Manual for youth organisations

and youth initiatives creation

and management
2016-2-ES02-KA205-008263

1
This manual has been funded with support from the European Commission and the Erasmus+ programme. This
publication reflects the views only of its authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein. This booklet can be freely used, distributed and
copied for legal and educational reasons. The material was composed thanks to a partnership composed by:

• Name: Entretanto Entretente /Bitartean Jolasean (Project coordinator)

• Location: Oion, Spain.

• Contact email: [email protected] 

• Website: www.bitarteanjolasean.org

• Name: Komunikujeme O.P.S.

• Location: Praha, Czech Republic.

• Contact email: [email protected]  

• Website: www.komunikujeme.eu

• Name: European Institute for Local Development

• Location: Thessaloniki, Greece.

• Contact email:[email protected]

• Website: www.eurolocaldevelopment.org

• Name: Associazione di Promozione Sociale Futuro Digitale

• Location: Terranova da Sibari, Italy.

• Contact email: [email protected]

• Website: www.futurodigitale.org

• Name: Zavod Mladinska Mreza MaMa

• Location: Ljubljana, Slovenia.

• Contact email: [email protected]

• Website: www.mreza-mama.si

2 2016-2-ES02-KA205-008263
 Index
Page
Introduction to the manual and the project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 1: Creation and registration of youth entities .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Unit 2: Volunteering and team management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 3: Projects management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Unit 4: Financial management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Unit 5: Participation and networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Unit 6: Follow up and transformation. SALTO to Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Glossary of terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Authors.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

2016-2-ES02-KA205-008263 3
Introduction
About the project
This manual is the final output developed and obtained during the implementation of the so called project.
“ReYion: Rural Empowerment through Youth Initiatives and Organisations Networking”. The project was a
19-month partnership at international level funded under the Key Action 2 of the Erasmus+ programme of the
European Commission under its branch for the development of strategic partnerships on the youth field. Co-
ordinated by Bitartean Jolasean (Spain) with the support of KOMUNIKUJEME O.P.S. (Czech Republic), European
Institute for local development (Greece), Associazione di Promozione Sociale Futuro Digitale (Italy) and Zavod
Mladinska Mreza MaMa (Slovenia)), the main aim of this initiative was to join together organisations from dif-
ferent countries but working on the development of youth services in rural areas. This allowed the promotion
of a work together to create new learning materials and a exchange of good practices related to the training of
young people on the associative field and the implementation of youth initiatives. As a result, partner organi-
sations designed and developed in a cooperative way this manual and several workshops with the objective of
providing concrete competences to young people to create their own organisations, working within networks
involving different social stakeholders and promote the inclusion and participation of youth on rural areas with
a lack of services or opportunities for them.

To make all this possible, a complete programme of work were carried out by all the project partners on its five
countries and including:

- A research about curricular competences that the project results should cover in all the project countries.

- Three transnational meetings in Spain, Czech Republic and Italy to share the results of the different proj-
ect activities, distribute tasks and duties among partners and get to know the contexts of all the partner
organisations. 

- A transnational training course in Slovenia for facilitators responsible of testing the content and practical
exercises of this manual during the project lifetime.

- Local interviews to young people in several rural areas of the partner countries to get to know their needs
and adapt the project materials to their pedagogical requirements.

4 2016-2-ES02-KA205-008263
- Local workshops on each partner country to test this manual and collect the feedback about the project
materials of young people. Young people from 16 to 30 years old living on the areas and countries on
which the project took place were able to attend these activities focused on the design of youth initiatives
and youth entities building in rural areas.

- A coaching service offered to those young people involved on the project to support them on the creation
of associations and youth initiatives (also used to foreseen potential content improvements afterwards
included on this manual).

- A study of the results obtained along the project workshops to detect potential improvements on the
project materials and to proceed with the final edition of this manual.

- Five multiplier events on each partner country to share the project results with youth entities, local stake-
holders or policy makers who could be interested on learning about the project materials and its use.

All the project results, outcomes and detailed descriptions and images of the previous detailed activities can be
found on the project website (http://www.reyion.eu/).

About the manual

This manual is the main output obtained during the 19-month cooperation of all the project partners with
the support of the young people and youth entities located on the rural areas on which the project materials
were tested. It contains pedagogical milestones for those professionals on the youth sector who could aim to
replicate them within their organisations and communities. This material is available in all the project languages
(Czech, English, Italian, Greek, Slovenian and Spanish) and can be downloaded from the project website (that
also includes a compendium of all the youth groups or initiatives developed by the beneficiaries of ReYion
during the, implementation of its programme).

The manual has six learning units containing different issues and about several topics related to the youth third
sector. Each unit is divided in:

a) A theoretical part: containing technical content and information about the topics that each unit is related
to. The target of this part are young people or youth workers who want to create a youth entity, improve
the structures of already existing organisations and get a deeper knowledge on the management of proj-
ects and youth initiatives.

b) A practical part: created for those youth workers or facilitators interested on training young people on the
topics included on this manual and provide them a basic knowledge about them.

When using any of the two parts previously mentioned, the users of this manual must have into account:

- To facilitate the transnationality of this material and its use within different communities or users, it con-
tains a mixture of non-formal and informal methodologies that could promote the learning process of
young people by interactive exercises to ensure the acquisition of concepts and reinforcement of their
competences.

- The users of this manual can implement its content (theory and practice) as they prefer. However, it has
been seen during the testing of this material that its most effective use is combining both of them when
working with young people (e.g. doing several practical exercises with them and providing them after-

2016-2-ES02-KA205-008263 5
 wards the theoretical parts of the manual to have a deeper knowledge about them). It must be always the
responsibility of the facilitator not only to link the theoretical content provided with the practice, but also
to the context and concrete needs of those who are trained.

- The six units of this manual have been ordered chronologically from the learning point of view. However,
their implementation with young people can be varied if the facilitator detects that this change could pro-
vide a more effective learning experience due to the learners needs (e.g. 2, 1, 3, 4, 5 and 6). In any case, the
unit 6 must be always presented as the last one as its content can only be totally understood and useful for
young people if they have previously go through the other five units.

- When a group of young people is involved in different workshops with the aim of learning all the manual
content, it is important to implement them on different sessions to allow learners an appropriate learning
experience and not to burn them out. In this case, it must be the responsibility of the facilitator to prop-
erly link the content provided on each session with what has been learnt on the previous one. For those
facilitators interested on implementing the exercises of this manual in an intensive training programme,
the next programme could be used (proposal not compulsory to be followed but followed during the
implementation of ReYion):

6 2016-2-ES02-KA205-008263
- It is recommended that the practical exercises of this manual are carried out with groups of 10 to 15 people
to ensure that one single facilitator is able to properly manage the methodologies and training processes
here proposed.

- One of the main tasks of the facilitators using this material must be to strengthen and promote a good
atmosphere between the members of the group and, as far as possible, to stimulate and encourage their
own creativity and aspirations. This will help the participants to feel that their work is worthwhile and
productive and lead to valid and interesting experiences and conclusions. Discussion is central to the
educational process. After each activity facilitators should allow time, however short, to round off with a
debriefing and evaluation and we have included notes to help you lead the discussion. Special attention
to several main points must be payed to ensure that everyone in the group can participate if they wish to.

o Create a good working atmosphere which allows everybody to express themselves freely and to be
listened to. You will need to allow time for people to get to know and to trust each other as well as
organizing the physical environment so everyone is comfortable.

o Invite participants to offer their opinions or relate their experiences about the issues under discus-
sion.

o Use words, expressions and language common to the group, refer to recent cases or facts that have
happened in the participant’s’ neighbourhood. Make it directly relevant to their own lives.

All the previous guidelines are recommendations provided to those interesting on using this manual. However,
the methodologies and learning approaches proposed on this material have been chosen due to their easy
modification and adaptation to different targets groups. It must be always the responsibility of those using the
material to implement it according to their needs or the needs of those who are going to be trained with it.

2016-2-ES02-KA205-008263 7
 Unit 5

Engaging and involving young people should not be

limited to formal, structured processes. Less formal
approaches are proved to be more successful with young people.

Collabora�on among
partners should be based
on mutual benefits. It is
mo�va�ng for them to know
the aims, the deliverables of the
ini�a�ve and the advantages
they will gain.

Knowledge exchanged
is one of the most important
motivations than can be used
to stimulate communities

Networking is very important Communicating your

for saving resources and organisation, boosting the
reducing the economic impact of the disseminated
investments activities, using different
media for different targets
 Unit 6

Professionalisation allows to set permanent structures

to promote the participation and employability of youth
while contributes to the development of their communities.

e,
i on resenc n, staff
lisa t
ve s th e p recognitio
sio
na impro
fes
Pro t io n
m o t iv a
isations.
d e x p e rt is e o f youth organ
an
Youth work demands a constant
training and new skills that contribute
to its adaptation to new times and contexts.

The recognition of the youthwork

as a professional alternative is a
challenge that youth entities should
raise awareness about.

Transnational activities can become

an income alternative for youth
organisations and a support to
make easier their transition to
professional entities.

The success of an
international project is
based on the good cooperation
and understanding of the
partners involved on it.
Expl
ore a
ll Uni
ts
UNIT 1
UNIT 1:
CREATION AND REGISTRATION c h t h e intro
Wat n it here
OF YOUTH ENTITIES. h e u
to t

In this unit you will find different information about the areas of interest for youth, divided in function and main
activities. The aim is to make young people to better understand their future interest and possible activities in
NGOs. This unit explains the differences between formal and non-formal groups, the registration processes for
an NGO, defines how to choose the board and members of organisations (What is their roles and duties). The
unit also contains information about defining an NGO, setting its vision and mission. At the end of the unit you
will find practical exercise as well as useful links, which can help you during whole process of establishing an
NGO. The exercises were built on non-formal education and reflect the theory background.

1.1 Defining an association

At first you should actually think on which area you can start make your Non-governmental organisation.

Function Main activity

Service Social and health care
Education and research
Humanitarian aid and charity
Culture
Development cooperation and humanitarian aid
Advocacy Environmental protection
Human rights protection
Promoting humanity and non - discrimination
Protection of the rights of persons
Animal protection
Protection of consumer rights
Fight against corruption
Cultural activities
Interest Sport
Leisure time
Beekeepers
Hunters
Gardeners
Community associations
Others
Philanthropic Providing grants and donations

16 2016-2-ES02-KA205-008263
Why formal group ?

When you are a group of people and you are deciding why you should register as an association, here you have
a few differences between an official formal group and just a non-formal group. So what do you think is better
for you? Do you think it worth to register?

Formal group (association) Non-formal group

You can be full participant in official processes. You don’t have a power in official processes.

The association may submit its comments, Your comments will have a weak effect.
objections and requirements as well as the
municipality or the owner of the neighbouring land.

The association may apply for publicly beneficial You can’t apply for grants from foundations or
activities, grants from foundations or contributions contributions from international and domestic
from international and domestic institutions. institutions.

International cooperation with youth entities. Less administrative process.

Better social status.

Even if the aim of this material is to promote the creation of youth associations and support those involved on
the registration of a new entity, it must be also mentioned that there could be cases on which it is recommend-
ed that young people start to work as an non-formal group in order to evaluate the viability of their potential
associations. Even if being not registered will not allow young people to access or offer most of the services or
activities that a youth organisation can work in (due to legal and permission issues), to start to work together
without being registered make possible that teams get to know each other, are able to define better who is
going to play each role inside the future organisation and even evaluate if the organisation could have the po-
tential success expected. This could avoid making extra efforts by young people and really focusing themselves
on effective ideas.

1.2 The processes needed to establish a youth organisation.

The term ‘‘youth organisation‘‘ is a type of legal entity, which is working as a non-profit organisation, but it can
bring lot of opportunities for a group of young people with a common goa (e.g. You can apply for many grants
to support your goals). You need to consist of 3 persons at least and you should be 18 years old. The most im-
portant and the basic document are the statutes, where is written the main purpose of the organisation.

Statutes contain

1. Name of the organisation, which has to include words as a “society”, “association” and its name has to differ
from other associations. The name should express our activity.

2. Main office, their address (e.g. in Czech Republic for example people need to bring the confirmation paper
from owner of building, where young association resides) all countries in European Union have small dif-
ferences and is necessary check your country website.

2016-2-ES02-KA205-008263 17
3. Purpose of the establishing association (e.g. sport , human rights, Culture activity, etc.).

4. Statutory body. Responsible persons.

5. Rights and obligations. The easier way how to set up youth association is to create a ‘‘sister organisation‘‘.
You can just join to some already existing organisation and create their branch. This process is much easier,
but you have to follow the purpose of the mother organisation. So for example, when you create a branch
of ‘‘Young nature conservationists‘‘, your activities must be in line with statutes of mother organisation
(they must be active in a way of protecting nature and the must not make sporty activities as a football
tournaments).

6. VAT number. In some countries public administrations and registers for associations are also demanding
that youth organisations hold a Value Added Tax identification (also known as VAT number). As this process
is not always compulsory, it is important to check first the national and regional associations policies to be
sure about the need or not or such a certification when opening a youth association.

1.3 How to design statutes

As was written in a part 1.2 statutes have to contain very different issues that can change from one country to
another. The general way that statutes could look like can be found in the annex 1.1 of this unit. For specifica-
tions related to each region please search the necessary formalities of establishing youth association in your
country (see annex 1.2 with the registration bodies of the partner countries of ReYion and templates of statutes
on the languages of these countries).

1.4 Registration of organisations

After you make your statutes and divide roles in the organisation, you need to apply to register your organisa-
tion officially. Already existing associations can help you during whole process and you can use their advices.
Firstly you need to know, which body of national structure is responsible for associations and where to apply.
Then you need to follow the rules and all the necessities to establish an association in a proper and official way.
So when you find out which ministry supervise on associations in your country, you can follow all the steps.
They are mostly on the official website of a ministry or you can use experiences from other people, who already
established some organisations. There is the possibility of using services of companies who will do whole pro-
cess for you, but of course it is not for free. Mostly the Ministry of justice is responsible for associations and when
you are writing your application you need to apply with a paper or electronic form in a regional court. You will
choose the court which is working in your region. When you make registration like this, you have lot of oppor-
tunities to apply for grants from EU, national government or sponsorship from private companies.

Another option where to register your entity, but in a different way, is to register under your town. You will be
different type of entity, you can’t apply for as many types of grants as when you are registered association under
ministry, but still, your town can contribute, support your activities or at least can provide you a place.

1.5 Definition of an NGO/ Association according to the EU legislation

‘‘NGOs are not created to generate personal profit. Although they may have paid employees and engage in reve-
nue-generating activities they do not distribute profits or surpluses to members or management; of NGOs are volun-
tary. This means that they are formed voluntarily and that there is usually an element of voluntary participation in the
organisation; of NGOs are distinguished from informal or ad hoc groups by having some degree of formal or institu-

18 2016-2-ES02-KA205-008263
tional existence. Usually, NGOs have formal statutes or other governing document setting out their mission, objectives
and scope. They are accountable to their members and donors; o NGOs are independent, in particular of government
and other public authorities and of political parties or commercial organisations; o NGOs are not self-serving in aims
and related values. Their aim is to act in the public arena at large, on concerns and issues related to the well-being of
people, specific groups of people or society as a whole. They are not pursuing the commercial or professional inter-
ests of their members.” 7 European Commission (2000): The Commission and non-governmental organisations:
Building a stronger partnership, Commission discussion paper, Brussels, 25 pp. Reiterated in 2012: Campbell
Bannerman, D. (2012): Written parliamentary question on the definition of Non-Governmental Organisation,
European Parliament, 13. February 2012, with an answer given by José Manuel Barroso on behalf of the Com-
mission, E-001331/2012.

2016-2-ES02-KA205-008263 19
1.6 What is an NGO / association structure like? Which are the roles
and responsibilities connected to the roles?
A organisational chart gives a pictorial representation of the functioning styles of your NGO. It provides a graph-
ic view of the hierarchical system and the levels of responsibility in an organisation. It is relevant to present an
organisational chart because it gives a quick, bird’s-eye view of the management structure of an NGO.

Organisational charts are mostly found in annual reports, brochures and other promotional material of an NGO
but it is also essential for fundraising and donor proposals. Many donors and donor agencies are interested to
know how the operational systems of the NGO are structured and how roles and responsibilities of various staff
members are distributed. Organisational charts also become useful when new employees join the organisation
and they need to be oriented to the working environment. Organisational charts also aid the management to
understand the understaffed and overstaffed sections and arrange transfers between them accordingly.

If your NGO has a board of directors comprising of community members, then an organisational chart presents
the best opportunity to highlight this. You can mention how the beneficiary community is involved in the deci-
sion-making activities of the organisation.

When you are thinking about your NGO structure, there are many questions you would probably like to know for
example “which are the roles?”, “what are the responsibilities connected to the roles?”, “How to distribute roles?”,
etc. Some groups could already have distributed roles by the previous experiences from studying finance or
project management, then it is much easier for you to choose your role. So for them, who still don’t know how to
select roles and what are the responsibilities connected, this link below composed by the Indiana Philanthropic
Alliance can be very useful: https://www.inphilanthropy.org/sites/default/files/resources/Ten%20Basic%20Re-
sponsibilities%20of%20Nonprofit%20Boards-Natl%20Center%20NP%20Boards.pdf

Below you can find a sample for an organisational chart in a typical small and medium-sized NGO:

20 2016-2-ES02-KA205-008263
Other picture of this chart is proposed by the Global Development Research Center and can be found online
here: http://www.gdrc.org/ngo/images/Slide1.JPG

Board of members - At the top is the Board of Directors of the NGO. An NGO Board is a legal requirement in
most countries in order to get it officially registered with the local authorities. Many NGOs stipulate that mem-
bership in a board is voluntary and non-remunerative . Board meetings are kept closed, though written proceed-
ings, reports and minutes may be made public for transparency purposes.

Depending on the type of NGO, a Board may be responsible for a number of tasks, for example hire and super-
vise the Executive Director, develop and approve budgets, etc. Board members will also be expected to champi-
on the NGO’s cause and represent the NGO to the larger community. Many NGOs also expect board members to
help raise fund for their projects so the Board of Directors and the Executive Director may be assisted by advisors.
These advisors are optional, but are useful to create a good image of the NGO, and enhance its “brand name”
besides providing specialist advice for the NGO.

Director – Next it comes the Executive Director, who may also be called by other names such as Coordinator,
Chief Operating Officer or CEO. He or she is responsible for the overall direction in which the NGO moves, and
the responsibility for managing the day-to-day activities of the NGO. The Executive Director is also member of
the board - usually its Executive Secretary. He or she reports to the Board.

Administrative officer - An administrative role falls under the management umbrella, much like every oth-
er role, but the difference between a manager and an administrative officer is that the administrative officer
focuses primarily on other resources and less on human resources. Administrative roles vary; by their names
and specific job descriptions, but most administrative roles perform 4 main functions namely; coordination,
planning, communication and organising. An administrative (admin from here on in) officer can be called; front
desk officer, receptionist, secretary, personal assistant, administrative executive – s/he can be everything in one
person, sometimes handling roles outside her functional limits like customer service or quasi-public relations
officer. It’s a beautiful twist but this role is quite demanding as it requires you to be lots of things combined.
Most admin officers deal with internal affairs: drafting letters, managing schedules, organising paying expenses,
writing reports, proposals, business letters, maintaining records, bills, documents; managing the office environ-
ment, ensuring resources are adequately utilised, planning for the future, staffing etc. they generally keep an
eye on the day-to-day running of activities in the organisation.

