Plan of action for supervisors

Project number: 2016-2-NL01-KA104-034912
Project title: Bottom-up online zelfhulp voor
ouders met een achterstand (OZO)
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The content in this document only reflects the views of the
project responsibles. The European Commission is in no way
responsible for any use that may be made of the information it
contains.
PLAN OF ACTION
(for supervisors)
Version: 4.0
Date: 2.3.2018
Author: Onno Hansen-Staszyński (Ezzev Foundation)
Revision: Beata Staszyńska-Hansen, Maria Ghiata Pozios, Radosław Nowak

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contains.
Introduction
This document forms the basis of the pilot that is to be organized in 2018 (May-July) in the
Netherlands and beyond. It draws heavily on the 2017 Training Programme Good Practices and
Lessons Learned and the outcome of discussions with the Greek project partners:
 It avoids theory and abstracts;
 It recommends facilitators and participants to engage in contact online – by means of easy
to use tech instruments;
 It recommends the option of contact online in an anonymity mode;
 It recommends neutral structured chat topics;
 It recommends creating a setting in which no judgments are passed and dialogue options are
limited – to stimulate self-reflection and introspection among participants;
 On facilitators it recommends:
o To have their own intrinsic motivation;
o To empower them to listen empathetically to participants and not express their
opinions;
o For them to involve a trusted parent with an informal authority status as
participants;
o For them to recruit parents not to learning activities but to social activities online;
o For them to stress the chances the pilot offers to participants, rather than
challenges;
 On participants it recommends:
o To equal the target group to parents who define themselves as having a distance to
society and/ or the labour market.
Aims of the pilot are:
 To establish whether participants in the proposed online setting will widen their identity
labels as individuals who have a distance to society and/ or the labour market and see this
situation as a given (“fixed mindset”) to a growth mindset in which perceived distance to
society and/ or the labour market is seen as a positive challenge;
 To establish whether facilitators in the proposed online setting will shift their mindsets from
more hierarchical to less hierarchical.
The aims of the pilot are measured by means of self-reporting in the form of questionnaires that are
to be filled out before (point zero) and after the pilot.

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contains.
Within the pilot three basic roles will be fulfilled: supervisor, facilitator and participant. This
document is to facilitate supervisors in organizing and implementing the pilot.
The pilot will consist of five phases:
 Phase one: facilitator enrolment;
 Phase two: preparing evaluation;
 Phase three: facilitating facilitators;
 Phase four: dissemination;
 Phase five: evaluation.

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contains.
Pilot description
The framework of the upcoming pilot is project OZO, co-funded by the Erasmus+ Programme of the
European Union. The pilot will take place between May 7 and June 29, 2018.
The core of the pilot is formed by six structured chat sessions online with parents who perceive
themselves as having a distance to society and/ or the labour market. The chat sessions follow a
strict chat protocol and are structured by a facilitator. Four of the six chat sessions have a pre-
defined topic: characteristics the current generation of youngsters (session 1), communication good
practices (session 2), self-presentation on video (session 5) and self-presentation online (session 6).
Two of the chat session topics, for sessions 3 and 4, are to be decided by the participants
themselves.
The chat sessions protocol and facilitator structuring ensure an online communication that is
nonjudgmental, non-confrontational and avoids to a certain degree dialogue. The platform on which
the structured chat takes place ensures maximum privacy and near anonymity.
Aim of the pilot is to empower participants to shift their mindset away from a fixed mindset and
towards a growth mindset. The assumption is that the experience of the chat session will empower
participants to challenge their blockades while feeling stimulated to find and use their own voice.
The pilot envisions three roles: supervisors who enrol facilitators, provide support and documents to
facilitators, and are responsible for evaluating and disseminating the pilot results; facilitators who
enrol pilot participants, provide support and documents to participants, organize and structure six
structured online chats, are responsible for the process of participant evaluation and who fill out an
evaluation questionnaire twice; and participants who commit to actively participate in the six
structured chats, are co-responsible for providing two chat session topics and who will fill out an
evaluation questionnaire twice.

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contains.
Your role as supervisor
Your aim as a supervisor is to create a pilot online environment in which participants and facilitators
are empowered to shift their mindsets: from more hierarchical to less hierarchical (facilitators) and
from a more fixed mindset to a more growth mindset (participants). The pilot, consisting of only six
structured chat sessions, is to provide an indication whether the mindset of participants and
facilitators indeed shifts.
Your task is to facilitate facilitators and to evaluate and disseminate the pilot set-up and results.

