• Setup

• Setting the stage

• How do we know
  what we know?

• Why people do what
  they do?

• How and why
  people change

• How to share change
  information

• Putting it all
  together

Module 1: Setting the Stage

1.1 - Constituency Bingo Community Builder (15 minutes, as participants arrive)

Purpose:

• To have participants introduce themselves to each other in an interactive fashion while they are waiting for everyone to arrive.
• To have them share neutral non-judgmental facts.

Instructions:

1. As participants arrive, hand out bingo sheets and let them know the purpose of the activity.
2. Explain that the activity involves rotating around the room and gathering information from the other participants as they arrive.
3. Highlight that each person has a unique fact on their sheet and that, as they are introducing themselves to others, they should ask about the other person's fact.

Facilitators Tip: Half of the Bingo Sheet will be focused on learning more about the individual person. The other half of the Bingo sheet will focus on filling in facts.

1.2 - Partner Interviews Community Builder (20 minutes) (OPTIONAL)

Purpose:

• To give participants an opportunity to connect one-on-one with other individuals at the training.
• To begin to develop an understanding of the meaning of influence.

Setup:

On flip chart write down the following that participants will refer to as the questions for their interviews:

1. Your Name.
2. Where you were born. / Where you're from.
3. Name a person in your life who influenced you. Why did this person influence you?
4. How do you think you influence other people?
5. What do you expect to get out of this training?

Instructions:

1. Once bingo is completed, bring the participants together to complete partner interviews.
2. Partner up participants randomly with a person they don't know.
3. Ask participants to interview one another with the questions on the flip chart.
4. Inform participants that we'll be discussing what they've learned from each other later on in the training.

Facilitators Tip: These interviews will be very helpful later on at connecting the 'theory' part of influence with the 'practical' part and as facilitator your role is to remind participants throughout the training of the impact that influential people had on them and that they may have on others.

1.3 - The Four Pillars and Respectful Conversations (20 minutes)

Purpose:

• To interactively and visually introduce the four pillars.
• To lay out the Four Pillars as the foundation and process to connect with other people both during the training and in conversations that occur outside of the training.

Facilitators Tip: Before the activity post the visual Four Pillars at the front of your training room. These four pillars should stay posted for all to see throughout the training.

Instructions:

1. Facilitators briefly describe each pillar: Respect, Listen, Understand and Communicate. Emphasize the importance of these as both our values for working together and our process of interaction with others.
2. Two facilitators complete a demonstration of how a conversation (using the four pillars) works based on the attached two scenarios. As they are working through the process, they physically move from one pillar to the next. As the conversation is progressing, the facilitator walks in front of the pillar sign representing which pillar is being used in that moment of the conversation.
3. After 'achieving' each pillar in the scenario, de-brief with participants what each individual pillar means. Questions that can assist your de-brief:

When did we achieve this pillar and what did we do to achieve it?

Are there other strategies that could have been used to achieve the pillar?
Describe an example.

What did you learn about this pillar that you didn't know before?

4. After each scenario, debrief. Below are some questions that can assist your debrief:

How did we achieve each pillar? Describe the words and actions that took place.

Why do you think this process is important when speaking with others?

What did you learn from each scenario?

How do you feel about each scenario?

What will you do with you've learned from each scenario

5. Facilitators will complete one-two pillars scenarios on their own. (These scenarios are templates and can be adapted.)
6. They will then go through one scenario where they will encourage the group participants to identify when (through their conversation) they have achieved each pillar. Facilitators will also work to encourage participants to identify key moments in the conversation that lead to the next pillar.
7. Wrap-up by summarizing the Four Pillars and their importance. (If necessary, check out the Four Pillars Fold-out prior to activity.)

1.4 - What it Means to be an "Influencer" (Small Groups - 30 minutes)

Purpose:

• To foster an understanding that the youth at the training are all part of this project because they have been identified as influential people by their peers.
• To explore what being an influencer means.

Materials:

• Flipchart
• Internet Connection
• Video Phones (connection to lap-top)

Introduction: As an influencer, you can reinforce the decisions that your peers are making while supporting others in their choices. People are watching you – your actions and words. Power from within is different from power over others. Power from within is not trying to impose your own value system on others; it is encouraging others to find their own power within.

Step 1: What is an influencer? (small groups - 10 minutes)

Have a discussion about what it means to be an influencer.

• In what ways do we influence others?
• Why do we influence others?
• What does being an influencer mean to the choices you make?
• Why do you think you've been selected as an influencer?

Facilitators Tip: Below is a definition in which the components should be explored through the activity and discussion.

Definition

Influencer: An influencer is someone of respect or reputation, someone who's trusted by their peers.. Influencers have power in the sense that they have the ability to encourage behaviour choices. For example, an influencer may be a trendsetter, someone others follow to imitate a certain look. In Influence in Action, an influencer is someone others follow with respect to a behaviour. It should be noted that some people who influence others may not necessarily be aware that they in fact influence others. Influence can be both explicit (things we say) and implicit (how we act).

Note: Grade 7's should work directly with their facilitators to map out influencers.

Step 2: Effective/Ineffective Activity — Map out an Influencer (15 minutes prep, 5 minutes presentation)

1. Divide group into small teams.

2. Create influencer: Using whatever creative methods they have at their disposal (e.g. visual art, video phone, dramatic skit) have participants create a visual version of an influencer based on the discussion in Step 1. Participants should focus on all of the traits that they have seen in influencers and that they feel have allowed them to be viewed as influencers. Have them fill in this person as they work through the activity with the group. ( N.B. These traits should be recorded on flipchart). Encourage people to refer back to the partner interviews when mapping out traits.

Facilitators Tip: Be sensitive to the risk of disclosure; ask the group to be sure that the negative experiences they share are ones that they are comfortable sharing publicly. In discussion, seek positive and negative influencers of various ages (i.e., young people and adults). Facilitator circulates to support small groups where needed.

3. Present to large group: Invite breakout groups to present back to the group. Facilitator records common traits on flipchart for all to see. During discussion, invite participants to label when they felt that those experiences led to something positive in their lives. After discussion, invite the participants to share those experiences that led to something negative in their lives. For example, a caring trait of an influencer may have a positive influence on behaviour whereas an unsupportive trait may have a negative impact on behaviour.

4. Sharing influencer traits: Have the group revisit the activity by asking them to share with the group, or in pairs, a time in their life when they themselves were positive influencers and/or negative influencers. Who did they influence? What did they have an influence over? Ask them to identify the qualities in their actions and behaviours that are similar or dissimilar to the ones identified earlier in this activity.

Step 3: Share Visual Influencers

Have participants walk around the room to observe all of the visuals (frameworks, new 'mapped out influencers', information fair facts etc.) so that they can check out each team's visual influencer. Invite teams to record the similarities and differences between their visual influencer and the other teams visual influencers.

Do Sugar Cube Energizer, fair posters (2) (from Setup Page) (5 minutes)

Module Debrief:

Explore the following questions with the larger group to wrap up the module (if they weren't discussed in the above activity):

• What is the difference between teaching and influencing? Or bullying (i.e., controlling
  or commanding) and influencing?
• Do you feel as if you have a better understanding of what influencing means?
• How would you like to use the influencing skills you have?
• Do you see why your peers have viewed you as an influential person in your class?