Accounts officer - It is an accounts officer’s responsibility to take care of a particular firm or company’s finances.
It is his duty to formulate and implement the organisation’s financial plans and keep up-to-date account records.

Programme manager - Programme and project activities of an NGO are led by a manager. This is, of course,
the biggest part of an NGO’s activities, and forms its structural core. A Programme Manager may be assisted by
several Project Assistants, Training Assistants, and other Assistants, depending on the number and size of the
projects being implemented. Short-term external consultants, who provide specific services for projects, or field
staff who are hired to implement projects in the target community, also fall under this section.

Project coordinator - Project coordinators work to assist project manager teams with the coordination of re-
sources, equipment, meetings and information. They organize projects with the goal of getting them complet-
ed on time and within budget. Under his/her responsibility is the coordination of field workers. He/she controls
their works and reporting to project manager.

2016-2-ES02-KA205-008263 21
Field worker - The staff positions and responsibilities outlined above are not, of course, fixed. NGOs can have
other staff members too, or shared/related responsibilities can be held by one person (paid or acting as volun-
teer). For example, related responsibilities of Membership Coordination and Public Relations can be handled by
the same staff member. In cases where an NGO is just starting, or in the process of developing, this consolidation
will particularly be true, where one staff member may be handling more than one and related responsibilities.

Details of all staff members, their roles and responsibilities, and overall NGO structure are concretized by includ-
ing them in the NGO’s by-laws. By-laws are needed for the legal registration of an NGO, and can be added to,
or changed, with the approval of the Board of Directors and the General Assembly. The organisational structure
itself may change over time, depending on how the programmes and projects are and new ones initiated.

According to the An NGO Training Guide for Peace Corps Volunteers (2003), the tasks for each role can be divid-
ed as follows:

‘‘Chairperson of the Board:

- Usually is elected by the board for a set term.

- Presides over general board meetings.
- Speaks on behalf of the organisation to the public and media.
- Chairs the executive committee.

Vice Chairperson:

- Usually succeeds the chairperson at the end of his or her term in office.
- Assists the chairperson and serves in his or her absence.
- Often chairs the nominating committee.

Standing Committees:

- Normally are described in the bylaws.

Usually include the:

- Executive Committee: Board chairperson/president, vice chairperson, secretary, and treasurer. Executive com-
mittee has authority to make certain decisions between meetings.

- Finance Committee: The treasurer usually chairs this committee. It provides financial oversight for the organ-
isation, advises the board on the budget and financial affairs.

- Nominating Committee: Often chaired by the NGO’s vice chairperson. Identifies new board members and
nominates individuals to serve as NGO officers.

- Ongoing Committees: Normally not prescribed in the bylaws, but necessary to achieve the organisation’s mis-
sion. It might include a program committee, marketing committee, research committee, education commit-
tee, etc. It allows the board more flexibility to conduct its business and tailor committees to fit the mission of
the organisation.

- Ad Hoc Committees or Task Forces: Given assignments to be completed in a specified time (fundraising or a
special event). They disband after their task has been completed. They often extremely productive because
they have defined tasks to complete within a limited time frame.

22 2016-2-ES02-KA205-008263
- Advisory Committees: Individuals with specific expertise selected as committee members. They provide the
board with information and advice to understand difficult or complex issues such as a construction project,
client demographics, trends in government support, public policy debates, etc. They offer advantages to both
the committee members and the board. Committee members have an opportunity to learn more about the
NGO and its board—some may be recruited later as board members. Advisory Committees can provide a
greater division of labour and fresh new perspectives.”

An NGO Training Guide for Peace Corps Volunteers (2003). See the whole document here: http://files.peace-
corps.gov/multimedia/pdf/library/M0070_mod5.pdf

1.7 Mission and vision

Does your organisation have a Mission Statement? If you do not have these two statements, or if you have them
but are not using them to guide your organisation’s work, you are missing out on some of the simplest and
most effective governance tools you could find. These statements of your Vision, your Mission and even your
values can define and guide your organisation’s ability to create the future of your community!

Vision vs. Mission:

We can’t really begin the discussion of the Vision Statement and the Mission Statement without first addressing
the semantic difference between the two. Get 10 consultants in a room, and you may get 10 different answers
to just what that difference is!

To distinguish between Vision and Mission in our own work, we have defaulted back to the plain English usage
of those words. And the simplest way we have found to show that difference in usage is to add the letters “ary”
to the end of each word.

VisionARY

MissionARY

We certainly know what those two words mean. A visionary is someone who sees what is possible, who sees
the potential. A missionary is someone who carries out that work.

“If you are working on something exiting that you are really
care about, you don´t have to be pushed. The vision pulls
you”. Steve jobs

Your organisation’s vision is all about what is possible, all about that potential. The mission is what it takes to
make that vision come true.

- Vision Statement:

If your Vision Statement is a statement of what is possible, the picture of the future you want to create, the crit-
ical question for a Community Benefit organisation is then, “Vision for whom? For what?” From the perspective
of your organisation’s ability to accomplish as much community impact as possible, now and into the future,
the only answer can be that your organisation’s vision is for the future you want to create for the community you
wish to impact.

2016-2-ES02-KA205-008263 23
Your Vision Statement will therefore answer the big question - WHY are you doing what you are doing? You are
doing it so you can create a community that is better than the way things are now. You are doing it so that indi-
viduals’ lives will be better, so that everyone’s lives will be better. Your Vision Statement will create that context.
It will tell where you are heading.

- Mission Statement:

Like the Missionary, your Mission Statement will turn your vision into practice. The Mission Statement is the one
that will actually do the work.

Again, it is easy to see what the Mission Statement needs to do if we go back to plain English usage. Consider
the phrase “mission accomplished” - the work is done. Consider the phrase “mission impossible” - the job cannot
be done. The mission is the doing part - it is what you will do to bring that vision to reality.

And while it is powerful to talk about the work you do, it is more powerful to talk about it in the context of why
you are doing that work - your vision for making your community an amazing place to live.

As you craft your mission statement, then, consider starting with your Vision Statement as the lead-in to your
Mission Statement.

The most influential decisions your organisation will make happen during your annual planning sessions. (Don’t
forget that “budgeting” is planning as well. Your budget is the financial plan for the coming year - the place
where your plans will either become reality, or die for lack of inclusion in the budget.)

When it is time to determine goals for the coming year, how will those goals fit in with the future you want to
create for the community? As you pursue those goals, what values do you want to be sure guide that work?
And as you start planning for how you will use the next year’s work to further your vision for the community, are
there areas of “What you do” - your mission - that might need to expand?

As you create your annual plans, thoughtfully consider how those plans align behind your dreams for the com-
munity.

1.8 Target and Score

Targets of organisations are what NGO wants to achieve in a specific term. Targets could be long-lasting (count-
ed in years 10-15), medium term (5 years) or short term (less than year). Targets are depending on a purpose of
the specific organisation. For some it could be protecting of nature and for some it could be personal develop-
ment of unemployed people. So the most important for you is to know how to name your visions. Mission of
your association is your most important topic.

1.9 First meeting

A first meeting to agree the main characteristics and board of our future association must be carried out. It is
important to write down the minutes of this meeting as they will define the creation of our organisation: on
the first meeting the people should choose details about the NGO, the board of directors , membership, fund-
raising, mission, vision, etc.

24 2016-2-ES02-KA205-008263
1.10 How to start a bank account
When an association is starting to create its own bank account, it has to be transparent for law subjects. Many
of bank companies have specific bank account offers for associations which could be advantageous at the fees
are lower. So the best way is for you to search for offers specialized for NGO’s.

1.11 Research of the EU sources and national or regional sources

EU resources are locally under the supervision of relevant ministries, so find the grants announced under the
ministry, which could have programmes which are fitting with goals and targets of the established associations.

For inspiration you can find already existing project is in similar field, so you can easily make a concrete vision
which type of source from EU you can use. Just find the organisation and their project on their website or try to
make a meeting with them to get a more information.

When EU sources and grants are not the right for your association, you can always try to find national or region-
al sources. They are mostly offered by ministry of local development, and the programs are online, so you can
check it out them and try to pick up the right one. You will find more tips in other sections.

1.12 Data protection in NGO

For many charitable NGOs, the security of beneficiary and donor data is of the utmost importance. When such
data is stolen, not only do beneficiaries suffer, donors, partners and your own organisation can face conse-
quences from such breaches. In today’s modern world, data thieves can do incalculable harm with the personal
information that is collected as a part of an NGO’s beneficiary management process.

2016-2-ES02-KA205-008263 25
For many NGOs, the security of beneficiary and donor data is of the utmost importance. When such data is sto-
len, not only do beneficiaries suffer, donors, partners and your own organisation can face consequences from
such breaches. In today’s modern world, data thieves can do incalculable harm with the personal information
that is collected as a part of an NGO’s beneficiary management process.

So, once data collection is finished, data protection becomes a task of paramount importance. To this end, it is
necessary to formulate and enact strong security measures to ensure that sensitive information does not fall
into the wrong hands.

However, threats to your organisation’s data security are constantly evolving, just like the tools you use to col-
lect the data. Because of this, there is a need to make sure that all of your staff is apprised of the latest security
practices and policies, especially if they’re bringing their own mobile devices to use for work-related purposes.

Ideas for Implementing Data Protection Best Practices

There are actually a few methods for making sure that all the staff who handles sensitive data utilize best prac-
tices for data protection: whether they’re programme managers who are responsible for an entire region or
simply field staff using their mobile devices to take down info in the field.
First and foremost, you can set down a clear list of guidelines for data security that all workers are given on day
one of being recruited. If your organisation allows them to use personal devices for work, create a policy for the
use of such devices and make sure that all personnel are given notification of both the policy’s guidelines and
the consequences for violating those guidelines.

Another way to make sure that all the people in our entity know the latest data security measures is to test them
on such measures. You can create a custom test for each staff member to complete, proving their awareness
and understanding of the existing security policies. Randomizing the test dates helps to prevent complacency
in studying security standards.

When implementing a new policy, you could schedule an “information security meeting” task into the work
calendars of the staff. This gives them an opportunity to learn the information that they need to know about
the new security measures. Often, an in-person meeting with other staff will leave a stronger impact on people
than a generic update email.

Alternatively, you could insert reminders into your data collection processes using a customizable mobile ap-
plication platform. Everyone makes mistakes from time to time, but placing reminders within the applications
that staff use for data collection can help ensure that they avoid such mistakes.

Please always take care about the new data protection laws of the EU to decide the previous steps: https://
ec.europa.eu/commission/priorities/justice-and-fundamental-rights/data-protection/2018-reform-eu-da-
ta-protection-rules_en

26 2016-2-ES02-KA205-008263
1.13 Important documents
In your organisation you should create required documents:

• Minutes of board meetings.

• Book of members.

Minutes of board meetings - Taking good meeting minutes at a board meeting is an important and fulfilling
role. Board meeting minutes are more than a general accounting of board discussions; they serve as an offi-
cial and legal record of the meeting of the Board of Directors. Minutes are used in a variety of ways including
tracking progress, detailing future plans, and serving as a reference point. Among other things, your meeting
minutes should reflect a record of motions, votes, and abstentions. Concerning minutes, it must be considered:

• Secretary role: In your role as secretary, you’ll essentially have four steps involved with recording effective
meeting minutes. You’ll need to spend a little time planning before the meeting, take notes during the
meeting, and write a formal report after the meeting. You’ll also be responsible for filing and sharing the
minutes of each meeting.

• Preparation: Every organisation records their minutes a little bit differently. Have a discussion with the board
president about any current or expected formats that you are expected to use. Review past meeting min-
utes to use as a template. Ask the board president for a copy of the meeting agenda, including the names
of all attendees, including guests or speakers.

• Make notes: Unless your organisation requires you to type notes at the meeting, you can either type them
out or write them longhand. The two most important things to know when taking the record of the meet-
ing is what information to record and how to present it. Meeting minutes should include:

- Date of the meeting.

- Time the meeting was called to order.
- Names of the meeting participants and absentees.
- Corrections and amendments to previous meeting minutes.
- Additions to the current agenda.
- Whether a quorum is present.
- Motions taken or rejected.
- Voting-that there was a motion and second, and the outcome of the vote.
- Actions taken or agreed to be taken.
- Next steps.
- Items to be held over.
- New business.
- Open discussion or public participation.
- Next meeting date and time.
- Time of adjournment.

2016-2-ES02-KA205-008263 27
 How you detail the discussions during a board meeting is as important as making sure to include all of
the information in the bullets shown above. For each agenda item, write a short statement of each action
taken by the board, along with a brief explanation of the rationale for their decision. If there are extensive
arguments, write a succinct summary of the major arguments. Record discussions objectively, avoiding
inflammatory remarks and personal observations. A good way to do this is by avoiding adjectives and
adverbs whenever possible. Check your language to be sure that it is clear, unambiguous, and complete.

• Review: Review the agenda to gain the full scope of the meeting. Add notes for clarification. Review ac-
tions, motions, votes, and decisions for clarity. Edit the record so that the minutes are succinct, clear, and
easy to read. It’s better to attach meeting handouts and documents that were referred to during the meet-
ing to the final copy, rather than summarizing the contents in the minutes.

• Signature and confirmation: Once your meeting minutes are fully written, you are responsible for making
them official by having the board secretary sign them. Your organisation may also require the president’s
signature. Follow your organisation’s by-laws and protocols for storing minutes. It’s a good idea to have
back-up copies either in print, a hard drive, or (best case) a board portal. The secretary also has the respon-
sibility for sharing minutes. Make sure the president has approved the minutes before sharing in print or
online.

Helpful tips for taking board meeting minutes:

- Use a template.
- Check off attendees as they arrive.
- Do introductions or circulate an attendance list.
- Record motions, actions, and decisions as they occur.
- Ask for clarification as necessary.
- Write clear, brief notes-not full sentences or verbatim wording.
- Maintain the same verb tense.

Common mistakes in taking board meeting minutes:

- Failure to document a quorum.

- Ambiguous description of board actions.
- Including information that could harm the board in a legal sense.
- Lengthy delays in providing minutes after a meeting.
- Delays in approving minutes from past meetings-missing mistakes.
- Failing to file and manage documents.
- Failing to get documents signed so they serve as an official and legal record.

28 2016-2-ES02-KA205-008263
Always be mindful that the purpose of taking meeting minutes is to reflect the true intentions of the board and
that they are an official and legal record. Given the breadth of detail and complexity of process associated with
proper documentation of meeting minutes, many organisations find using a tool, such as board portal software,
helps make this work easier and more efficient, and can ultimately elevates organisational performance. As se-
rious as the job is, the task of taking and preparing minutes is a rewarding and edifying experience.

Book of members - in your NGO you should create book of members. It depends if you calculate with com-
munion of new members or you have only employees. In the book you should have name , surname, date of
registration, signature, ID. One example about how a book of members could look like is:

ID Name Surname Date of birth Date of registration Identify card

1 Fernando Lopez 14.2.1995 1.10.2018 222556421
2 María Cortez 13.6.1994 20.10.2018 325545612
3 John Smith 15.9.1990 1.11.2018 452214583

2016-2-ES02-KA205-008263 29
Practice
Name NGO interest.

Duration 40 minutes.
Space Working room.
Logistics How to organise this activity will depend on the size of the group. If it is a medium-size
group (6 people) it can be done it as a whole group brainstorm. If the group is large,
people can be divided into small groups of 4-6.
Learning objectives
• To gain an understanding of the legalities and benefits of registering an NGO.
• To promote that young people choose their future interest and find information about NGO structure.
Materials or external references needed
• A4 papersm, pen, coloured papers A4 or cut for size A5.
• Papers A4 size with function of NGO: Service, advocacy, interest and philanthropic.
• On other A5 coloured papers a main activity from theory part must be written: Social and health care,
Education and research, Humanitarian aid and charity, Culture, development cooperation and human-
itarian aid (all categories are in function service). Environmental protection, Human rights protection,
Promoting of the rights of persons, Animal protection, Protection of consumer rights, Fights against cor-
ruption and Cultural activities (all categories are in function advocacy). Sport, Leisure time, Beekeepers,
Hunters, Gardeners and Community associations, (all the categories are in function interest). Providing
grants (Philanthropic). Youth must connect function with main activity.
Implementation description
• The facilitator separates the learners into small groups of 3-4 people. Each group gets prepared papers.

• Participants are showed the main papers A4 with service, advocacy, interest and philanthropic. The oth-
ers A5 are turned. The group has 20 minutes for connected A4 group with main activity.

30 2016-2-ES02-KA205-008263
• The rest of the time can be used for discussing why participants put each activity to a function, if they
know any NGO organisations on each field, etc. The facilitator must check all with participants and give
them examples from their country (e.g. names for well-known organisations) and explain them the work
in these organisations

If the young people can recognize their future interest, they will better understand the NGO work
and benefits.

Name Logo and interest.

Duration 60 minutes.
Space Working room.
Logistics An open space on which participants can work on separate groups without disturbing
one to the other.
Learning objectives
• To provide trainees with an opportunity to learn about start for establishing NGO.
• To learn how to create a name and a logo, as well as reflect about future interest and targets.
• To think about a local NGO’s governance and the board’s roles and responsibilities.
• To increase trainees’ awareness of the complex roles of an NGO’s board and management.
Materials or external references needed
Variety of creative materials, magazines, scissors and pens.
Implementation description
• The facilitator separates the learners into small groups of 3-4 people. Each group gets flip chart paper
and they can choose from creative materials (magazines, pens, coloured papers, etc.).
• Participants are invited to create the name and logo for their organisation using magazines, pens, co-
loured papers, scissors, etc. (40 minutes). The logo and name should express future interest and targets.
They must also prepare a short presentation about their future NGO.
• Once participants are ready, they will have 10 minutes to present the work done on each group.
• At the end of the exercise, the group can debrief and discuss how important is the future name, interest
and targets for their NGOs.

2016-2-ES02-KA205-008263 31
Name NGO Structure.
Duration 35 minutes.
Space Working room.
Logistics An open space on which participants can work on separate groups without disturbing
one to the other.
Learning objectives
• To provide trainees with an opportunity to learn about the structure in existing NGOs and organisations.
Materials or external references needed
Flip chart, posts and pens.

Implementation description
• Before the activity the facilitator must prepare coloured posts with the next content: Board members,
Director, Project manager, Account officer, Program manager, Project coordinator, Field worker (3 times).
• The facilitator separates learners into small groups of 3-4 people. Each group gets a flip chart paper with
empty boxes and post-its with the different roles previously prepared by the facilitator.
• Each group must stick on the empty boxes the suggested roles (they have 10 minutes).
• Once all the groups are ready, they should explain why they stuck the roles on each way. The facilitator
must correct them if needed and explain them the importance of an organigram.

32 2016-2-ES02-KA205-008263
Name Director Activity
Duration 45 minutes.
Space Working room.
Logistics An open space on which learners can see each other (e.g. in a big circle).
Learning objectives
• To know how to choose the right person for each position in an organisation.
• To receive an explanation about the roles existing in an organisation.
Materials or external references needed
Papers, flip chart or magnetic board, watch or mobile phone for time measuring.
Implementation description
• The facilitator must prepare papers with three categories: pantomime, drawing and speech. On the oth-
er side of each paper, the facilitator must write possible bad and good behaviours for a director and mix
it also with funny expressions. Some examples of the words to use could be:

- Pantomime: Man, woman, kid, young, old, etc.