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contains.
Phase one: facilitator enrolment
In order to successfully begin the preparation of the pilot you’ll need to enrol facilitators. Criterion
for the enrolment of facilitators is their intrinsic motivation, be it ambition, passion of a professional
need.
This criterion at once comes with a challenge: a tension exists between the intrinsic motivation of
facilitators and their future facilitating role within a non-hierarchical, interdisciplinary, bottom-up
communication setting of providing structured chats with the pilot. As described in the (Dutch
language) document Training programma 2017 good practices en lessons learned different intrinsic
facilitator motivations come with different challenges:
 The challenges of intrinsic facilitator motivation ambition are avoiding power struggles and
avoiding hierarchical distancing between facilitators and participants;
 The challenges of intrinsic facilitator motivation professional specialisation are avoiding an
increased narrowing of the topics and communication style to suit the specialisation of the
facilitator and avoiding hierarchical distancing between facilitators and participants who
would then rather be seen as patients or clients.
It is assumed that the less hierarchical mindset facilitators posses, the less likely the challenges will
occur, and the more hierarchical mindset facilitators possess the more likely the challenges will
occur. The pilot aim for facilitators is, therefore, as described above, to abandon a “more
hierarchical mindset” and expand a “less hierarchical mindset” while preserving their intrinsic
motivations. The pilot facilitator questionnaire measures the mindsets of the facilitators before the
pilot and after the pilot. For the pilot to be effective the facilitator scores after the pilot should be
lower individually and cumulatively after the pilot in comparison to before the pilot.
To potential facilitators you need to send the document: Pilot description (which is also included in
this document).
An alternative to enrolling facilitators is to appoint yourself as facilitator, in which case you need to
be able to self-reflect.

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contains.
Phase two: preparing the evaluation
Before the start of the pilot supervisors need to contact organizations that are in contact with
parents who define themselves as underprivileged and research:
 How many of these organizations are interested in the pilot?
 How many of these organizations are interested in organizing a pilot themselves?

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Phase three: facilitating facilitators
After you’ve enrolled facilitators you need to provide them with the necessary instructions in the
form of documents for them to execute their tasks:
 Enrol participants;
 Prepare participants for the structured chat sessions;
 Facilitate the structured chat sessions;
 Facilitate participant evaluation of the pilot;
 Evaluate the pilot themselves.
You need to send by email a list of documents to facilitators to enable them to implement their
specific tasks:
 Plan of Action for facilitators – to support them in all tasks;
o You will need to read this too in order to understand the role of facilitator;
 Chat instructions for participants – for facilitators to send to participants and to facilitate
them in supporting participants in how to engage in the structured chat sessions;
o You will need to read this too in order to understand the nature of the structured
chat sessions;
 Chat protocol eng for facilitators and supervisors – to support them in facilitating the
structured chats;
o You will need to read this too in order to understand the structure of the structured
chat sessions
 Chat protocol for participants – for facilitators to send to participants;
 Pilot questionnaire for participants – for facilitators to send to participants;
 Pilot facilitator questionnaire for facilitators – to have them fill out before the first
structured chat session and again after the last structured chat session;
o You will need to read the document Pilot facilitator questionnaire for supervisors to
understand how to process the filled out facilitator questionnaires;
 Pilot questionnaire for facilitators – to facilitate them in providing participant evaluations
before the first structured chat session and again after the last structured chat session;
o You will need to read the document Pilot questionnaire for supervisors to
understand how to process the processed participant questionnaire scores.
You will find all documents relevant for the pilot here.
In addition to sending these documents to facilitators, you need to be on stand-by as a first-line
support for facilitators. This document and the documents for you to read mentioned above are
your support.

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contains.
Phase four: dissemination
You need to crate, communicate and publish information regarding the pilot activities:
 Before the pilot, you establish contact with organizations that are in contact with
underprivileged parents and inform them on the pilot;
 During the pilot, you publish information:
o On EPALE
o On local Internet platforms
 After the pilot, you establish contact with organizations that are in contact with
underprivileged parents and inform them on the pilot results.

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contains.
Phase five: evaluation
You are responsible for the evaluation of the pilot.
Your sources are:
 Participant evaluation results, sent to you by facilitators in the form of an anonymized
participant score table;
 Other facilitator evaluation data: chat statistics and qualitative evaluations results;
 Filled-out facilitator questionnaires that you’ll process into an anonymized facilitator score
table;
 Data gathered in phase two (preparing the evaluation):
o How many of these organizations are interested in the pilot?
o How many of these organizations are interested in organizing a pilot themselves?
 Data gathered in phase four (dissemination):
o How many contacts with organizations that are in contact with underprivileged
parents before and after the pilot?
o How many readers and how many shares did the publications generate?
The resulting evaluation will form the basis for your dissemination activities after the pilot (phase
four). During these activities you gather the final data for the pilot evaluation:
o How many of these organizations are interested in the pilot results?
o How many of these organizations are interested in organizing a pilot themselves?
All resulting data are to be summarized by you in one pilot evaluation document.

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