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Momo — More Monitoring Action in the EU

All true things: Let’s write a shared code of conduct

Conflict of interests Culture of integrity Engagement Monitoring yourself Power

Time

2-3 h

Group size

12 people minimum

Applicable to
digital tools

YES by external softwares

Difficulty

5/5

Time

2-3 h

Group size

12 people minimum

Applicable to digital tools

YES by external softwares

Difficulty

5/5
This activity allows the participants to create a code of useful and effective conduct by defining together how the group has to behave, with the power they delegate and their delegated power
Instructions
This activity allows the participants to create a code of useful and effective conduct by defining together how the group has to behave, with the power they delegate and their delegated power
Instruction

THEORY OF REFERENCE

call to refl-action 3 , call to refl-action 4

GOALS

  • Making decisions in a shared way, set their own rules and respect them
  • Perceiving the importance of the common good

AGE OF PARTICIPANTS

13 years old

METHODS

Collective discussion, peer education, world cafè

EQUIPEMENT

Flipcharts, markers, a large poster, guideline for facilitator

MATERIALS

Guidelines for the facilitator Download PDF

ESCAPE GAME

Not provided
Momo — More Monitoring Action in the EU

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or JUGEND für Europa. Neither the European Union nor the granting authority can be held responsible for them.

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MND | Momo — More Monitoring Action in the EU
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Momo — More Monitoring Action in the EU
Momo — More Monitoring Action in the EU

Instructions

  • Check if your school , university or association already has a code of conduct. If it does not exist, proceed to the STAGE 1. If it exists, analyse and discuss it in plenary through questions like: Is it well-known? When was it made? Is it available online? Is it displayed in public places? Have there been activities about the code? Which features does it have? Who is it intended for? Do you feel that it is adapted to the reality you are experiencing? What do you think is missing? What do you think is important to find in it?
    • STAGE 1: Let’s create your code of conduct
  • Explain what the delegated power is (10–15 min) Ask the group to identify who are the more ‘powerful’ (i.e. those who apply their delegated power over those who write the code) in the social environment of reference (school, /university, /association etc). In order to avoid the perception of the code only as a self-limitation, it is necessary to negotiate with these powerful figures, trying to reach the best final version of the code thought for as many people as possible (15-20 min) NB: It may be very useful to previously inform the identified ‘powerful’ ones about the activity ongoing and about their involvement.
  • Ask each participant to write down individually (15-20 min): 5 to 10 statements that they can relate to, regarding their delegated power in the places they daily visit (e.g. school, university, association) (Up to) 5 statements on the behaviour of others who have ‘delegated power’ over them (Up to) 5 statements on the responsibilities they expect from the institution (e.g. school, university, parish, association)
  • Ask to create groups of 4 (or 8 if the group is large). Each group will have to negotiate in order to identify a shared list of 20 statements in total (10 personal statements, 5 for the educators and 5 for the institution) (20–30 min)
  • Once every group has decided on their shared list, create new groups of 8 (or 16) people merging two groups, and then two groups of 8 (or 16) to make groups of 16 (or 32) etc. until the moment in which there are two or three macro-groups, who will write down their shared statements on a large poster. Every time groups are merged, there is a merging, they keep on working as in the previous step (30-45 min)
  • Once the macro-groups have written their statements on a the poster, the work continues in plenary. Each group presents the result of the discussion and the whole plenary has to debate to reach a consensus on a single common list (30 min)
    • NB: Always try to ensure that the final statements are as close to the everyday life of the participants as possible
  • STAGE 2: Change, share and disseminate the code of conduct
  • One or more spokespersons of the group present the whole code of conduct to the relevant stakeholders‘, illustrating carefully the various statements. They should also present the process that led them to draw up these 20 statements (30 min)
  • Using the methodology of the ‘World Café’, discuss and possibly modify the 205 statements of the code concerning the respective stakeholder. That is, create a group (gathered around a table and a flipchart with markers) for each type of statement and explain the functioning: each group will have three permanent members chosen previously, a group coordinator, a timekeeper and a secretary, who will stay fixed at their table, while everyone can move around the space to give their contribution to all the tables. Every round lasts 30 minutes with a 10-minute break between them. Explain clearly the rules of the methodology (10 min)
  • Explain and train carefully these people for their roles (10 min):
  • The group coordinator moderates the discussion at the table
  • The secretary writes down the evolution of the discussion on the flipcharts and hangs them on the wall during the breaks
  • The timekeeper takes care of the timing and warns the group when the sessions of discussion are about to end
  • Follow the World Cafè methodology and discuss about the 20 statements (90 min)
  • At the end of the World Café, each group presents their results in plenary. In that situation, a discussion should be opened to decide whether to keep the statements as they are or to write over new ones (60 min)
    • STAGE 3: Discuss the code among peers and open the code to consultation and participation The participants who have drawn up the code of conduct will be trained on the basic skills of facilitation to become themselves facilitators in other workshops, based on peer-education style methodology (1 hour). They can work with other groups, proposing their own code of conduct as a model to start from. The aim is to raise their feeling of ownership NB: It is possible to replicate this process with other groups of other communities, but also with groups of their own community (e.g. there can be a unique code of conduct for the whole school or there can be a code of conduct per class)
  • STAGE 4: Disseminating the code After the public debate phase, the code can be displayed for educational purposes. It can become the subject of an information campaign, made through videos and graphics to be published via social networks

POSSIBILE VARIATION

Not provided

DIGITAL TOOLS

Digital tools you can consider:

  1.          Use a video conferencing tool like Zoom, or any other platform that supports online meetings and breakout rooms.

  2.          Collaborative document tools like Google Docs, Jamboard can be used to write down individual statements.

  3.          Online Collaborative Whiteboard Platforms like Miro or MURAL, even Canva can be used to draw posters.

  4.          Utilize the chat or messaging features within your video conferencing platform for participants to communicate during the activity.

    5.     Track your Time by using online stopwatch or timer website. For example, you can use websites like Online-Stopwatch.com.

    Before the activity, make sure participants are familiar with the tools you plan to use and provide clear instructions on how to access and use them. Test the tools and your workflow in advance to ensure a smooth and efficient online session.

Momo — More Monitoring Action in the EU