- Speech: Economist, clever, lazy, sportsman, etc.
- Drawing: Mathematics, hen, cow, crazy, etc.
More words can be added and connected to game.

• Participants are divided in teams of minimum 2 persons (the ideal is to have two groups 4 members
each). One of them will show what is on the card the rest must guess. Time limit is one minute mea-
sured on watch by facilitator. If there are two teams, the facilitator can give them points for each correct
answer and write them on a flip chart or magnetic board. When the game is finished, the facilitator takes
the posts (e.g. “lazy”) and ask participants if they think that it is good behaviour for a position (e.g. for a
future director).

2016-2-ES02-KA205-008263 33
• Two categories are written on a flip chart: bad and good behaviours. The facilitator asks learners to in-
clude under these categories the words seen on the previous part of the exercise.
• To finish the activity, the facilitator can lead a discussion with participants to add, from their point of
view, other issues related to the nature of good a director and other team members (all the results must
be written on a flip chart).

Name Ministries
Duration 45 minutes.
Space Working room.
Logistics An open space on which participants can work on separate groups without disturbing
one to the other.
Learning objectives
• To identify the connection for possible grants and donations from ministries.
• To develop a complex view on NGO problematics.
Materials or external references needed
Flip chart (big paper size) coloured pens and a magnetic board (or place to put the activity results).
Implementation description

• The facilitator separates the learners into small groups of 3-4 people. Each group gets a flip chart paper
and a task: to draw five ministries (e.g. agriculture, financial, protection, health care, etc.). If the youth
have problems to find five the facilitator can help them. They get 30 minutes for drawing.
• After drawing learners stick their paper by magnets on the magnetic board. Other groups must guess
what they drew.
• The activity can be closed with a debriefing and discussion with youth about grants from ministries. The
facilitator must show them the connection between governments and their future work and projects.

34 2016-2-ES02-KA205-008263
Annex 1.1

Sample Statute in English

Article 1
NAME
The name of the Organisation shall be “Name of Organisation”

Article 2
ADDRESS
The official address of the Organisation is: (address of organisation) or such other address as may be determined by
the Executive Committee from time to time.

Article 3
MISSION STATEMENT OF THE ORGANISATION
The aim of the …. (name of Organisation) shall be … (put in the aims of the organisation)

Article 4
OBJECTIVES
4. The Organisation shall have the following objectives:
(some examples)
4.1 To provide support and information for …;
4.2 To educate …;
4.3 To seek and promote, on a national level, the participation of the Organisation;
4.4 To raise public and political awareness on …;
4.5 To promote and present the interests of the Organisation’s members to the notice of local administration and au-
thorities, international Organisations and other authorities;
4.6 To raise funds by means of subscription of members or otherwise for all the purposes and objectives of the Organi-
sation in such amounts and in such manner as may be authorized by the Executive Committee;
4.7 To form part of any national/international Organisation/s whose aims are similar to that of the Organisation;
4.8 To encourage and promote research;
4.9 To do all that which is ancillary, incidental or conducive to the attainment of the above objectives.

2016-2-ES02-KA205-008263 35
Article 5
GENERAL POLICY
5.1. The Organisation shall be autonomous and voluntary.
5.2. The Organisation shall be non-profit making and any excess of funds received or generated from its activities must
always be reinvested in the same Organisation.
5.3. The accounts of the Organisation shall be reviewed or audited and published on a yearly basis.
5.4. Provided its autonomy is not affected, the Organisation may collaborate with other entities on a national, regional
or international basis in order to further its aims.
5.5. The Organisation shall not have any political or trade union affiliation and it shall not indulge in party politics.
5.6. All prospective Members and Associate Members of the Organisation shall have access to the statute of Organisation
upon demand. Prospective Members will be required to state that they are aware of the objectives of the Organisation.

Article 6
STRUCTURE AND MEMBERSHIP
6.1 All persons (specify who and age without being discriminatory) are eligible to become Members of the Organisa-
tion with full voting rights.
6.2 The Affairs of the Organisation, in all matters not in these rules reserved for the Organisation in General Meeting,
shall be managed by the Executive Committee of the Organisation. Provided that the Executive Committee shall have,
as its primary function but not limited to, the management and allocation of the proceeds of all fundraising activities.
6.3 The Executive Committee shall consist of (specify odd number) Members of the Organisation who shall be elected
every (specify term ex. One year or two years) at a General Meeting of The Organisation. At the expiration of the (spe-
cific term ex. One year or two years) period the Executive Committee shall go out of office, however Members of the
Executive Committee are eligible for re-election.
6.4 A new member who wishes to form part of the Executive Committee should be a fully subscribed Member of the
Organisation for at least six (6) months, otherwise said person can be co-opted and then becomes a full voting Mem-
ber of the Executive Committee at such a date as the Executive Committee sees fit.
6.5 In order that a vote can be taken during a meeting of the Executive Committee, a minimum of three Members must
be present and vote.
6.6 In the event of the resignation (or termination from post for other reasons) of an Executive Committee Member,
the Executive Committee will co-opt other members to take his/her place. The other official Members of the Executive
Committee will pass a vote as to who will be co-opted during a committee meeting. Any Member so appointed shall
retain his office only until the next General Meeting, but he shall then be eligible for re-election.
6.7 Any Member not attending the Executive Committee meetings for three (3) consecutive times without a very valid
reason will automatically have to step down. This will guarantee the continuity of the work of the Executive Committee.
6.8 The elected members of the Executive Committee will elect a Chairperson, a Secretary and a Treasurer from
amongst them.
6.9 The Executive Committee shall be elected to office for a period of (specify term ex. One year or two years) by secret
ballot, electing those Members obtaining the highest number of votes.
6.10 No person who is not a Member of the Organisation shall be eligible to hold office as a Member of the Executive
Committee.

36 2016-2-ES02-KA205-008263
6.11 Nominations for the Executive Committee must be submitted on the appropriate official forms fourteen (14)
days prior to the General Meeting. In the absence of prior nominations reaching the Executive Committee on the
appropriate date, the outgoing Executive Committee may invite nominations from the floor on the day of the Annual
General Meeting.

Article 7
POWERS OF THE EXECUTIVE COMMITTEE
7.1 The business of the Organisation shall be managed by the Executive Committee which may pay all such expenses,
preliminary and incidental to the promotion, formation, establishment and registration of the Organisation as they
deem fit.
7.2 Legal representation of the Organisation shall vest in the Chairperson (President), the Secretary and the Treasurer.
7.3 No regulation made by the Organisation in a General Meeting shall invalidate any prior act of the Executive Com-
mittee which would have been valid if such regulation had not been made.
7.4 The Members for the time being of the Executive Committee may act notwithstanding any vacancy in their con-
stitution.
7.5 The Executive Committee is authorised to consult and seek the advice of any Associate Member of the Organisation
with the aim of improving the welfare or condition of both its members and the Organisation itself.
7.6 The Executive Committee is authorised to appoint an External Advisory Committees to support it in its role.

Article 8
CHAIRPERSON (President)
8.1 The Chairperson will preside at all Executive Committee meetings and General Meetings of the Organisation. The
Chairperson (President) and the Deputy Chairperson (Vice-President) shall undertake such functions in respect of the
Organisation as the Executive Committee may determine from time to time.
8.2 The Executive Committee will also elect from among its members a Deputy Chairperson (Vice-President) and may
determine for what period he/she is to hold office. The Deputy Chairperson (Vice-President) will preside on the Execu-
tive Committee with full powers in the absence of the Chairperson (President).
8.3 Provided that in the absence of both the Chairperson (President) and the Deputy, and provided a quorum is avail-
able, the Executive Committee will have the power to appoint a substitute/s to conduct the meetings.
8.4 The Executive Committee may remove any Deputy Chairperson (Vice-President) in which case he/she shall remain
a Member of the Committee.
8.5 No remuneration (except by way of reimbursement of out of pocket expenses, if any) shall be paid to any member
of the Executive Committee in respect of their office.

Article 9
SECRETARY
9.1 The Secretary shall be elected at the General Meeting. The Secretary will be responsible for all the secretarial and
administrative work of the Executive Committee.

2016-2-ES02-KA205-008263 37
9.2 The Executive Committee may elect from among its members an Assistant Secretary to assist the Secretary as nec-
essary. Any Secretary so appointed by the Executive Committee may also be removed by them, in which case however
he/she shall remain a member of the Executive Committee.
9.3 The Secretary and his/her assistant shall undertake such functions in respect of the Organisation as the Executive
Committee may determine from time to time.
9.4 No remuneration (except by way of reimbursement of out of pocket expenses, if any) shall be paid to any member
of the Executive Committee in respect of their office.

Article 10
TREASURER
10.1 The Treasurer shall be elected at the General Meeting. The Treasurer will be responsible for all the Financial and
Accounting work of the Executive Committee.
10.2 The Executive Committee may elect from among its members an Assistant Treasurer to assist the Treasurer. Any
Assistant Treasurer so appointed by the
Executive Committee may also be removed by them, in which case however he/she shall remain a member of the
Executive Committee.
10.3 The Treasurer and his/her Assistant shall undertake such functions in respect of the Organisation as the Executive
Committee determines from time to time.
10.4 No remuneration (except by way of reimbursement of out of pocket expenses, if any) shall be paid to the Treasurer
or his /her assistant in respect of their office.

Article 11
DISQUALIFICATION OF MEMBERS OF THE EXECUTIVE COMMITTEE
11.0 The office of an Official Member of the Committee shall be vacated:
(a) If he/she ceases to be a member of the Organisation.
(b) If by notice in writing to the Organisation, he/she resigns his/her office.
(c) If he/she is removed from office by a resolution duly passed pursuant to Clause 12.1 of this Statute.

Article 12
SUSPENSION
12.1 The Organisation may by a resolution taken at an Extraordinary General Meeting remove any Member of the
Executive Committee before the expiration of his/her period of office if he/she is guilty of repetitive disruption of meet-
ings, hinders the function of the Organisation or breaks the confidentiality and trust of other Members.
12.2 The Organisation may by the same or another resolution appoint another Member in his/her stead; but any per-
son so appointed shall retain his/her office so long only as the Member in whose place he/she is appointed would have
held the same if he/she had not been removed.

38 2016-2-ES02-KA205-008263
Article 13.
PROCEEDINGS OF THE EXECUTIVE COMMITTEE
13.1 Subject as hereinafter provided, the Executive Committee may meet together for the dispatch of business, adjourn
and otherwise regulate their meetings as they think fit. The Executive Committee shall meet at least once every (specify
the frequency ex. Every one (1) month).
13.2 The quorum necessary for the transaction of the business of the Executive Committee shall be (50%+1 of the
number of members on the Executive Committee as indicated in Article 6.3 of this statute) provided that if no quorum
is present within half an hour from the time appointed for the meeting, the meeting shall be adjourned to another day
within one week. If at such adjourned meeting no quorum is present within half an hour from the time appointed for
the meeting, provided three (3) members are present, the meeting shall proceed accordingly.
13.3 Matters decided at any meeting of the Executive Committee shall be decided by a simple majority of votes. In case
of an equality of votes, the Chairperson of the meeting shall ask for a re-vote. In the event of an equality of votes on the
re vote, the Chairperson of the meeting shall have a casting vote.
13.4 On the request of the Chairperson (President) or his/her Deputy (Vice-President) the Secretary shall, at any time,
summon a meeting of the Executive Committee by notice (stating the time and place of such meeting) served upon
the several members of the Executive Committee giving a notice of at least five working days. Any accidental failure to
give such notice to any member of the Committee entitled thereto shall not invalidate any of the proceedings of such
meeting so long as a quorum is present there at.
13.5 A meeting of the Executive Committee at which a quorum is present shall be competent to exercise all the author-
ities, powers and discretion by or under the regulations of the Organisation for the time being vested in the Executive
Committee generally.
13.6 The Executive Committee may delegate any of its powers to sub committees consisting of such member or mem-
bers of the Executive Committee or of such other persons as it thinks fit, and any subcommittee so formed shall, in the
exercise of the powers so delegated, conform to any regulations imposed on it by the Executive Committee.
13.7 The Executive Committee shall cause proper minutes to be made of all appointments of officers made by the
Executive Committee and of the proceedings of all meetings of the Organisation and of the Executive Committee and
of sub committees of the Executive Committee.
13.8 All business transacted at such meetings, and any such minutes of any meeting, if purporting to be signed by the
Chairperson (President) and Secretary of such meeting, or by the Chairperson (President) and Secretary of the next
succeeding meeting, shall be sufficient evidence without any further proof of the facts therein stated.

Article 14
SUBSCRIPTIONS, FINANCES AND ACCOUNTS
14.1 (a) Applications for membership shall not be considered unless accompanied by the subscription fee.
(b) The subscription fee shall be payable yearly in advance and shall fall due as determined by the Executive Commit-
tee;
(c) If the subscription falls due and a Member has not yet paid the previous year’s subscription, he/she shall not be
entitled to vote in the next General Meeting;
(d) Any Member who resigns or forfeits his membership shall on rejoining be liable to pay a readmission fee equivalent
to one year’s subscription.

2016-2-ES02-KA205-008263 39
14.2 The funds of the Organisation shall also be collected from voluntary contributions, donations or grants by Mem-
bers, benefactors, the State, any other institution, and from fundraising activities.
14.3 The funds of the Organisation shall be deposited in bank accounts of a reputable local bank in the name of the
Organisation and the authorised joint signatories for operating such accounts shall be the Chairperson (President),
the Secretary and the Treasurer. The signature of the Treasurer and one other signature of the Chairperson (President)
or Secretary will suffice.
14.4 The Treasurer shall keep such proper books of accounts as will enable him/her to present at every General Meeting
of the Organisation, or at any other time if required (on reasonable notice to him/her) by the Executive Committee, an
accurate report and statement concerning the finances of the Organisation.

Article 15
GENERAL MEETINGS

15.1 An Annual General Meeting of the Organisation shall be held in every year. Notice of the day and time of the An-
nual General Meeting shall be given to each member at least fifteen (15) working days before such day.

15.2 Other meetings of the Organisation may be summoned by the Executive Committee, and shall be so summoned
immediately upon a request in writing signed by at least ten percent (10%) of the Members.

15.3 At any meeting of the Organisation every member of the Organisation shall be entitled to be present, and every
Member shall be entitled to one (1) vote upon every matter raised. In the case of equality of voting, the Chairperson
(President) of the meeting (who shall be the outgoing Chairperson (President) of the Executive Committee) shall have
a second or casting vote. The Secretary shall take minutes of the proceedings at all General Meetings of the Organisa-
tion.

15.4 The Secretary shall present the Annual Report of the Organisation to the Annual General Meeting.
15.5 The quorum for the Annual or any Meeting shall be ten percent (10%) of the general membership. In the absence
of such quorum, the Meeting shall be held, with the same agenda, thirty minutes later and all decisions taken shall be
binding on the Organisation as a whole.
15.6 The auditors or reviewers of accounts shall be nominated and elected by the members attending and having a
right to vote at General Meetings. No auditor or reviewer of accounts who has held office on the Executive Committee
during the past twelve (12) months will be eligible for nomination. No auditor or reviewer of accounts shall run for
office on the Executive Committee during the coming twelve (12) months.

Article 16
CONDUCT OF MEMBERS
16.1 Every Member shall conform to the Organisation’s Code of Ethics. Any Member or members alleged to have
brought, or attempted to bring disrepute on the Organisation, shall be asked to appear before the Executive Commit-
tee and if, in the opinion of the Executive Committee, the case be found proven, the Member shall be deprived of his/
her membership. If the said Member fails to appear before the Executive Committee without justification he/she shall
be deprived of membership.

40 2016-2-ES02-KA205-008263
Article 17
NOTICES
17.1 Each Member shall keep the Secretary informed of that Member’s private address, email address, or of some other
address at which communications may be addressed to him/her.

Article 18
ALTERATION OF STATUTE
18.1 This Statute may be revoked, added to or altered by a vote of at least fifty one percent (51%) of all the registered
Members of the Organisation who are entitled to vote at a General Meeting of the Organisation of which notice has
been duly given specifying the intention to propose the revocation, addition or alteration, together with full particulars
thereof.

Article 19
DISSOLUTION
19.1 If at any time the Organisation shall pass in General Meeting by a majority comprising seventy five percent (75%)
of all the registered Members present and entitled to vote a resolution of its intention to dissolve, the Executive Com-
mittee shall take immediate steps to settle any debts, and dispose of the monies and property remaining as deter-
mined by the General Meeting; and thereupon the Organisation shall for all purposes be dissolved.
19.2 In the event of dissolution of the Organisation, any remaining funds and/or property shall be donated to a volun-
tary non-profit making organisation or a charitable institution chosen by the outgoing Executive Committee.

Signed: ___________________________

Chairperson (President)

Signed: ___________________________Secretary

2016-2-ES02-KA205-008263 41
Annex 1.2
Information about the bodies responsible of registering youth entities in all the ReYion countries (including
samples of statutes and other legal documents in the project languages).

• Czech Republic

- Body in charge of registering youth associations in the country: Ministerstvo spravedlnosti (Ministry of
Justice), registration of associations is done within the competences of regional courts (Krajské soudy),
for Prague and Central Bohemian Region it is Municipal Court in Prague (Městský soud v Praze), relevant
regional court serve for other regions (https://portal.justice.cz/).
- Useful sites with information about registering youth associations in the country:
o http://www.neziskovky.cz/clanek/1156/511_559_565/fakta_legislativa-a-ucetnictvi_navody-leg-
islativa/jak-zalozit-neziskovou-organizaci/
o https://or.justice.cz/ias/ui/podani
- Templates of statutes and other legal documents for youth associations in Czech can be found here:
https://drive.google.com/file/d/1KsYJi4nHOJNmW99B58rFCG7J8HQirUKD/view?usp=sharing

• Greece
- Body in charge of registering youth associations in the country: Υπουργείο Εργασίας, Κοινωνικής
Ασφάλισης & Κοινωνικής Αλληλεγγύης (http://www.ypakp.gr/).
- Useful site with information about registering youth associations in the country:
o http://koinsep.org/wp-content/uploads/2014/02/info-about-KoinSEp.pdf
- Templates of statutes and other legal documents for youth associations in Greek can be found here:
https://drive.google.com/file/d/19RjPfLW3n1GDpfVmg8pOA7BNjfwC0EEB/view?usp=sharing

• Italy
- Body in charge of registering youth associations in the country: the Italian law considers very different
categories of entities than in the other countries. In fact, the national regulation does not foresee the
“youth association” type, but it is structured according to categories such as: i) Association for social
advancement, ii) Volunteering association, iii) Validated association, iv) Non-Recognised association,
v) NGO (which is regulated differently from the other countries. For this reason, it is recommended
to contact the Italian partner of this project in order to get support for these processes (http://www.
futurodigitale.org/it/) or any of the other organisations available in the country (that can be resumed
here: https://drive.google.com/file/d/1mvhzNGwdxLsOLGhVUVBgGD3h8uRf1g23/view?usp=sharing).
- Useful sites with information about registering youth associations in the country:
o https://italianonprofit.it/riforma/
o http://www.csvrovigo.it/costituire-una-associazione
o http://www.informagiovaniroma.it/citta-e-tempo-libero/approfondimenti/associazionismo/
creare-un-associazione

42 2016-2-ES02-KA205-008263
 - Templates of statutes and other legal documents for youth associations in Italian can be found here:
https://drive.google.com/file/d/1OAcN07SOFs3uVM0Hxyg2oZ-qtJjmSB0Z/view?usp=sharing

• Slovenia
- Body in charge of registering youth associations in the country: In Slovenia you can register a youth
organisation in every administrative unit in each bigger city. The registration can also be done online
(https://e-uprava.gov.si) as well as the site with information for this registration (http://e-uprava.gov.si/
podrocja/vloge/vloga.html?id=120&).
- Useful site with information about registering youth associations in the country:
o http://evem.gov.si/info/zacenjam/zelim-ustanoviti-podjetje/poslovne-oblike-podjetij/drustvo/
- Templates of statutes and other legal documents for youth associations in Slovenian can be found here:
https://drive.google.com/file/d/10zgCb2b6Mo99GL44KAptSGjqf604IrBp/view?usp=sharing

• Spain
- Body in charge of registering youth associations in the country: the ministry of internal affairs is the
responsible of having a central registration for youth entities (http://www.interior.gob.es/web/servi-
cios-al-ciudadano/modelos-de-solicitud/asociaciones). However, entities can also work at regional
level and be registered under the regional government law (as an example, here is the link for the
registration of youth entities in the Basque Country: http://www.euskadi.eus/gobierno-vasco/adminis-
tracion-local-registros-administrativos/-/registro/2014/registro-de-asociaciones-del-pais-vasco/).
- Useful site with information about registering youth associations in the country:
o http://www.interior.gob.es/web/servicios-al-ciudadano/modelos-de-solicitud/asociaciones
- Templates of statutes and other legal documents for youth associations in Spanish can be found here:
https://drive.google.com/file/d/1etfsuapaqeYlZFrGGVO6a05NZTPkswo6/view?usp=sharing

2016-2-ES02-KA205-008263 43
44 UNIT 2
2016-2-ES02-KA205-008263
 UNIT 2:
VOLUNTEERING AND TEAM
MANAGEMENT

tro
a t c h the in e
W r
unit he
“The most exciting breakthroughs of the twenty-first century will not occur because of tech-
t o t h e nology, but because of an expanding concept of what it means to be human.”
John Naisbitt

Many NGOs work under the principle of development through volunteering. Volunteers are the core of many
youth organisations. Almost every NGO got started by either an individual or group of people volunteering
their time. Be a grassroots organisation just starting out or an organisation working nationwide, a motivated
volunteer force can make a great difference to organisations impact on its community.

