60 minutes), that follow one of the learning program designs
• at least one session delivered to a different learner
group, with evidence of how the characteristics and needs of
this group were addressed
– identify and respond to diversity and individual needs
– access and use documented resources and support
personnel to guide inclusive practices.

68. You made it!