Educo Workshop autobiography and action learning

1.Autobiography 2.Action learning groups

1.Autobiography The word “ Autobiography ” means “ narration of own life ”. Autobiography is an ancient literary genre but since the 1920s and 30s, human sciences (sociology in particular) started to use autobiography as a method of research.

In recent times, autobiography has been applied as a training method, as people learn to document their life experiences, past and present, and to reflect about them, by talking about themselves. During an autobiographical narration the subject retraces his existence, examining it. The narration enables the subject to observe his/her existence from another perspective, understanding aspects, within the multiplicity of everyday experiences, otherwise difficult to comprehend.

Why Revitalise memory: producing our story allows us to recall, and at the same time to reflect on aspects of our lives that seemed forgotten but which may help us to understand the present. Self-awarness. Remebering and reflecting about our life allows to structure an external observation point on ourself (auto-observation). The making of the concept of self and identity (professional identity also).

Trainer role Listen to the narrator ’ s words, help and sustain the narration. The autobiography can be written or oral, also video and photo can be used. If conducted orally, the trainer can record and then transcribe the narration

Autobiography in EDUCO

When and why: 1.Before the workshop starts as a tool to collect data; 2.During the workshop as a learning tool.

1.Before the workshop starts as a tool to collect data

The data that we to want collect is relative to the participants ’ experiences. We are mainly interested in their experience as a coaches and/or as athletes: How and why did they start coaching? How did they develop as coaches/athletes - what were the fundamental steps in their development? Which are the most positive experiences they remember? Which are the most difficult experiences they had to overcome? How did they deal with them?...

Get to know the participants better before starting the workshop  understand their learning needs  understand their personal and professional resources Create a relationship of trust between the trainer and the participant Why

Help the coaches to start a path of self- awareness (mainly relative to their professional-self) Help the coaches to focus on memories of their professional experience, as past and present professional experience will be the core of the workshop.

The role of the trainer to listen; not to judge; to deepen the narration through questions and comments; to record the interview.

2. Autobiography as a training tool

The interactive workshop methodolgy includes some moments in which the trainer invites the participants to recall their autobiographical memories relating to the meeting topic These autobiografical memories will be shared both orally and in writing. In addition to this, the participants will have a journal/autobiography to use as they wish to record their experiences.

Why: Personal experiences, whether professional or not, that participants decide to share are very important elements, that are useful both to the individual participant and to the group:

For the individual participant:  to remember and to give meaning to past events (hermeneutic component)  to share own experiences  to have the point of view of other participants  to learn by doing: the professional and working story have learning value For the group:  to better understand the information that they receive during the course.

Action learnig groups Action learning is a learning method based on experience The Action Learning groups work on personal and collective problems, focusing on using questions and reflection to improve one's thinking ability, be aware of one's level of knowledge and create new problem solving strategies.

The essential aspects of Action Learning are: it is based on clearly defined existing problems, either present or told; there must be involvement of all participants; the learning process is always the priority the presence of a facilitator who knows how to transform experiences into new learning opportunities

The Action Learning objectives The resolution of the problem; The group learning.

Action learning foundamental steps 1.Presentation of the problem to the group; 2.analysis of the issues ( identifying actions that can resolve them); 3.reframe the problem ( after discussing a series of issues, the group reaches an agreement on the most critical aspects of the problem they are working on; the issues can differ from the ones presented at the beginning);

4.establish the objectives (once the group has identified the key problem, they have to agree on the objectives); 5.develop action strategies (the group should spend the most part of the time available in researching and testing possible action strategies, always discussing with each other); 6.act (the group put into practise the strategies they have agreed);

7.repeat the Action Learning cycle (until the problem is resolved or has changed in nature or urgency); 8.emphasise learning (through the whole process the trainer encourages the participants and regularly summarizes their work, progress made, next steps to the group and records all sessions after each learning phase).

Why: improve the ability to learn; develop the ability to analyse; develop the ability to work in a team; enhance the knowledge of participants; improve communicative ability

Action learning in EDUCO In the EDUCO project workshops, the problems that the participants will present to start an action learning group session must relate to difficult coaching educational situations If the participants are not willing to share their problems with the group, the trainer can use some case studies prepared in advance as the problem.

The role of the trainer The trainer is the facilitator of action learning and their main tasks are: to be the moderator of the group; manage group dynamics: emphasise learning (through the whole process the trainer encourages participants and regularly summarises their work, progress made, next steps to the group and records all sessions after each learning phase).