Cooperation between volunteers and an organisation can begin, shift, tilt and end in many ways. A great deal
of theories and practice have been discussed and published, some of them are taught in formal education and
others can be found online (theory U, theory Y, teal paradigm). In this manual, we are presenting how the au-
thors see the process of cooperation on the basis of experience and draw attention to tips and traps in which
we can catch up in the introduction and implementation of team management in the organisation.

Effective teamwork is the key to the successful operation of an NGO and a strong team will make it through the
hard times that may lie ahead. This section will help you understand how teams work and how you can make
the most of yours.

2.1 Volunteers in an organisation

Volunteers get involved in an organisation for various reasons, one of them is that they want to help, but they
also want to enjoy their time with the organisation. There are a lot of different organisations that volunteers
could be spending their free time with. Without volunteers, paid staff would have far less time to focus on de-
veloping new projects, raising funds and managing the organisation. The key is to create an environment where
volunteers feel part of organisation and that their contribution is valued.

Define volunteering…
There are various forms of volunteering, one could mention the activities of the volunteers working in a blood
donation centre, volunteering in dogs shelters or being a digital volunteer, etc. However, in many formal set-
tings, volunteering is defined as a “beneficial free social activity of individuals who through their work, knowledge
and experience contribute to improving the quality of life of individuals and social groups and to the development of
a solid, humane and equal society” (“Slovenian Law on Volunteering”, Z.Prost, 2011), or “Volunteering is the commit-
ment of time and energy for the benefit of society and the community, the environment or individuals outside one’s
immediate family. It is undertaken freely and by choice, without concern for financial gain” (“Universal declaration
on volunteering”, IAVE, 1990).

2016-2-ES02-KA205-008263 45
Why volunteering matters…
Providing solutions to modern rural challenges concerning youth demands gaining knowledge of local re-
sources available, learning about the functions and operations of government and identifying needs in the local
environment - getting involved in an NGO is a good way to start. People are supportive of community resources
that they use themselves or that benefit people they care about. Volunteering and other sort of activities of a
social value are an investment in community and the people who live in it. Working voluntarily in an NGO could
have an impact on many levels, from personal development of individual to community changing shifts. It
provides an opportunity to make a difference, support others and create positive change in communities. The
impact of engagement and participation is multi-directional and fluid. Volunteers discover hidden talents and
build up their competences that may change view on their self-worth.

“Volunteering strengthens the mutual solidarity of people, promotes the development of human capabilities and life-
long learning, ensures social cohesion and cooperation in solving the problems of individuals and society” (“Slovenian
Law on Volunteering”, Z.Prost, 2011)

2.2 Recruiting and managing volunteers

Work with volunteers is often unpredictable, especially when it involves work with vulnerable groups and young
people with fewer opportunities. It is essential to integrate and develop personal bonds on very basic levels of
interaction, when volunteers spend time together, have fun and co-create. In our experience it led to improved
communication, which is now more efficient and genuine.

Understanding volunteers is the base of establishing conditions for working together. Understanding motiva-
tions is the key to get the best from them as well as providing them with the best experience that an NGO can.
Some volunteers may join the team to gain experience in certain fields, such as project writing, fundraising
or event management, whilst others will be there solely because they want to make a change, whatever that
change is. When we understand volunteers, we will know how to motivate them and keep them around for the
long term.

Volunteering plan
Before recruiting volunteers, some background work needs to be done, such as needs assessment and volun-
teering plan. It is recommend for organisations with volunteering program to consider and agree upon the ar-
rangements associated with the process of organising volunteering, for example: for which work volunteers are
needed, who will provide volunteers with support, how to reimburse volunteers, etc. Answering the following
questions can provide more clarity:

• What is the function of volunteers and what tasks are volunteers suited to? What are the purposes and
objectives of the work?
• What are the main tasks of a volunteer? What skills and experience would the organisation like volunteers
to bring to its work?
• How will the organisation go about finding volunteers?
• What will the selection process involve?
• Which target group will the volunteer work for?

46 2016-2-ES02-KA205-008263
• When volunteers are successfully recruited, how will the organisation ensure they remain with the organi-
sation? What will be the volunteer’s role?
• Obligations: What is the timing of the work? What are the tasks required? What are the rules volunteers
need to follow? (house rules, organisation rules, group rules)
• Location: Where will the work take place?
• Support: Who will be the mentor? Who will organize volunteer work and take care of its implementation?
What kind of introduction and training will be needed and / or available?
• Recognition: In what ways will the organisation show recognition for the work?

Choosing volunteers
Recruiting volunteers is one of the most important tasks of an NGO. In many cases social capital represents
majority of organisations resources. Involving volunteers also adds great value and supports to organisations
activities in achieving its mission, purpose and strategic objectives. There are a lot of ways to search or advertise
for volunteers. These include:

• Word of mouth referrals.

• Online - on organisations website, via volunteer recruitment websites, on social media, etc.
• Leaflets, posters and other printed media.
• Using existing volunteer databases.
• Organising or speaking at events during Volunteers Week.
• Press and radio ads.

Make sure to include preferred contact so potential volunteers can get in touch easily.

Cooperation agreement
Volunteers and volunteer organisations enter into cooperation each with their own views, expectations and
demands. The agreement is the point that harmonizes these expectations.

Depending on the national legislation but in its basis the agreement should include precisely defined rights
and responsibilities of volunteer and organisation. We also recommend including details of reimbursement of
expenses, possible rewards, possibilities of termination of volunteer work and options for changing the agree-
ment. The agreement must be in line with the organisation’s internal volunteer work. The agreement may be in
oral or written form.

Training and Role of a volunteer

Volunteers need to have a clear idea of their role. By training volunteers in the tasks they will be involved in, will
build their confidence and help them to contribute to the group more effectively. The subject of an individual’s
training needs can be discussed during induction. It can then be returned to and monitored during regular su-
pervision sessions. It is important to make the roles and responsibilities of volunteers clear from the start so that
any risks involved can be assessed and appropriate training, or other measures, can be put in place. Training will
need to be repeated at intervals to refresh people’s knowledge and keep them up to date with developments.

2016-2-ES02-KA205-008263 47
Mentors
Mentors are playing significant role in youth sector and wider. Not only they help to reflect work experience and
provide guidance, mentors are crucial in reflecting the process of personal development and change.

Many of us feel better about our work if we feel appreciated and knowing we are making a positive contribu-
tion. Supervision is a structured opportunity to discuss how a volunteer is progressing. It is one-to-one meeting
between the mentor and the volunteer. You could consider experimenting with different methods such as
group supervision and peer supervision.

Good practice guidelines for supervision:

• Give the volunteer the chance to tell you about their achievements.
• Give lots of positive feedback.
• Discuss any actual or potential problems. Problems can often be resolved during supervision.
• Look at any training needs. The aim is to help the volunteer to contribute to the NGOs purpose.
• It is helpful to give the volunteer questions to consider before the supervision session takes place.

What to do when things don’t go as planned?

Volunteers may sometimes be unaware of doing anything wrong. One can’t be expected to improve or change
the way of work, if an issue hasn’t been brought to their attention. Perhaps the volunteer needs a change of role.
They may be bored in their current one or feel under-used. Discussion is in order. Don’t criticize in a negative
way, rather offer constructive solution, that will satisfy both, the volunteer and organisation. Ideally you achieve
the positive solution in a way to proceed cooperatively. If the volunteer doesn’t have ideas on its own, offer
guidance and enhanced mentoring.

2.3 From a group to the team

Teamwork is an activity that has been in favour to humanity for centuries. One of the greatest benefits of work-
ing in a team is the inspiration and ideas that can result from team discussions. Good teamwork creates synergy
– where the combined effect of the team is greater than the sum of individual efforts. There is a shared under-
standing that personal and team goals are the best reached with mutual support. Working together a team can
apply individual perspectives, experience, and skills to solve complex problems, creating new solutions and
ideas that may be beyond the scope of individual.

Getting a group of people together does not make a team. When working in a team, you are working towards
a common goal or set of objectives. There are three levels that make a difference between a group and a team.

Understanding the “Why”: team members recognise their independence and understand that personal
and team goals are better accomplished with mutual support. There is a climate of trust and encouragement
to express ideas, opinions, disagreements, feeling and questions, where members make efforts to understand
each other’s points of view

Ownership: team members feel a sense of ownership for their work, they are committed to value based com-
mon goals that they helped to establish.

48 2016-2-ES02-KA205-008263
Creativity and contribution: team members contribute to the organisations success by applying their unique
talents, knowledge and creativity to team objectives. There is participative decision making and members can
contribute their personal resources, qualities and competencies to the success of the work,

Motivation: The best way to find out what motivates individuals in your team is to ask. It’s also important to
ask what demotivates them. Understanding individual team member motivations enables building up a pic-
ture of how each individual likes to be treated. Some people like to be left alone to work on their own initiative,
while others prefer more hands-on collaboration. Some find criticism motivational, but others will feel hurt and
demotivated if it isn’t delivered sensitively. One team member may be desperate for public recognition whilst
another team member may be very happy to stay in the role that they are doing and hate the idea of being
praised publicly. Asking what motivates and what demotivates individuals can be done on a one-to-one basis
or it can be done as a team exercise, such as pairing up team members and getting them to ask each other and
then providing feedback.

Thinking about your own experience as a team member, what is your motivation and what benefits
has teamwork brought for you and the team?

2.3.1 Work roles

There are many roles people can take on in a team. All the roles are important and can be complementary for
effective teamwork. Common reality of NGOs in youth sector is self-management. There are no jobs, no organ-
isation chart, no job descriptions, no hierarchical layers of management. Instead, every team member has a
number of roles that they have agreed and committed to fulfill.

In many situations team members fill roles that are created, exchanged and discontinued in response to current
needs. Different people bring out different qualities and specific situations can demand specific behaviours and
actions. As people gain experience, they take on roles with larger responsibilities and offload simpler ones to
new volunteers or new team members.

One of the best known models was developed by Dr. Meredith Belbin. After extensive research the model came
up with roles essential to effective team working.

Team role Description

Co-ordinator Sets the team goals and defines roles and structures. Coordinates team efforts
and leads by eliciting respect, but may not get involved in the task
Shaper The task leader who brings competitive drive and energy to the team. Makes
things happen but may be thought abrasive
Plant Imaginative, creative and the team’s source of original ideas. Concerned with
fundamentals. May not be ‘involved’ with the team
Monitor-Evaluator Offers measured and dispassionate critical analysis. Keeps team from pursuing
misguided objectives. Can be seen as negative
Resource Investigator Salesman, diplomat, resource seeker. Good improviser with many external con-
tacts. May be easily diverted from the task at hand
Completer Worries about problems. Personally checks details. Intolerant of the casual and
slapdash. Sees projects through. May not be interested in the big picture

2016-2-ES02-KA205-008263 49
 Team role Description
Teamworker Promotes team harmony. Good listener who builds on the ideas of others. Like-
able and non-assertive. In avoiding conflict may lose focus on the task
Implementer/Company Turns decisions and strategies into manageable tasks. Brings logical, methodical
Worker pursuit of objectives to the team

(Nine team roles proposed by Dr Meredith Belbin)

Many authors have developed their own models for looking at team roles using analogies You can invent your
own analogy, for example: if this team was on a journey who’s planning the route, who’s driving, who’s navigat-
ing, who’s the mechanic, who’s organising overnight stops, who’s doing what?

One of the great strengths of an effective team lies in its blend of talents and abilities. Teams of individually
brilliant people may still be ineffective if there is not a good balance of team roles. Depending on particular
situation, people might change their roles.

Whatever analogy you use, the important questions are:

• How well are you using individual’s talents?

• How balanced is the team?

• Are any roles missing?

• Are you duplicating roles, if so is this causing friction?

• Do you need to reorganise to create a better balance?

2.3.2 Communication
The purpose of communication is to get message across to others clearly and unambiguously. Communication
is a two-way process, as well as talking or delivering a message, it’s important to listen to the other person’s
response. Strong communication skills can improve the performance and productivity of a team and benefit an
organisation. Conflict resolution is a vital part of team life since tensions and ambiguities are an inherent part
of teamwork. Facing tensions often throws us off balance and makes us doubt our own views, feel insecure,
confused or frustrated. This is normal.

When disagreements are resolved using defined conflict resolution process, team members hold each other
accountable for their mutual commitments. The process of establishing common values, objectives and basic
agreements can provide valuable stability for the team. Consider conflict as a normal aspect of interaction and
take it as an opportunity for new ideas, creativity and improvement.

Here are some basic principles for open communication:

• It’s impossible to change other people. We can only change ourselves.

• We take ownership for our thoughts, beliefs, words, and actions.

• We don’t spread rumours.

50 2016-2-ES02-KA205-008263
• We don’t talk behind someone’s back.

• We resolve disagreements one-on-one and don’t drag other people into the problem.

• We don’t blame problems on others. When we feel like blaming, we take it as an invitation to reflect on
how we might be part of the problem (and the solution).

• We focus on strengths more than weaknesses, on opportunities more than problems.

How to recognize a team with effective communication structures?

• Team members feel satisfied with their participation and the participation of others.

• The team describes a sense of openness around communication and an atmosphere of mutual respect
(they are not afraid to disagree).

• The team expresses excitement or interest in discussion (indicating their trust in the process).

Tips for improving creative communication in teams:

• Examining successful communication processes with the whole team, identifying success factors and find-
ing ways to ensure that those success factors are present in all areas of communication.

• Monitoring levels of listening during a discussion and making them transparent.

2.4 Structures
The world around us is changing rapidly and so does the way we live, work and organize. Self-organised and
self-managed organisations are emerging and seem to be the future of youth sector. The hierarchical “predict
and control” is replaced with a decentralized structure consisting of small, autonomous teams that take respon-
sibility for their own governance.

Good team size is 3-12 members. A team of 5-7 members is the optimal. S­ mall teams, usually consist of 3 or 4
members, work faster and tend to produce results quickly, but there is less diversity. Teams bigger than 7 or 8
members require expert facilitator skills and possibly creation of sub teams to operate effectively. However big
teams have the potential for generating more ideas and are more diverse. Adaptation and adjustment are the
key to continuously serve the organisation’s purpose.

Structures that make it possible to get the best out of your team and harvest creativity are:

a) Diversity: a well-chosen and managed team diversity ensures a multiplicity of perspectives that allow us
to envision something “different.” Appreciation of differences as a necessary resource and not something
to be tolerated.

How can you recognize a usefully diverse team?

• Discussion will be dynamic, without resulting in deadlock.

• There will be a general awareness around the importance of each member’s perspective.

2016-2-ES02-KA205-008263 51
 • The team will be able to identify taboo areas around identities and privilege, and will be willing to
work on them.

b) Communication: How does a team communicate the best? Develop a strategy for how to manage diffi-
cult conversations within the team.

c) Environment: ask the team what they would need to feel better, more productive or creative

Tips for developing a productive environment:

• Increase flexibility around work hours, work place, team construction, and job description.

• Identifying what works about informal activities or informal channels of communication and utilize
those in a more formal way.

d) Decision Making: teams get to decisions in many different ways. Any person can make any decision after
seeking advice from everyone who will be meaningfully affected, and people with expertise in the matter.
When decision-making authority is truly distributed throughout the organisation, individuals or teams
have the opportunity to make decisions that affect their work. While these decisions may not need to be
validated by a hierarchy or consensus, it is expected that those affected, should be involved.

Tips for developing stronger decision making structures:

• Observe how decisions are actually made and who takes part, and create space for others to vocalize
their thoughts and ideas.

2.5 Attitudes
Mindset matters. An attitude is a point of view about a situation, a state of mind or a feeling. An attitude has
three components, which are what we think, what we do, what we feel.

Thinking component involves a person’s belief and knowledge, for example: “I believe ladybugs are dangerous”.
Feeling component involves a person’s feelings and emotions, for example: “I am scared of ladybugs”. Doing
component is the way the attitude we have influences how we act or behave, for example: “I will avoid ladybugs
and scream if I see one”. This model is known as the ABC model of attitudes.

The presence of certain psychological attitudes can also be developed within an organisation:

a) Curiosity: Without time to ask questions, observe, defer judgements and wonder about the way things
work, a team cannot possibly work creatively.

Do you want to light up a spark? Play and experiment. Ask questions. Sharpen observation skills and
utilize them. Nurture a sense of wonder about the world.

The skills to think and act creatively can be learned and practiced.

• Observation: the ability to “see” (with all senses) what others do not see.

• Inquiry: the ability to ask questions that others do not ask (Why, how, what? Dig deeper.)

• Interpretation: the ability to find connections and synergies that others do not.

52 2016-2-ES02-KA205-008263
 • Innovation: the ability to apply the above toward a novel/original application of something that al-
ready exists.

• Invention: the ability to apply the above to see gaps in what already exists and fill them with some-
thing entirely new.

b) Comfort with ambiguity: accept the possibility of multiple interpretations of given “facts” and deferr
judgement until more information has been collected. Ask for other viewpoints or seek out additional
information and do not rush to making decisions but allow space for the decision to emerge.

c) Letting go: the process of discarding what team does not need anymore, be it ideas, strategies, projects,
beliefs, etc. By letting go you can more fully focus and commit to what is useful.

d) Risk-taking: What allows a team to push past its comfort zone into the unknown? Cultivate a culture for-
giving of mistakes by understand that failure is a part of the process. Reward team members for new ideas,
even if they are unsuccessful. Encourage questions and exploration, it leads to innovation.

2.6 Behaviours
Working in youth third sector demands many skills and competences such as community organizing, partici-
patory action research, business skills, training methods, documentation and dissemination of information, etc.
Be it hard or soft skills, when it comes to youth work, its all about teamwork. Teamwork and cooperation require
team members to establish expectations for how they will work together. These expectations, or team norms,
are ground rules for behaviour. Each team should isolate a set of norms that becomes its “code of conduct.”

• Promote communication and collaboration amongst the team members to nurture qualities & deal with
resistance.

• Identify diversity, strengths and weaknesses in the team.

• Request and offer support where needed.

• Ensure that knowledge, skills, styles and preferences in the team are shared and communicated.

• Provide training, based on the approach of non-formal learning.

• Help build team spirit and trust.

• Demonstrate empathy.

• Act authentically.

• Apply feedback techniques.

• Allocate adequate resources and time to team building.

• Steer collective and individual emotions in a positive direction.

• Receive & express criticism in an open, respectful and constructive way.

• Deal with frustration in a constructive manner.

2016-2-ES02-KA205-008263 53
Practice
Name Dreams
Duration 60 minutes.
Space Working room.
Logistics How to organise this activity will depend on the size of the group. If it is a medium-size
group (10 people), it can be done it as a whole group brainstorm. If the group is large, peo-
ple can be divided into small groups of 5-6.
Learning objectives
• To stress equality within the group.
• To generate solidarity, empathy and to create positive atmosphere in the group.
• To encourage cooperation.
• To get to know each other.
Materials or external references needed
Flip chart and markers (one set per working group).
Implementation description
• The facilitator asks the participants to spend five minutes reflecting on their own, how they would like
things to be the future - in terms of family, job, hobbies, personal development, etc.
• Then the group is asked to share their dreams and aspirations saying what they are and giving reasons.
They should write down, or preferably draw, any common features on a flip chart e.g. having a job, trav-
elling, having children, their own house, etc.
• Once the previous step is completed, the facilitator demands each group to present their drawings or
conclusions to the plenary. On this stage participants can be individually asked or in the groups to iden-
tify 3 concrete things that prevent them from pursuing their aspirations and 3 concrete things that, they
as a group (or an organisation) can do together to get a bit nearer to seeing their dreams come true.
• To close the activity the facilitator carries out a debriefing and evaluation by asking participants to share
the feelings they experienced while doing this activity and then to say what they enjoyed about the
exercise. The next questions can be followed:
- Was there anything that surprised you?
- Did you feel that some people may have more chances than others? Who and why and is it fair?
- How can you support each other in practical ways to overcome the barriers and make your dreams
come true?, etc.
This activity can be a good stimulus to the group and to individuals providing they manage to be specific
about their dreams and to identify practical things which they can do together. It is important to stress this
collective approach in order to overcome individual shortcomings e.g. “I do not know how to do this or
that”.... ‘I don’t have the tools..
(adapted by All Different – All Equal Education pack, 2016)

54 2016-2-ES02-KA205-008263
Name The eggcercise
Duration 70 minutes.
Space The space must be prepared as a place where small groups of participants (4-5) are
going to work. For each small group, the facilitator binds a string around a raw egg and
hang the egg from the ceiling, at approximately 1,75 – 2m from the ground. The egg
must not be too wrapped, if it falls to the ground it should still be able to break, etc.
Each group must be provided for its use a pile of old paper, scissors, glue, etc. and other
materials that could be considered needed.
Logistics At least 5, at the most 35 participants.
Learning objectives
• To observe team dynamics, roles distribution and task division.
• To develop cooperation and practice problem solving.
Materials or external references needed
• One raw egg per 4-5 participants.
• String to attach the eggs to the ceiling, lots of paper, scissors, old magazines, cardboard and glue.
• At least 4 by 4 meters space for each small group of 4-5 participants.
Implementation description
• The facilitator splits the large group into small groups of about 4-5 participants each.
• The exercise is introduced to the group: Exactly 30 minutes after the start of the exercise the facilitator
will pass by the room and cut the string holding the egg. As a team, it is their task to build a construction
that would prevent the egg from breaking. Some rules apply:
- Neither the egg itself nor the string holding it may be touched by the participants or by the material
they use.
- They can only use the material you have prepared for them, (chairs and tables that may be around
cannot be put into use!)
• The facilitator must watch the groups (one facilitator could be needed per 2 small groups) and ensure
that they observe the rules.
• After 30 minutes exactly, the groups stops. The facilitator makes a tour then and cuts each string to see
if the teams have succeeded in preventing the egg from breaking.
• The activity should be closed with a reflection and evaluation. In any case, the debriefing can focus on
how the team worked together to build the construction. Some questions to be used could be:
- What did people observe?
- Were there difficulties in communicating with each other?
- How do different styles in problem solving influence the character of the teamwork?
- Most of the time, there will be differences in working together. How can you deal with these dif-
ferences constructively? Where are compromises possible?
It is important to not let this become a session where particular members of a group are “blamed” for some
kind of behaviour during the exercise. Rather, it must be tried to relate this situation – different working
styles, behaviours, preferences, etc. in a team – to real life, especially in intercultural teams.
(adapted by T-Kit No. 4, 2000)

2016-2-ES02-KA205-008263 55
 Name The mine field
Duration Up to 30 minutes.
An open space such as a park or a meadow. Place the objects sporadically across the
Space
open space.
Logistics None.
Learning objectives
• As a team bonding exercise, to encourage people to work with colleagues from other teams, circles or
groups.
• To practice competences related to trust, communication and effective listening.
Materials or external references needed
• Various handheld objects (cones, balls, bottles, etc.).
• Several blindfolds.
Implementation description
• The facilitator asks participants to pair up.
• One person from each pair put on the blindfold. The other person must lead their teammate from one
side of the open space to the other without stepping on the objects — using only the verbal instruc-
tions. The blindfolded person cannot speak at all. To make it more difficult, the facilitator can create
specific routes the blindfolded team members must walk.
• The activity can be closed with a group discussion about how was its implementation using questions
such as:
- How did you feel during the activity?
- Was it easy to drive your partners? And to follow instructions?
- Why do you think that we made this activity? What have you learnt?, etc.

Name Just listen

Duration 25 to 30 minutes.
Space A working room or open space.
Logistics None.
Learning objectives
• To encourage participants to communicate how they feel about a subject.
• To strengthen team members’ listening skills.
• To show participants how to listen with an open mind. Listening is an incredibly important part of good
communication, and it’s a skill that people often ignore in team activities.
Materials or external references needed
• An even number of team members, ideally.
• Eight index cards for each team of two. Each card should list one topic. The topics should be interesting,
but not too controversial.

56 2016-2-ES02-KA205-008263
Implementation description
The main aim of this activity is to get people into pairs and make one member talks about his or her opinions.
His/her partner listens without speaking, and then, without rebuttal, recaps on what has been said. To do this:
• Participants sit down in pairs. Each receives eight index cards.
• One partner of the pair blindly chooses a card and then speaks for three minutes on how they feel about
the topic. As they talk, the other person cannot speak – the goal is to listen.
• After three minutes, the listener has one minute to recap on what the partner has said. They cannot
debate, agree or disagree – only summarize.
• Next, the roles switch, and the process starts again.
• The activity is closed a discussion to debrief. The facilitator can ask the participants how they felt about
this exercise. The next questions can be used:
- How did speakers feel about their partners’ ability to listen with an open mind? Did their partners’
body language communicate how they felt about what was being said?
- How did listeners feel about not being able to speak about their own views on the topic? How well
were they able to keep an open mind? How well did they listen?
- How well did the listening partners summarize the speakers’ opinions? Did they get better as the
exercise progressed?
- How can they use the lessons from this exercise at work?

Name Eye contact

Duration Up to 30 minutes.
Space An empty room where a group can easily walk around.
Logistics None.
Learning objectives
• To help participants to understand and appreciate the power of eye contact and how it can affect
emotional connection and emotional states. It is ideal in teaching emotional intelligence, body lan-
guage and communication skills.
Materials or external references needed
Blank cards that are easy to write notes on them while standing.
Implementation description
• The facilitator distributes a blank card to each participant.
• Participants are asked to spread around the room.
• The facilitator explains that participants should assume they are in an art gallery or a museum. The, the
facilitator must follow the next instructions:
Stage 1:
- Ask the participants to roam around the room as if they are in a public space while not making eye
contact with anyone else. They should improvise and act the role.
- After 1 minute stop everyone and ask the participants to make a note of their feelings on their cards.

2016-2-ES02-KA205-008263 57
 Stage 2
- For this round, ask the participants to seek out eye contact as they go about the room. However, as
soon as they have made eye contact, they should break it and look away.
- After 2 minutes stop everyone and ask them to record their feelings on their cards.
Stage 3
- In this round, ask the participants to seek out eye contact and as soon as they have made eye contact
with anyone they should pair up with that person.
- Ask participants to make two lines and look at each other. They should stand side by side and do not
establish eye contact with anyone else.
- At the beginning, they have a 2m distance between them. On trainers sign they make one step clos-
er, one by one, till their feet touch. Ask participants to touch their hands without looking. After few
minutes tell the participants to take a deep breath and step back
- Ask participants them to record their feelings on their cards.
- Bring everyone back together and follow with a discussion.
• The facilitator must close the activity with a debriefing discussion. It must be ensured to allocate
enough time for follow up discussion to get the most from this exercise. The next questions can be
used here:
- While going through various stages of the exercise how did you feel?
- How did it feel when you were making eye contact and you had to break it straight away?
- How did it feel when you made eye contact and you could approach the person to pair up?
- If you were slow to pair up with someone, how did it feel to go about finding someone you could
make eye contact with?
- How easy was it to make eye contact with someone?
- How close do you feel with people that you maintained an eye contact with? Etc.

58 2016-2-ES02-KA205-008263
UNIT 3
2016-2-ES02-KA205-008263 59
UNIT 3: Watc
PROJECTS MANAGEMENT to th h the int
e uni r
t her o
e

In this unit, we will try to explain the cycle of a project. Starting with the phase where we identify a need that
we have as a group, in our community or in our village. The unit also deals with the design of a project and the
parts of which it is composed, how it is carried out and finally how we would evaluate it.

As a framework, it is convenient that we begin by specifying what is meant by the project in the language of
planning. Let’s say, the word project is used to designate the purpose of doing something: it is an ordering of
activities and resources that are carried out in order to produce “something”, either goods or services which are
able of satisfying needs or solving “problems”. (Ander-Egg (1983): 5)

We must bear in mind that it is not enough to elaborate projects; you have to know how to make a good for-
mulation and design of projects.

Requirements for the good formulation of a Project:

As explained by FAO, “A good project design should specify the essential elements required to create a monitoring
system for project implementation and the consecutive evaluation of project impacts and impacts”.

In a more detailed way, for a project to be well designed and formulated, it must explain the following:

• Reasons why the project needs to be carried out (justification).

• To what end will the achievement of the project objectives (purpose).

• What is expected of the project in case of success (objectives).

• To whom the project is directed (direct and indirect beneficiaries).

• What the project should produce in order to create the basic conditions for the achievement of the
objective (products).

• What actions will the products (activities).

• What resources are needed to obtain the product and achieve the proposed objective (supplies).

• Who will execute the project (managers and administrative structure).

• How the project will be implemented (modalities of operation).

• How long the products will be obtained and the expected objectives (calendar).

• What are the external factors that must exist to ensure the success of the project (pre-requisites).

Ander-Egg (1989):5

60 2016-2-ES02-KA205-008263
3.1. The Project Cycle
Every project has to follow a series of stages, allowing the process to be guided from the moment the problem
is identified until it is solved, or you get better situation than it was before you act on it. This series of phases is
known as the project cycle. Each phase of the project leads to the next:

The project cycle

• Identification: This stage includes a needs assessment process to determine the needs and problems in
a community.

• Design: The design phase includes the actual planning and design of a project. This is where the project
design is developed, based on the analysis undertaken in the previous phase. The design will inform the
project proposal. This is the most crucial phase. Its quality will influence the following stages in the project
cycle. Too often, little time is dedicated to this phase due to scarcity of resources. In the case of resources,
it is best to allocate a considerable amount to this stage, which can facilitate and improve the quality of
analysis and identification of real needs.

• Implementation: This is the “doing” part of the project, involving all the practical aspects: material and
technical arrangements, organising human and financial resources, preparing the people who will be con-
ducting the project, ensuring the right material conditions for the smooth running of activities and so
on. Regular monitoring during the implementation allow for small adjustments in the project’s planning,
design, and implementation in order to ensure the project’s success.

• Evaluation: The evaluation of a project results occurs before, while and end of a project and involves
determining whether the project’s goal and objectives were achieved. It is an ongoing process. The evalu-
ation stage then leads to the identification of additional or persisting problems, allowing the cycle to begin
again.

2016-2-ES02-KA205-008263 61
3.2. Identification
A good project starts from the analysis of the context on which we want to act for its transformation.

3.2.1 How do we identify a project?

Projects work better when people who develop them know and understand the needs and problems they
want to address. It is important a good understanding of the community situation and identifies the prob-
lems preventing the community from achieving its long-range goals. Community situation include aspects of
the community such as its geographic location, demographics, ecosystem, politics, social status, gender roles,
technology advancement, economy and history. The more participatory this phase of analysis is, including the
group with which we work, the more chance of success for our project.

In the identification of a project we must take into account aspects such as:

• Our organisation (who we are, what we want to do and what capacities and resources we have).

• To which group we want to lead our project, considering that it is not something homogenous and that
we must take into account men, women, people of different backgrounds, people with functional diver-
sity, etc.

• The needs of the group we want to address.

• Identify a central problem to analyse its causes and effects. This will make it easier to define the objectives
later.
• Be aware of the capacities and resources we have, as well as the opportunities that are given in the context
to be able to choose the most appropriate and realistic intervention option.

All the information collected during a community assessment is valuable and can be used as a basis to define
a problem and determine the goal, objectives and activities of your project and provide arguments to justify
our project and the need to carry it out. This phase will respond to the reason of the project leading to its jus-
tification.
After the identification phase, we will have a clearer vision about the roots of the problems, as well as we will be
able to name a series of activities to improve the situation.

Some tools to collect information are:

• Documentation: It is about collecting documents such as plans, programs, studies, etc. to give information
about the specific area in which we want to focus.

• Observation: Observing reality in a way is also a tool for collecting information. It must be clear in advance
what it is wanted to observe.

• Interviews to key informants: Identify key people in the field of work whom may be interested in inter-
viewing. They are key people who handle information, who have a key role in a collective, etc. Before the
interview we have to think about what information we are interested in collecting. To do this, we must ask
open-ended questions, that is, they do not respond with a “YES” or a “NO”.

62 2016-2-ES02-KA205-008263
• Informal conversations: Talking with the people with whom we work (our collective or target groups) in-
formally can also give clues and information about how these people perceive their situation and what
needs they pose. In analysis, it is important to systematize this information, that is, extract the relevant
information, order it and put it in writing.

• Workshops: A workshop is a forum for collectively analysing the situation we are in and thinking about how
to transform it. It is another tool for collecting information for diagnosis. It is important that one or several
people facilitate and guide this workshop in a way that encourages the real participation of all people
attending and collective reflection. There are different techniques for developing workshops, for example,
discussion groups. A discussion group is a procedure to produce information or knowledge, i.e. a group of
people come together to hold a discussion on a topic with the help of a moderator and produce a shared
speech resulting from the discussion.

See the opportunity for your project

Projects need to have, or to create, a space in which to operate. Projects need to be actively supported and
backed with more than just money. There must be support for the project from key people and active par-
ticipation from the target group.

3.2.2 Techniques to identify projects

There are quite a few techniques for identifying projects which help to organize ideas, here are some examples:

Brainstorming
It allows learners to share lots of ideas quickly without fear. It is a useful tool for creative thinking and dialogue.
This technique is to gather 5 to 10 learners to think about themselves, initially individually, for 10-15 minutes in
order to find the exit to a specific situation or need. Then all the suggested ideas are announced and classified
according to the theme.
Steps:
1. Select a topic for brainstorming and ask the group to share their ideas.
2. Write the learners’ ideas on a large sheet of paper. To encourage participation, tell the group that no one is
making value judgements on whether we agree or disagree with the ideas.
3. Once the group has provided a wide range of ideas you can work with them to cluster, discuss and focus
on key points of interest.

Inventory of questions:
This technique allows guiding the learners in charge of identification and suggests some questions such as:
• What are the real causes of the specific need?
• What is the most important economic activity of the region or locality?
• What are the consequences of the situation?
• How many would be the users of the project?

2016-2-ES02-KA205-008263 63
• Where the need is geographically located?
• Do we know the income level of the target population?
• How long has the situation occurred?
And other questions that you consider interesting.

Gallery walks
It allows learners to share and reflect on many ideas in fast succession and provides an opportunity to stand up,
move around the room and engage visually as well as verbally. During a gallery walk, learners move around the
room exploring text and images.
Steps:
1. Text or images designed during an activity are placed around the room. The facilitator should make sure
there is enough space between the texts and images to allow small groups to visit them.
2. Learners are invited to move around the room. The facilitator tells them what would like them to reflect on
and if he/she wants them to travel a particular route. Learners can take gallery walks either on their own, in
pairs or in small groups. After the gallery walk facilitator can debrief in the whole group.

Open Space
Open space is an approach to dialogue which encourages the group to define its own agenda, timings, roles,
venue and responsibilities. After an initial session in plenary the group breaks up into several groups. They can
address any issue, complete a discussion, and start a new one. Individuals are allowed to circulate at will be-
tween groups.
This approach recognises that some of the best dialogue happens during the most unstructured periods of
conferences and workshops. E.g. coffee breaks or evening entertainment. It tries to grow this time and transition
into a shorter period of structured engagement. In keeping with this approach, the group is rarely in plenary
(only at the beginning and at the end of the day) and are not managed by a group of facilitators.

3.3 Design the project

One of the most common ways to develop your project is to plan it according to the 6 Ws (adapted Laswell
model): What? Who? When? Where? hoW? & Why?
These are the questions that can help you in clarifying your project. They allow you to quickly check if you have
thought of everything.

Why?
Why do you want to do? Why is the project necessary? Why is it relevant?
This question is linked to the analysis of the needs and problems that you want to address. The answers to this
question are your aims and objectives.
It is time to clearly explain the results of the identification we have made. It will be explained why it is important
to carry out the project, what realities decisions to develop it, why this intervention and not another, it should
include data from studies or research that justify the need for the project, etc. It has to be demonstrated the

64 2016-2-ES02-KA205-008263
need to develop the project. Also it should be take into account that any person who read the project does not
always know the collective or reality, so it is necessary to give as much information as possible.
We have to keep in mind:
• Needs and wishes satisfied by the project.
• Motivation and interests of participants.
• Main objectives of the project.
• Project funding options.
• Relationship between participants’ objectives and institutional objectives.

Who?
Who is it addressed to? Who are you working with? Who has certain needs?
Any youth worker has his/her own motivations for starting a project. Being clear about it means also to legiti-
mise personal involvement or motivation.

In the project, it must clearly explain which are the target people, participants or beneficiaries to whom it is
addressed; it is the section in which it demonstrates that is these people are known in depth. It is important to
point out the number of people to whom the project will arrive directly and indirectly as well as their general
characteristics (age, sex, level of education, occupation, origin, etc.).
In some cases, the projects can be directed to an audience whose characteristics, roles or profession have a
multiplier effect, that is, they are people who can replicate the effects of the project that we are going to do
in other people. It would therefore have to differentiate between the direct target people of the project, with
whom it works directly, and the indirect target audience, who ultimately also benefit from it.
Some tips to have in mind:
• Identification of project partners or target groups.
• Their roles and relationships in the project.
• Their views on the project.
• Strengths and weaknesses rooted in these relationships and views.

Human resources: With whom are we going to do it?

It is important that all the people who are involved in the project’s development and the functions that are
involved in it are identified and indicated. If the project is developed with the participation of the volunteers
of the entity we will clarify the functions, experience, characteristics, etc. of the volunteers of our association.
In case that we have staff hired in the organisation for the development of the same, we will inform about the
professional profile and experience of this person.
If other social groups or associations participate in the project, we will also explain it as well as their relationship
and participation in the identification of the project.
If we think it is convenient, an organisation chart can be used where all the people, groups and their relation-
ships are detailed by a graph.

2016-2-ES02-KA205-008263 65
What?
What do you want to do? What is it going to do?

The aims and objectives (Why?) lead to a decision on the “WHAT?” question. Depending on what it wants to
reach, there are different ways of getting there. The What? Question refers to the type of project or activity it will
be doing.
In any project, it is fundamental that the objectives are clearly formulated, what it wants to achieve with the
realization of the project. The objectives are extracted in the identification of the project and through them
we will be able to give coherence to all the activities that make up the project since each and every one of the
activities have to respond to some of the objectives set.
In the project, it will be differentiated between general objective, specific objective and results:
General or main objectives:
• They are long term.
• We do not get them with the development of the project, but with the project we get closer to them, we
contribute to their achievement.
• Describe global processes and formulate them in abstract terms.
• One is sufficient.
• They are not evaluated directly, but through specific ones.

Specific objectives:
• They are considered in the medium term.
• They are sub-targets that allow us to achieve the general objective.
• We will achieve them through operational objectives or results.
• Correspond to a specific area.
• One or two are suitable.
• They are evaluable. At the end of the project we have to measure to what degree we have achieved them.

Results:
• They are considered in the medium term.
• They are means to achieve the specific objectives.
• We will get you through the project activities.
• They are the effect of a set of activities.
• Two or three for each specific goal, but more can be raised.
• They are evaluable, at the end of the project we have to be able to measure to what degree we have
achieved it.

Objectives should be defined so that they are:

66 2016-2-ES02-KA205-008263
• Concrete. What exactly are you going to try to achieve? How many people will be involved or concerned?
How many activities? What specific issues are going to be addressed? What competencies will people ac-
quire? What will be changed after the project as a result of it? What will be produced?

• Multiple. One project must and can be broken down into several objectives. This has several advantages:
it allows easier planning and control of each objective and of all the potential that the project has to offer.
Furthermore, during the evaluations, it easier to evaluate the results if the objectives are broken down. It
helps to think in terms of what will be achieved as direct results and indirect results; of educational and
social objectives; of objectives for the institutions and for the participants; etc.

• Assessable. The more concrete the projects are, the easier it is to evaluate them. At least some objectives
should be defined so that they can be measurable.

• Timed. The objectives may be distributed in time: short-term, medium-term and long-term, depending on
the project. But in any case, all objectives must be set against an expected time for achievement.

• Realistic. The potential for motivation and empowerment that the project may bring along will not be
realised if the objectives are not achievable. Setting too high objectives may impress on paper but most of
the time your “bluff” is called and, in any case, it will show up in the evaluation. It is preferable to set lower,
concrete and achievable objectives, where the achievement is noticeable and where you take the risk of
achieving more than stated.

• Flexible. The objectives and the whole project plan are an exercise in preparing and foreseeing several
activities towards a common aim. As the project implementation starts, regular evaluations and check-
ups are needed, formally or informally. As a result, some adjustments may be needed, including possible
revising or updating of some objectives (especially when some depend on the success of previous ones).
Flexible objectives does not mean that they can change all the time, but that for the sake of realism and
efficiency some changes are introduced, consciously. If the whole point of project planning is helping us
stay in charge of the project, then it is better to adopt conscious changes (being able to weigh up possible
alternatives) than being forced to adopt them, without choice or reflection about the impact on the rest
of the project.
• Recognisable in the activities. Objectives are different from the activities. They represent what one wants to
reach, achieve or realise with the project. They are different from the activities in the sense that the activ-
ities are the way to reach the objective(s). All activities should be aiming to reach one or more objectives.
All objectives should be directly or indirectly identifiable in one or more activities. Be aware of activities for
which you find no correspondence in the objectives and vice-versa!

Are your objectives SMART?

Specific
Measurable
Achievable
Realistic
Timed

2016-2-ES02-KA205-008263 67
How
Methodology of the project. How will it be done? How will the project be implemented?

It is the way how the proposed objectives will be achieved. It explains the method or techniques that are used
to properly develop the project activities. It will also explain in this section the activities that we are going to
carry out. These should be described, clearly and briefly, so that they can be understood separately and related
to each other, as a process. It will be included the results and will locate the activities within the objectives of the
project so that those who read the project can see the coherence between objectives and activities.
At the time of listing the activities to be carried out we will also have to include those preparation activities: pre-
vious meetings, contacts to be made, publicity submissions... For example: if we are going to organize a craft work-
shop in our project, we will include the meeting activity and the phone calls to contact the target people and summon
them to the workshop. It would be advisable, if the project is composed of many activities, that these be numbered.
Activities:
These are the actions and means that will produce the outputs. In most cases, they are related to: train­ing,
equipment, institutional support, planning, studies, etc. In short, an activity has to:
• Define the action strategy of the project.
• Be realistic in terms of inputs, resource needs and managerial capacity.
• Be stated clearly in verifiable terms.
Each single activity may have its specific function and value. But what gives it a special relevance is that it is part
of a project. Because it is a project, the activities need to be thought out and planned in relation to each other.

When?
Timing of the project. When will it be done?

It is time to draw up a timetable for carrying out the various activities planned. We will include in a table the list
of activities to be carried out and we will mark the months in which we are going to develop them. As in the
previous point, the preparation and evaluation activities should have time in included.

When drawing up your plan of activities, consider:

• A starting date and a closing date for the project (a project has a beginning and an end).
• Preparatory activities are also part of the project, and therefore part of the calendar of activities.
• What does each activity need as preparation? That may have to be taken up separately as an activity of its
own.
• Does the plan and calendar correspond to the reality around you? Does it take into account institutional
schedules (e.g. school holidays)? Does it fit with imposed deadlines (for applying, for finishing reports, etc.)?
• Is it manageable? Is it feasible?
• Are you taking into account any previous evaluation of similar projects or activities to know what may work
better?
• What is the margin left for contingencies? Which alternatives have you considered? What will happen if an
activity is cancelled?

68 2016-2-ES02-KA205-008263
Where?
Physical location of the project. Where do you want to do it?

This question refers to the context and location in which the project is going to carry out. It must indicate the
geographical space: a neighbourhood, the municipality, a gang, the entire autonomous community (region) and
include some characteristic of the it: rural or urban, population, Population, public resources of the same, etc.

It will also make reference to the spaces or specific places where the activities will take place: classroom of the
educational centre, square, premises of the association, public facilities (civic centres, houses of culture, houses
of associations, etc.).

3.4 Implementing the Project

Execution of the project means carrying out the activities proposed to achieve the objectives of the project. It
also involves monitoring the project in its technical and economic aspects. At the same time, it needs to take
into account the assessment it has planned. That is, in the project we will have indicated how we are going to
measure the achievement of the objectives and what information we are going to collect for it (this aspect is
developed more widely in the evaluation section).

In the implementation of the project we must keep in mind the tools which are needed to collect information
for evaluation and follow-up. Failure to do so can find us at the end of the project with which we lack informa-
tion.

3.4.1 Managing resources

It is important to know the resources with which we have to be able to maximize them. We will have to extract
from the activities a list of the resources that we will need in order to carry them out properly. The more we
detail and materialize the material and economic resources we will need to develop the project, the easier it will
be for us to subsequently organize the budget for the project.
• Human resources: to carry out any type of project, it is necessary to have adequate and qualified people to
carry out the tasks foreseen. This involves specifying the number of staff, the qualifications required to be
done, indicating who is responsible for what and how the work is distributed. (Team and volunteer man-
agement have been seen in unit 2)

• Materials resources: tools, equipment, instruments, physical infrastructure, etc., necessary to carry out the
project.

• Technicians resources: it also establishes the technical alternatives chosen and the technologies to be used.

• Financial resources: Every project must have a budget. A budget is a calculated estimation of the value or
price of the project and is always composed of the expenses – the costs of the project – and the income
– the resources brought into the project to cover the expenses. Budgets must be balanced. (Explained in
next unit).

2016-2-ES02-KA205-008263 69
3.4.2 Managing activities
As the ILO described in the “Project design Manual”, the project design requires an implementation plan (also
called work plan) for the activities. The work plan demonstrates that the project is achievable in terms of respon-
sibilities, schedule and resources. It is the basis for monitoring the operations of the project. It allows the project
manager to see whether all the planned activities are implemented in the planned time, by the right staff and
within the planned budget.
The work plan is established by the project design team and consists of the following four matrices:

• A work breakdown matrix, which lists the activities and specific tasks.

• A responsibility matrix, which sets out who is responsible for each activity.

• A calendar of activities, which states when each activity will be completed.

• A resource (inputs) plan, which sets out the requirements for staff, equipment and materials and for the
budget preparation, giving the cost of the resources needed. (Will be seen in the next unit)

Those tools allow the project team in charge of execution to monitor the implementation of the project activities
and outputs once the project is operational.

The work breakdown matrix

A work breakdown matrix is used to prepare the plan of operation and must be carried out before any of the
other steps can be taken. It sets out the activities and tasks required for each output. This is the basis for the sub-
sequent steps, such as allocating responsibilities, scheduling activities and estimating resources and budget.
Project’s activities can be broken down into sub-activities, tasks and sometimes sub-tasks. This improves the
accuracy of cost estimates and enhances monitoring of project activities and outputs. It starts by identifying
the activities, sub-activities and tasks required for each output. The format of a work breakdown matrix can be
the following:

Source: Project design Manual by ILO

70 2016-2-ES02-KA205-008263
Responsibility matrix
Good project planning ensures that responsibility for outputs and activities is assigned to teams or in­dividuals.
The responsibility matrix sets out who is responsible for each activity by allocating duties to different people
within the team. All the activities required of a particular individual or organisation form their job description or
terms of reference for their involvement in the project. This helps in co-ordinating the work of team members,
contractors or partners.

Source: Project design Manual by ILO

Calendar of activities
Time is important in any planning process. Scheduling is a way of focusing managerial attention on the time
factor, on critical events and on priorities. The calendar states when each activity starts, how long it lasts and
when it will be completed. This is usually presented in the form of a bar chart, which sets out the sequence of
activities and links them to critical events or milestones.
The recommended tool is called a Gantt chart. It is simple but useful. It is easy to read and can be used to track
progress against time. It consists of a matrix of double entry, in which, in the lines, the different activities are
written down and in the columns, the time during which these activities will take place. A horizontal bar in front
of each activity represents the duration of the activity. The length of the bar indicates the time units, indicating
the start date and the end date of the activity.

2016-2-ES02-KA205-008263 71
Process that followed for the creation of the Gantt chart:
1. Listing and ordering of activities.
This first step is to establish the list of ordered activities, as they have to be executed or performed. A se-
quence with the maximum of possible logic must be foreseen, starting from the most immediate or initial
activity, and ending with what we call the final activity. Between the initial activity and the final activity, it
is necessary to indicate all the activities to be carried out establishing the relation of precedence between
them.
2. Construction of bars. Estimation of the duration of each activity.
Next it is necessary to estimate the period of time that each activity takes for its realization. As the duration
of activities and resources are closely linked, for the estimation of time, we must keep in mind the real
availability of resources, both human and technical, material and financial, so that there is a reasonable
possibility of developing the activity in the envisaged time.
3. Making the graph.
The third step is the graphic elaboration taking into account the operational calendar that has been made
in the previous step. The main task is the construction of horizontal bars whose length represents each
activity indicated in units of time. The minimum unit of time in this type of chart is the week.

Source: Project design Manual by ILO

3.5 Evaluation and monitoring

Evaluation is an essential part of the project. Must anticipate and plan the evaluation from the beginning, at
the time of the project. The evaluation will enable us to know if we have really achieved the objectives we set
ourselves and, at the same time, will allow us to know what we have succeeded in and what we have failed to
be able to improve our future actions and projects. The evaluation serves to learn about our action and to be
able to extract ideas of improvement on it.

72 2016-2-ES02-KA205-008263
Designing the evaluation when the project is already in progress or even when it is finished can pose the risk of
loss of objectivity since we usually tend to value those aspects that have obtained better results instead of the
failures that have occurred. In addition, if we have not planned it in advance we will surely not have provided
information collection tools to carry it out. To do this, we establish indicators and sources of verification as a
basic element for evaluation.

Evaluation must be understood as a process, not as a timely moment at the end of project execution.

What will we evaluate and how?

There are different aspects that we can evaluate (effectiveness, efficiency, adequacy, impact, sustainability, sat-
isfaction, coverage, participation, etc.):

• Effectiveness refers to the degree of achievement of the objectives envisaged in the project.

• Efficiency tells us the relationship between the results obtained and the resources used, the relationship
between the efforts made and the achievements. Especially the efforts of time and money. In short, what
we are analysing is what it costs to obtain the results and in this way to see if we have used our efforts and
resources well, and if this is not the case, we must learn to optimize them for a future intervention.

When we prepare a project, we will decide if we are going to carry out an internal or external evaluation, who
will participate and at what time we will do it. We will also establish indicators and sources of verification in
relation to the objectives and / or expected results.

Monitoring and evaluation, are they the same?

In the process of monitoring a project we will collect data that allow us to readjust the project if necessary.
Evaluation also involves data collection but, unlike monitoring, it involves an analysis of the intervention
based on criteria that we have previously set to extract learning. The monitoring is done by whom or who
manages the project and the evaluation can be done by someone external to the organisation.

3.5.1 Monitoring
The function of a monitoring system is to compare “the planned” with “the actual”.
A complete monitoring system needs to provide information about the use of resources, the activities imple-
mented, the outputs produced and the results achieved. It involves the collection, analysis, communication and
use of information about the project’s progress.
There are three types of monitoring:
• Implementation monitoring is operational: it monitors the activities and outputs.

• Impact monitoring concentrates on the immediate objectives.

• Reporting concerns the concrete (narrative and financial) reports that have to be prepared and submitted
periodi­cally to the main stakeholders, particularly donors.

2016-2-ES02-KA205-008263 73
3.5.2 Indicators and sources of verification
a) Indicators
Indicators are a quantitative and qualitative reference to measure the extent of the objectives. To establish
an indicator, what we must ask ourselves is how we will know, how we measure the achievement of an
objective. When establishing indicators, it is important to set quantities, measure with numbers.
Example: If in a project we include a talk and establish that the talk will have been successful if 20 people come,
that’s fine, but it is advisable to also include qualitative aspects. Maybe 20 people went to the talk, but we passed
an evaluation questionnaire and they told us that they did not know anything, that it was not useful, etc. We
cannot say that we have achieved the expected result. If, on the other hand, we had a positive assessment by the
participants, we will have more criteria to assess the extent to which the activity has been adequate or successful.

Types of indicators.
Indicators can be quantitative or qualitative:
• Quantitative indicators use numerical data, (such as numbers of people or percentages) to indicate
progress. They can be specified through a target or milestone or both, depending on the donor re-
quirements.

• Qualitative indicators use data based on attributes or qualities, (such as perceptions) to indi­cate
progress.

Indicators can also be classified as direct or indirect:

• Direct indicators have a direct relationship to the objective or output. Direct indicators are preferred
because they are very specific and relevant

• Indirect indicators measure variables that are associated with a situation that fluctuates in the same
direction as the objective. The stakeholders can propose proxies better because they are more familiar
with the habits of the ultimate beneficiaries. But indirect indicators are less specific, because external
factors other than the objective they try to measure may interfere and give an incorrect reading of the
indicator.

When choosing your indicator of progress, it is important to know the actual data describing the current
situation.

Some tips to keep in mind:

• Indicators are only intended to indicate, and not to provide scientific “proof” or detailed explanations
about change.

• A result and its indicator should not be mixed up. The result is the achievement. Indicators should tell
about the achievement.

b) Sources of verification
Once the indicators are established, we have to think about how we are going to show that this is true,
where it will be possible to verify it. These are the sources of verification.

74 2016-2-ES02-KA205-008263
 Example: For example, how can we prove that more than 20 people have attended the talk? We can use, for ex-
ample, photos, a list of attendees, etc.
The sources of verification should specify:
• HOW the information should be collected (e.g. from administrative records, special studies, sam­ple sur-
veys, observation,) and/or the available documented source (e.g. progress reports, project accounts,
official statistics, engineering completion certificates).
• WHO should collect/provide the information (e.g. local government workers, contracted survey teams,
the district agricultural office, the project management team).
• WHEN/HOW information should be collected (e.g. monthly, quarterly, annually, etc.).
It is important to make sure that the required information can be collected through existing systems or at
least with improvements to existing systems, and with the available resources.

3.6 Visibility of the project

Visibility is as important for the project team and organisation (mobilisation, public relations, communication,
publicity, motivation, etc.) as it is for the sponsors and promoters, who also need to justify, demonstrate, publi-
cise what they do with the funds they administrate. It is a term that is closely related to the discussion of ‘doing
more’ with your project. Throughout your project, you can show off the work you are doing. You can use your
project to get your organisation into the spotlights, you can raise your profile by showing in a coherent way
what great activities you are doing, etc. Doing a project is a valid reason in itself to communicate about your
activities, about your organisation to the outside world.

Different forms of having an impact with your project:

• Visibility of your project (show it): promotion, raise your profile, marketing, image building, media presence,
logos and visual identity, etc.
• Dissemination of results (spread them) mailing lists, presentation of results, launch of products, distribu-
tion, etc.

• Exploitation of results (ensuring they are used) adapt them to different contexts, share your experiences,
train others, improve systems and procedures,…

• Multiplying feed your results/products into new projects, follow- up activities and into other organisations,
etc.

• Mainstreaming feed your results and experiences into policies, recommendations, lobbying, change sys-
tems, etc.

Whatever you call it (dissemination, exploitation, valorisation, multiplying,…), it is about increasing the impact
of your project, making the limited resources (work, time, money,…) go as far as possible, to use the experienc-
es and results of your projects in a multitude of different contexts, to squeeze the most possible opportunities
for change out of your work.

2016-2-ES02-KA205-008263 75
Practice
Name Images of change
Duration 80 minutes.
Space Community room
Logistics None.
Learning objectives
• To teach participants skills in project planning and management.
• To practice problem identification and analysis.
Materials or external references needed
Variety of creative materials, magazines, post-its, flip chart sheets and pens.
Implementation description
This activity is a simple way to encourage learners to vision and connect with the current and aspirational
future of the issue they’re seeking to address through social action. It’s also a technique for generating
ideas for social action activities. Learners illustrate the before and after community using creative materials.
The two ‘images’ should be bridged by identifying activities for social action. Other learners share feedback.
Steps to complete the activity:
• The group is divided into smaller ones (3-5 people per group).
• The facilitator asks learners to come up with a creative image of the current situation in their com-
munity and then another image showing how they would like it to be. Learners can show this image
through presenting drawing or cutting and sticking pictures, or through an alternative creative meth-
od (25 minutes).
• Learners present in plenary their images and explain them (5 min/group).
• Once again, in the same small groups, the facilitator gives them posits and indicate that they have
to propose ideas of actions in a brainstorm that would help to change one situation in another. They
should choose 4 of these ideas and write each one in a different posit (15 min).
• Learners present in plenary their ideas to change the community and order them from the highest
priority to the lowest. (5 min/group).

• The facilitator should close the activity with a discussion to debrief about its results: Had the learners
had difficulties to imagine the ideal community/context? Was it difficult, Why? / Why the learners think
is useful to think in the ideal community?, etc. (10 minutes).

76 2016-2-ES02-KA205-008263
 Name The Start of W’s
Duration 120 minutes.
Space Community room
Logistics None.
Learning objectives
• To learn to develop an idea and turn it into a project.
• To discover the different parts necessary to write a project proposal.
• To understand how to move from the questions to a real project form.
Materials or external references needed
Flip chart sheets, felt pens and post-its.
Implementation description
• The facilitator divides participants in small groups and give them paper and pens. Then, they are given
the next instructions:
1. In the middle of a flip chart sheet draw a large star with six points.
2. In the center of the star write your project idea (which was chosen in the previous exercise).
3. Write – WHO, WHAT, WHEN, WHERE, WHY AND HOW on each tip of the star.

• Once each group have its own star, they must do a brainstorm of questions about their project idea.
These questions would have emerged from the conversation around moving from the reality to the
ideal. They must think up as many questions as they can (starting from one of the points of the star until
they have gone around all the points). For example: Who is our target? Who do we need to engage? Who
else can help? When do we inform the stakeholders’ reference group? What are the deliverables? How
best can we get buy-in from the community?, etc.
• Once the previous step is completed, each table group then moves to another table to look at their
questions and see if there’s anything to add. A reporter to summarize what’s on the sheet and to clarify
any questions must be set on each table. At the new table the coming people must answer their ques-
tions on a fresh sheet.
• Participants return to tables, check out the questions and answers and paste everything up. When they
are satisfied that they have reached a consensus they begin a project planning template.
• The activity must be closed with a debriefing: Has it been easy to concrete the ideas in questions? Why?
Why not?, etc. As homework, the facilitator can also invite participants to look at the project-planning
template to cross and check if they have covered everything. They must think through any gaps and
how these might be filled.

2016-2-ES02-KA205-008263 77
 Name Building a project
Duration 120 minutes.
Space Community room
Logistics None.
Learning objectives
• To learn to relate the 6W questions with a project form.
• To know and distinguish the different parts of a project.
• To learn how to structure a project.
Materials or external references needed
Flip chart sheets, felt pens and post-its.
Implementation description
• The facilitator shows on a blackboard or piece of paper the different sections of a project form, or choose
an example form from the area where the course is taught.
Example: Context and justification, main objective and specific objectives, beneficiaries (target group), meth-
odology, activities, results, indicators, sources of verification and resources.
• Learners are divided by groups and asked to replicate these sections on a cardboard (15 minutes):

Context and justification (Why, where)

Place (where)
Timing (when: Gantt chart) *
Main objective and specific objectives (What)
Beneficiaries/Target group (Who is it for?)
Activities, methodology (How) **
Results, indicators, sources of verification (What) **
Resources: materials and humans (Who is going to do it?)

*In one cardboard they have to draw a Gantt chart: (when)

ACTIVITIES YEAR:
MONTHS: 1 2 3 4 5 6 7 8 9 10 11 12

78 2016-2-ES02-KA205-008263
 ** In another cardboard they have to draw the work breakdown matrix:

OUTPUTS/RESULTS ACTIVITIES SUB-ACTIVITIES TASKS RESPONSIBLE

(not always required)
1. Output/results 1.1. Activity 1.1.1. Sub- activity Task
1.2. Activity 1.1.2. Sub- activity Task

• In the first frame the groups have to include the post-its that they had written in the previous exercise
(the star), relating to the section where they believe that the post-it has to be placed in the boxes on the
right and write the Context and justification, place objectives and beneficiaries. Then, they have to write
in the Gantt chart when are going the activities to be implemented and to fill in the three or four col-
umns of the work breakdown matrix. With all this information, the groups go back to the first frame and
finish it. (They could also add another column with the responsible of this activity or task) (40 minutes).

• The groups of learners present in plenary their projects and explain them (5 minutes per group). The
other learners give feed-back about it.

• The exercise must be closed with a debriefing discussion. Some questions to be used here by the facil-
itator could be:

- Has it been easy to specify the questions of the star in a project?

- Has it been easy to timing into activities and divide them into tasks?
- Which task was the easiest to define? And the most difficult?, etc.

2016-2-ES02-KA205-008263 79
Annex 2.1
In the manual Focus_Marco_Logico_EML_10_casos it is offer a battery of questions that helps to verify or evalu-
ate if the formulation of our project is adequate and if, therefore, it is susceptible of being executed. The main
points to evaluate are: Effectiveness, efficiency, impact, relevance and feasibility.

1. Are the direct beneficiaries well defined?

- Geographically.
- Activities.
- Economic, social and cultural situation.
- Needs and resources
- Sex and age.
- Number.
- Class, caste, ethnicity.
- Are the differences between the different groups of direct beneficiaries adequately analyzed? For ex-
ample, between men and women.

2. Is the overall objective adequate?

- Is sufficient justification for the project?
- Is it realistic? That is, the specific objective will contribute significantly to your achievement?
- Do the direct beneficiaries related to it appear clearly?
- Is it verifiable?
- Does your achievement represent a significant, lasting and direct improvement for quality of life of the
direct beneficiaries?

3. Is the specific objective adequate?

- It’s unique?
- Do the direct beneficiaries related to it appear?
- Does the achievement of the overall objective contribute significantly?
- Is it realistic?
- Is it outside the immediate control of the project? That is, it is more than the simple sum of the Results
- Is it verifiable?
- Is it concrete enough?
- Does your achievement represent a significant, lasting and direct improvement for quality of life of the
direct beneficiaries?

80 2016-2-ES02-KA205-008263
4. Are the results adequate?
- Are they sufficient and necessary to achieve the specific objective?
- Are they only produced by the project activities?
- Are they concrete and verifiable?
5. Are the activities adequate?
- Are they important enough?
- If they are relatively complex, are they divided into subactivities and / or tasks?
- Are sufficient and necessary - more appropriate assumptions - for the achievement of results?
- Are they feasible considering the project framework?
- Are the monitoring and evaluation activities planned?

6. Are resources adequate?

- Are they necessary and sufficient to carry out the activities?
- Is your detail precise: quantity, quality, brand, type ...?
- Are they appropriate considering the project framework?
- Are they available locally and / or can be provided on time and shape?
- Are they clearly linked to specific activities?

7. Are the indicators adequate?

- Is the zero moment clearly identified?
- Are they sufficiently specific in terms of direct beneficiaries, quality, quantity, time and location?
- Are they significant enough? If they respond adequately to the content of the overall objective, the
specific objectives and the results.
- Are they sensitive and reliable?
- Does each of the general objectives, specific objectives and results have at least one indicator?
- Are they adequately distributed during the implementation period so that the project can be seen?
- Are they realistic? That is, they can be obtained without undue difficulty.
- Are they reasonably cheap and simple?
- Will they provide the information timely?
- Is the cost of production planned in the budget?
- When there are no indicators, is their absence clearly justified and adequately replaced?

2016-2-ES02-KA205-008263 81
8. Are the sources of verification adequate?
- Do they exist or will they exist reasonably?
- Are they reliable, up-to-date and readily available?
- If the information will be collected by the project, is its cost budget?
- Has each indicator clearly identified its source of verification?

9. Schedule.
- Is it specified by activities?
- Do you properly distribute the workloads of project and the additional ones for the direct beneficiaries
– including differences between men and women - during the implementation period?
- Is it realistic?
- Does it give time to the maturation of processes?

10. Is the cultural, ecological, economic, geographic, political and social framework of the project adequately
described?

11. Is the need for the project and its opportunity explained enough?

12. Is project management properly planned during and after implementation?

- Who will be responsible for what in the execution?
- How will decisions be made?
- How is the evaluation planned?
- How will the evaluation results be used?

82 2016-2-ES02-KA205-008263
UNIT 4

2016-2-ES02-KA205-008263 83
 UNIT 4:
FINANCIAL
MANAGEMENT Watc
to th h the int
e uni r
t her o
e

This unit is aimed at giving you an overall view about what financial management is and how you can carry out
actions related to financial management. In fact, it is not all about accounting: it means planning and looking
forward to a better allocation of the resources to transform them into clever investments able to boost the
growth of your NGO (Non-Governmental Organisation). Hence why this chapter is split in two parts, we can
assume as “Financial Management for beginners” and “Financial management: Advanced tools and
concepts”.

4.1 Introduction to the Financial Management section: from a basic/

everyday financial management to the NGO growth oriented one
Reading through the first one, you can get all the information and concepts enabling you to fill a basic budget
form (for a project or addressed to the financial management of your organisation). So, instead, in the second
part of the following unit, the focus will be on the advanced financial administration. In other words, if you are
already running an NGO or an NPO (Non-Profit Organisation), this part would help you to boost your growth,
fostering the achievement of your higher goals and expectation. In the second case, we are on about measur-
ing, planning and finding out the way to manage your budget to make medium and long investment plans.
Together with the concepts, the speech pattern and the lexicon are going to upgrade to a higher level; hence
why, you will find at the end of the unit a glossary able to foster the comprehension and simplifying the lecture.
The glossary is sorted in alphabetical order, and each word is colored according to the level of difficulty it be-
longs to; in other words, green words are the one accompanying the basic concepts and the beginning part of
the following unit, meanwhile the brown ones are the ones used in the explanation of the complex concepts
enclosed in the second part of the unit. Even though the unit is targeted on NPOs /NGOs you will find the offi-
cial definition of terms which are normally used for businesses, but are still involved into the context of accoun-
tancy and financial management of whatever entity (profit or non-profit). In order to better train the abilities of
planning/foreseen expenses, general financial planning and ordinary financial administration, we recommend
to accompany the exercises enclosed in the unit, with the italian traditional card game called “Mercante in
Fiera” (Merchant at the fair). This game could help the learners to step from the beginners to the advanced
part of the unit, working through the concepts pertaining the context of planning investments and advanced
administration. Please find more information about this card game clicking on: https://boardgamegeek.com/
boardgame/25455/mercante-fiera; What is more, is possible to accompany the theoretical part enclosed in the
following Unit with the popular game Monopoly, in particular playing to the most recent version of this board-
ing game, called “Monopoly Ultimate Banking”.

84 2016-2-ES02-KA205-008263
4.2 Financial Management for beginners
4.2.1 What does Financial management mean?
Financial management is the planning, directing, monitoring, organizing, and controlling the mone-
tary resources of an organisation (fig. 1). Although most people think financial management is all about
accountancy, it is also an important element to program activities and manage an NGOs/NPOs (see the
tools mentioned in the section 4.3 of the following unit).

fig. 1: NGO financial management (Zakrevska & Kotov);

The objectives of financial management are generally related to acquisition, allocation and control of finan-
cial resources of any sort of activity foreseeing the management of economic resources/money. Objectives are:

• To ensure regular and adequate supply of funds to the organisation;

• To ensure adequate returns to the shareholders, in terms of quality/number of activities delivered, impact
of the activities delivered, training and/or economic benefits.

• To ensure optimum funds utilization. Once the funds are procured, the actions should be carried out in a
cost-effective way.

To achieve these objectives, financial management includes: i) planning, ii) organisation, iii) control and
iv) monitoring of financial resources;

such activities are implemented with the aim of fostering the achievement of the goals of the NGOs
as well as the objectives mentioned above. What is more financial management is crucial in case of manage-
ment of funds or donation coming from external institutions, companies or donors.

It means taking action to ensure a good financial state of an organisation, planning every action/
expenditure to be done.

2016-2-ES02-KA205-008263 85
A developed financial management plan will directly impact NGO’s/NPO’s financial viability (fig. 2). It impacts
the economic sustainability of the activities carried out by the Organisation.

fig. 2: The Financial viability of the NGOs (Zakrevska & Kotov);

Financial management is based on seven pillars:

1. Viability: financial integrity and reliability of the NGO. It is ensured when expenditures match incomes.

2. Consistency. The budgeting methods should be time-consistent and resilient, guaranteeing the effec-
tiveness and transparency of activities, specifically financial reporting.

3. Transparency. An organisation should be open about its operation and provide information about its
activities and plans to stakeholders and beneficiaries.

4. Oversight. A decision-making body (e.g. the board) should assume joint responsibility of overseeing the
financial resources it has been entrusted.

5. Accountability. An organisation should account for the use of its resources and its achievements to its
stakeholders, including beneficiaries. All stakeholders have right to know how the money was spent and
how their authority was used.

6. Accounting standards. Financial accounting and the method chosen to record expenditures should
meet accepted accounting standards (see rules and regulation foreseen by your country).Usually, accoun-
tants could foster this achievements; in fact, either big and small organisations are supported by external
professionals.

7. Integrity. NGO should work honestly and properly, also at financial/accouting level.

86 2016-2-ES02-KA205-008263
4.1.2 NGOs: Budget and Budgeting
What is a Budget?

“A budget tells your money where to go; otherwise you wonder where it went.”
(J. Edgar Hoover)

A budget describes an amount of money that an organisation plans to raise and spend for a set pur-
pose over a given period. A budget has several different functions and is important at every stage of a project
and/or during the activities of an NGO:

• Planning: A budget is necessary for planning a new project/activity and/or simply ensure the sustainabil-
ity of the organisation. It enables the board of the NGO to foster the achievement of the goals of the or-
ganisation, leading to its vision coherently with the operational budget, assets and financial strategy (fig.3).

Fig. 3: NGO planning pyramid (Zakrevska & Kotov);

• Fundraising: The budget sets out in detail what the NGO will do with a grant, including what the money
will be spent on, and what results will be achieved. In case of external funds, the specific financial man-
agement of the grants is carried out with the same tools we normally use for the financial management of
the organisation (see income and expenditure budget and journals below).

• Project implementation/implementation of the activities of the NGO/NPO: A budget is needed to

monitor a project and/or the activities run by an NGO. The most important tool for ongoing monitoring
is comparing the actual costs against the budgeted costs. Because plans sometimes change, it may be
necessary to review the budget after a project has started.

2016-2-ES02-KA205-008263 87
• Monitoring and evaluating project and/or the activities of the NGO: The budget is used as a tool for
evaluating the success of the project, when it is finished.

Different people (members and non-members of the NGO) can use budgets for different purposes. In
fact, the Board of the NGO requires the overall budget to formally approve it (respecting the rules and regula-
tions of the country the NGO is legally established in) and monitor its progress; the NGO Chief Executives lack
budgets to monitor the advancement/progress of the whole organisation and its funding situation. Normally,
fundraisers require budgets to co-fund funding applications project and managers lack budgets to track the
fulfillment of their activities (either related to projects or planned activities of the organisation). Finance staff
request budgets to make sure there are enough funds in the bank to cover anticipated/planned expenditure.
Community partners, funding organisations/institutions and donors require budgets to check how an
organisation intends to spend/have already spent the grants or to monitor how the organisation is spending
the raised funds for their community projects.

There are three main types of budget: Income and expenditure budget, capital budget and cashflow bud-
get. In this section we will focus on the “Income and expenditure budget”, which is the easi-
er and most important tool for the administration of NGO/NPOs’ accounting/financial tasks.
Before diving into the tool, it is better to go through some basic concepts: income and expense; we also recom-
mend to go through the glossary focusing on green words, in order to facilitate the reading.

Before approaching the budgeting activities is important to recognise what the concepts/words “in-
come” and “expense” mean (fig. 4) and what they do imply. One could stick to the following basic principles:

a. The income is recognized once it is received while expense is recognized once it is paid.

b. The income is recognized when it is earned, even when it has not been received yet.

c. Expenses are recognized when they are incurred even when they have not actually been paid yet.

Fig. 4: Defining “Income” and “expense”;

When it comes to consider cash: a transaction is recorded when there is an income or outcome of cash (fig. 5);

in other words, when cash has been spent or received.

Fig.5: definition of “transaction”;

88 2016-2-ES02-KA205-008263
Funds are recognized as receipts for the period if these are actually received within the current year. This is re-
gardless of whether the receipts or expenses pertain only to the current year, prior to or beyond it.

This may result in an over/understatement of the net asset that makes up a specific period.

4.2.2 Easy tools for handling financial management: Income and

expenditure budget:
The Income and expenditure budget portraits the activities and projects carried out in a certain pe-
riod by the organisation; what is more it displays the cost of the normal tasks and the daily activities of any
organisation. Appointing incomes and expenditure into an excel form (or any tool online or software)
enables the board of NPO/NGO to monitor savings planning future expenditures and/or taking de-
cisions about strategic decisions. The full balance sheet needs to be approved by the board of the
NPO/NGO by the end of the financial year and it needs to be displayed to the members.

It is possible to find free Office Excel template already set for instant calculations (https://goo.gl/LmaZkC).

Please find below a template to record income and expenditure; the template below has a cover page resum-
ing the expenditure, income and saving, the ending sheet is for the calculation of the savings.

2016-2-ES02-KA205-008263 89
In order to fulfil the principles of budgeting listed above and to act within the national and internation-
al accounting standards, you need to save and archive the receipts and invoices. Those need to be
recorded in the expenditure/expense section of your income and expenditure budget sheet; as well
as that, they need to be commented and dated. When it comes to consider the incomes, especially the ones
coming from external sources (funding and/or donors), it is needed to keep two separate budgeting sheets:

1. A general income and expenditure budget sheet, portraying the general finances of the organisation;

2. A specific budgeting sheet dedicated to the administration of the specific funding, when the funding is
addressed to a specific activity, according to the grant rules and regulations. In this case, the financial re-
port needs to be set and implemented according to the financial rules and regulation of the grant; hence,
the balance sheet needs to be adapted to the specific case.

In both cases is recommended to keep the hard paper invoices for at least 5 years, to foster an eventual au-
diting inspection. Formally the process of recording the expense and the income pertains to the concept of
“Accounting Cycle”, explained in details within the advanced part of the following unit (paragraph: 4.3.2 The
Accounting Cycle).

4.2 Funding your NGO/NPO: craving for your sustainability

4.2.1 Handling finances within proposals and projects: from budgeting
ideas to reporting eligible expenditures
Financial management and budgeting have to be divided into three different stages:
1. Giving values to the actions/items needed to implement the overall project idea.
2. Budgeting the items while editing a project proposal.
3. Managing the funded budget items.

Those three different aspects imply a varied sort of actions/paths to be taken into account. Although those
stages are different, in any of those budgeting and financial management need to be based on the following
assumption:

• Budget needs to reflect the action foreseen in the project/proposal;

• it needs to be realistic and commensurate with the actions to be implemented ad addressed to the goal
to be achieved;
• it needs to be clearly explained and linked to the project idea.

Before applying for a call for proposal

Once the needs have been identified and the strategies/actions have been defined the process of budgeting
helps you to assign a value to the actions you have planned to reach your goals.

This process is useful to evaluate the cost/action ratio, therefore to prevent any over-expenditure or bad invest-
ment, allowing a re-targeting of your strategy, choosing actions with better ratio cost/effect.

90 2016-2-ES02-KA205-008263
In this phase, even though there is not a specific budget form to fill-up, it is useful to keep all costs foreseen tidy
and sorted into a scheme easy to read. This scheme needs to be clear when it comes to establish links among
amounts and actions. Using spreadsheets and clustering budget items/foreseen costs into actions and/or cat-
egories, will help the fundraising of the project, giving a clear overview on the project to the potential donors.

Applying for a call for proposal:

Budgeting a project to shape it around the rules and objectives of a call for proposal is underpinned to the
financial rules/regulations of the specific funding opportunity.

Usually financial regulations/rules are easy to find out; they are usually enclosed in the set of documents accom-
panying the guidelines for the application or in the online pages dedicated to the specific funding opportunity
you are going to apply to.

In some cases, it is necessary to register in a private area/database to access the specific document. You need
to fill the application and the budget form and to find out the specific financial regulation. For instance, if we
mention the Erasmus plus programme, it is necessary provide all the detail regarding your organisation and
papers witnessing your financial state. In this case, forms are provided by the EC in your national language, and
they are available on download (*.doc, or *.pdf format) looking for them on the website of your National Agency
(Authority in charge of the Programme in your country).

It is important to know how to edit a balance sheet (you have learnt it through this unit) and to have a bank
account already in place. Those two elements are crucial for the evaluation of the Financial capability of your
organisation, and to apply for the call for proposal available within the Erasmus+ programme.

This is applicable also for national funding; in fact, in some areas/regions of Europe the proposal submission
systems have turned from offline to online systems, implying registrations, identifications and submission sys-
tems online (still supported by a call centre giving people support during the registration/submission pro-
cess). For Instance, in one of the regions Futuro Digitale (ReYion project partner organisation) is working, it
is needed to subscribe and register the Ge.Co.Web platform, fulfilling the registration procedures, to find out
more about the call for proposals and to apply for them (which are available also on the regional government
website dedicated to the funding opportunities www.lazioeuropa.it). This process is common across Europe.

In all cases, financial regulations determine the eligibility criteria and the eligible costs, in other words who and
what could be funded through the specific programme/call for proposal.

Considering just the financial management aspect of this process we can summarize the budgeting process as
follows: Can my organisation apply?

To answer this question, you need to read carefully who could be funded through the specific call for proposal.
As we said above, you can easily find it out reading the financial regulation together with the programme guide,
or the call for proposal, stating the eligibility criteria. What is more, the financial documents to be submitted
prior the application (e.g. the ones to be uploaded onto your ECAS account, in case of application to EU Fund-
ing) and the one accompanying the overall proposal (e.g. in case of National/Regional funding) are aimed at
demonstrating the financial capability/sustainability of your NGO/NPO.

2016-2-ES02-KA205-008263 91
4.2.2 Funding from the crowd: dealing with donors
In order to contribute to the financial sustainability of your NGO/NPO it is important to find donors having an
interest in the goals of the NGO – people who may be possible users of its services and who can commit to
paying regular small amounts.

They may be official Members of the NGO. This happen in most of the NGOs/NPOs dealing with vulnerable groups
or disabled people; in fact, in those cases the main funders could be the members of the families or the volunteers
working with those targets. They can also be members of the civil society sensible to the topic we deal with or
interested in the activity of your NGO/NPO, living in the same context/area in which your organisation is working/
implementing the core activities. Those people could be assumed as Community Based Donors (CB).

With CB donors, the NGO needs to report to people who are its neighbours, who give money made in the local
economy. The obvious communication methods are regular meetings in person, supported by newsletters.

As well as CB donors, you could address your fundraising mission to the Big Donors, who are normally well of
stakeholders (people or organisations) sensible to charity or releasing any sort of funding in the form of corpo-
rate social responsibility/donation.

A good NGO needs to build a good relationship with donors. The community-based groups and the big donors
can determine the sustainability of the NGOs as well as threaten the ones performing badly. When an NGO
starts approaching potential donors to fund its activities implies knowing all about the responsibilities coming
with them.
In fact, it is important to:
• Be professional: The NGO has to show clear its identity, vison and working methods (see also the financial
management pillar mentioned above). What is more, NGO has to be clear and professional in money mat-
ters;
• Keep a Clear and complete record of all the basic documents of your NPO/NGO (e.g. Financial records and
balance sheets, board of members’ documents and meetings reports, etc);
• A good Project Plan is essential – especially for applying to big funders as these mostly fund projects;
• Develop the right attitude. You can start from making a shortlist of funding organisations matching your
NGO’s goals and objectives. Go through their websites to check if they can offer/ have already available
funds and keep only those that seem really involved with your themes and objectives. Then submit them
your project plan. Relationships and project are crucial to get donations and funds.

92 2016-2-ES02-KA205-008263
4.3 Financial management: Advanced tools and concepts
When it comes to the basis of accrual financial management, revenues and related assets are actually
earned rather than when received while expenses could be clustered under this label when incurred
rather than paid.

The use of the accrual basis of accounting helps to set more fairly and accurately the financial status of NGOs/
NPOs. The accrual basis of accounting facilitates the use of the budget as part of control techniques
(see budget and budgeting chapter below). Although, for small NGOs/NPOs it is recommended to use a hybrid
form of financial management, either based on cash and accrual form. However, normally financial reports are
presented in accrual form.

What is more, accounting methods/standards are given by the authorities of each country, that are in charge of
giving certain transparency standards according to the specific national regulations, concerning NPOs, NGOs,
Volunteering organisations.

The fulfilment of certain transparency standards and the positive checks on national and European auditing
keep the status of NGO/NPO - such elements are preconditions for grant applications. In the next paragraph,
we could go through further knowledge enabling the NGOs/NPOs to correctly keep the accountancy and
to achieve the purposes of the financial management. Such knowledge will enable the workers in charge of
reporting and accounting to correctly use budget modules and to perform a correct interpretation of the vari-
ables a budget is made of.

4.3.1 Advanced Accounting Elements

Financial Position a) Asset is a resource controlled by the organisation. Future economic bene-
fits or service potential due to the management of the asset/s controlled
by the NGO/NPO are expected to flow to the organisation;

b) Liability is a present obligation of the organisation, and it is the result of

past transactions or event. This is expected to become a bone of resources
from the NGO/NPO embodying income/benefits or service potential;

c) Equity is the residual interest in the assets after deducting all its liabilities.
In NPOs/NGOs it represents the remaining value of its assets and it is not
distributed to its members. Assets and their residual values are intended
for specific purposes.
Financial performance a) The revenue is the total inflow of goods, money or service potential during
the reporting period. It is assumed as income the inflow which impacts on
the net asset;

b) The expenses are decreases in economic benefits or service potential

during the reporting period in the form of outflows or consumptions of
assets or incurrence of liabilities that result in decreases in Net Assets.

In order to edit any financial statement (e.g. budget form), every item has to be identified, meeting the
respective financial element. This is possible if any future economic benefit or service potential associated with
the item will flow in or out the organisation and/or the item has a cost or value that can be estimated/

2016-2-ES02-KA205-008263 93
measured.

Measuring (or estimating) is the process of determining the amounts at which the financial elements could be
spotted, labelled and carried in the financial statements.

Different measurement bases are normally applied during the process of carrying out a financial statement:

Historical cost Pertains the original cost of an asset to an entity.

Fair value The amount for which an asset may be exchanged or a liability settled, between
parties in an arm’s length transaction.
Replacement cost The amount due for replacing an asset according to the current price.
Net realizable value Net monetary gain of a transaction.
Value-in-use It is the market value of an asset, measuring the monetary value of the contribution
to the organisation.

Once each item has been identified, either inflowing or outflowing, the budget starts to shape around the
basic principle that “each resource has a source”, or simply Assets = Sources. As we mentioned before, an
asset is anything owned by an organisation which has a value; we can distinguish and cluster the sources side
of the equation under 2 simple categories: 1) external sources (e.g. grants, funding, etc), or 2) internal
sources (e.g. liabilities, memberships, residual amount). Once one has stated the clusters of the sources,
the accounting equation could be broken into: Assets= Liabilities + Net Assets, where the debit part of the
equation is always on the left side and the credit on the right (Assets [Debit]= Liability + Net Assets [Credit]).

Although, each transaction is analysed through the fundamental equation mentioned above (A=L+NA), there
are 5 fundamental accounts one needs to consider while budgeting: Liability, Net Asset, Assets, Reve-
nue/Support/Income and Expense.

In real life, the variables (A, L, NA) could increase or decrease for any transaction carried out by the organisation.
Therefore, every transaction consists of the left and right side of the equation (also called T-account) - total deb-
its must equal total credits. This simple rule could be summarized as it follows:

Assets = Liabilities + Net Assets

Debit Credit Debit Credit Debit Credit

+ - - + - +

Expenses Income

4.3.2 The Accounting Cycle

Starting from an event or transaction, stepping into the recognition of the items, the preparation of a financial
statement and ending with the interpretation of it, we could break the accounting process into steps which
take us along the cycle, enabling us to correctly fulfill budgeting tasks and interpreting the figures of a financial
statement correctly. One could resume the steps of the accounting cycle as follows: 1. Source Documents; 2
Journalising; 3 Posting; 4 Trial Balance; 5 Financial Statement.

94 2016-2-ES02-KA205-008263
Source documents are prepared to witness each transaction (evidences of the transactions), in fact, to handle
it carefully one should stick to the rule “a document is prepared for every transaction at the time the transaction
occurs”.

The documents to witness a transaction for a NPO/NGO could be simplified as follows:

Transaction Document
For Received Cash Official receipt (accompanied by validated deposit slip)
For Disbursed Cash Cash voucher (accompanied by invoice/request for payment/cash advance form) and
Check Stub.
Other Transactions Journal Voucher (accompanied by supporting documents)

Journalising means recording each item into the specific element in the book of original entry, called the
Journal (and/or a spreadsheet deputed to be a Journal).

Meanwhile, posting is the procedure of transferring journal to the general ledger and subsidiary ledger, which
are the records which gather every journal; hence, after posting and a after a certain lapse of time the accoun-
tant does the trial balance checking every item (trial balance).

In the end, the financial statement is prepared to summarize all the financial operation of the NPO/NGO.

4.3.3 Advanced tools for budgeting:

The Capital budget
Capital budgeting is the process in which a NPO/NGO forecast and identify potential expenses or investments
that are large in nature. These expenditures and investments include projects such as building a new plant or
investing in a long-term venture. Cash inflows and outflows are assessed in order to determine the impact on
needs or potential “return of investment”. Please find below an explained template for capital budget (down-
load the capital budget template https://goo.gl/EAKuyE).

2016-2-ES02-KA205-008263 95
Capital Needs
It is a list of all needed capital improvement projects, including a general description, their estimated costs,
benefits, funding sources, time for completion, and the date by which they must be completed. In fact, to fill
up properly this part of the capital budget it is required to state the action/project and describe it. Next steps
are related to highlighting dates, defining the lapse of time in which those actions/projects need to be imple-
mented, their benefits and the related implementation costs.

It would be useful to state the source of funding those costs can be funded from; hence why the “source of
financing” columns, would help the accountant/volunteer/ person in charge to clearly state it, keeping a neat
accounting form.

Needs Assessment
This tool/sheet is aimed at focusing and highlighting the expenses mentioned in the sheet “Capital Needs”
giving priorities to each one of them. Each project/action is listed (see the screenshot above, raw 25th onwards)
and it is broken into criteria; those criteria are the planned costs and needs. Each criterion has to be weighted
according to a priority scale, therefore considering the association’s objectives.

96 2016-2-ES02-KA205-008263
The organisation has to list projects which fulfill the aforementioned criteria, discriminating them according to
their impact on the organisational goals (lines 25 -43).

Indeed, each project/activity has to contribute to the overall sustainability (project/activity score column).

Capital Improvement Plan

It is a five-year plan that takes the high-priority projects/activities from the needs assessment and shows the
overall costs and funding plan.

Budget Impact
It shows the effect on future operating budgets of the project/actions listed in the Capital Improvement Plan.
The costs to the operating plan are determined here and they could be used in an operational Multiyear Finan-
cial Plan.

2016-2-ES02-KA205-008263 97
Assets Inventory
Many organisations do not have a comprehensive inventory of capital assets, but it can be invaluable in deter-
mining the current condition of capital assets and potential future capital spending needs. Existing records,
department managers, and insurance carriers can be good sources for this inventory.

The Borrowing Cost Calculator can be used to estimate the costs of borrowed money for capital projects.

Cashflow budget
it is an estimation of the money the NGO expects to bring in and pay out over a period time. It should include
all of the NGO likely revenue sources and compare these against the likely expenses of the NGO (it is possible
to download the cashflow budget linking to https://goo.gl/7tsVZ7).

98 2016-2-ES02-KA205-008263
Although a lot of software are available to do budgeting (see http://www.capterra.com/budgeting-software/),
it is possible to find online some free tools to set up and keep our accountancy, here are some of the most used:

Tool Link
Mint https://www.mint.com/
Personal Capital http://personalcapital.go2cloud.org/aff_c?offer_id=4&aff_id=1056
BudgetPulse https://www.budgetpulse.com/
Buxfer https://www.buxfer.com/
MoneyStrands https://moneystrands.com/
Moneytrackin’ http://www.moneytrackin.com/
My Spending Plan http://www.myspendingplan.com/
BudgetSimple https://www.budgetsimple.com/
SavvyMoney https://www.savvymoney.com/

2016-2-ES02-KA205-008263 99
Practice
Name What’s in your wallet?
Duration 15 minutes.
Space Indoor – a normal room is sufficient.
Logistics None.
Learning objectives
• To encourage young people to know about their lives and the bigger history picture.
• To enhance capacity of talking.
Materials or external references needed
Some coins (eurocents, dollars, yuan, etc.)

Implementation description
• The facilitator must provide the next directions to learners: “Pick a coin. Look at the date. Try to think
about your life or about history to remember what actually happened that year. Did it impact your finan-
cial situation? It can be good or bad, as you wish”.
• Once the previous step is completed, the facilitator asks each participant about the coin to briefly share
their story. Examples: “I was born in 1987; I did my first Erasmus in 2007 etc.”.
• Participants are thanked for their sharing.

Name What’s your movie?

Duration 15 minutes (depends on group size).
Space Indoor – an average room is sufficient.
Logistics None.
Learning objectives
• To think in a creative way about money.
• To analyse different perspectives about money in the creative industry.
Materials or external references needed
None.
Implementation description
• The facilitator must provide the next directions to learners: “Have you ever watched a film about money
or who reminds you about money? If you can’t think of a specific one, make one up! Share your film and
tell us why. At the end I will tell you mine…”. To help learners, some examples at the beginning could be
provided to them: “The Wolf of Wall Street; Pirates of Caribbean”, etc.
• Participants are asked which differences they noticed among the films which were mentioned and what
they can assume about money.

100 2016-2-ES02-KA205-008263
Name What’s up with your t-shirt?
Duration 15 minutes (depends on group size).
Space Indoor – an average room is sufficient
Logistics Beforehand, prepare t-shirts in a circle (or white papers) in a circle.
Learning objectives
• To think about money in a value-oriented manner.
• To enhance understanding of money as value-oriented fact.
Materials or external references needed
Coloured felt pens, white t-shirts (preferably L or XL) on which participants can draw. If t-shirts are not avail-
able, white papers can be distributed to each participant and one clip.
Implementation description
• The facilitator must provide the next directions to learners: “Imagine that you are wearing a t-shirt and
that you are thinking about adding something that is about your attitude of life and money. What do
you think your t-shirt would say? Take a few minutes to think about it and write it down or draw it!”.
• Once the previous step is completed, the facilitator guides a discussion to collect the feedback about
the activity from participants through a group discussion. The next questions can be used:
- Was it complicated? Why? Why not?
- Do you think attitudes about money can change during life?
- Would you ever actually wear that t-shirt?
At the end, if t-shirts have been used, it is recommended to take a photo all together wearing them. If
white papers have been drawn, clips can be used to attach them on participants’ shirts and take a photo.

Name How much is for your future?

Duration 15 minutes (depends on group size).
Space Indoor – an average room is sufficient
Logistics None.
Learning objectives
• To enhance planning skills about the future in a creative way.
• To enhance communication skills of participants about their planning.
Materials or external references needed
Papers, markers or pencils.
Implementation description
• Each learner receives a paper and something to draw on it (pencil or marker).
• The facilitator must provide the next directions to learners: “On your paper, draw a picture of what you
think your future will be in 5, 10, 20 years! How much money will you have? How will you spending it?
Have you ever planned such future? Take some minutes to think about your future and try to draw it.
Surely, nobody is going to judge your artistic inspiration. At the end, let’s share it with everyone”.

2016-2-ES02-KA205-008263 101
• Once the previous step is completed and in order to share participants’ feedback, the next questions are
done by the facilitator:
- Have you ever thought so much forward?
- Do you think it is realistic? Why? Why not?
- Do you think budget planning becomes more or less important while getting older?

Name 24-hour shopping

Duration 15 minutes (depends on group size).

Space Indoor – an average room is sufficient
Logistics Prepare beforehand a handout document.
Learning objectives
• To enhance planning skills about the future in a creative way.
• To enhance communication skills of participants about their planning.
Materials or external references needed
Paper and pencils. The facilitator can choose to use blank paper or do a handout with columns for different
expense categories.

Implementation description
• Each learner receives a paper and something to write on it (pencil or marker).
• The facilitator must provide the next directions to learners: “Think about your past day. What have you
done? But most important, how much did you spend? Write down every expense you have had”. Then,
the facilitator changes into last week and last month.
• Once the previous step is completed and in order to share participants’ feedback, the next questions are
done by the facilitator:
- Was it easy to recall what you have spent?
- Do you think you have actually remembered everything?
- How difficult is to remember one week or one month ago? How does it relate to a spending plan or
a budget?

Name Money puzzle partners

Duration 15 minutes (depends on group size).
Space Indoor – an average room is sufficient.
Logistics Prepare beforehand a handout document.
Learning objectives
• To enhance knowledge sharing about money.
• To support friendliness among people.

102 2016-2-ES02-KA205-008263
Materials or external references needed
Scissors and bills (true or false).
Implementation description
• Before starting, the facilitator prepares the bills (true or false). Each bill must be cut in half using differ-
ent cutting techniques (puzzle style). One bill for every two people in the group is needed.
• The facilitator distributes each half euro in the room and say: “Check around you and catch your mon-
ey puzzle partners. Introduce yourselves and tell one thing you know about money”. After everyone
has peered up, the facilitator must tell them to do the following: “Now, each partner will introduce
the other one, telling their name and one thing they know about money”.
• Once the previous step is completed and in order to share participants’ feedback, the next questions
are done by the facilitator:
- What was the most curious thing you have known?
- Was it fun?
- Do you know a bit more about money?

Name Knowing your business

Duration 30 to 40 minutes (depends on group size).
Space Indoor – an average room is sufficient
Logistics None.
Learning objectives
• To encourage young people to understand terms and elements of financial management.

• To become familiar with everyday concepts about budgeting.

Materials or external references needed
A whiteboard, stickers and a big white paper.
Implementation description
• The facilitator introduces the theme making complexes sentences such as “Yesterday my long-term loan
plan was approved to consolidate the credits I owe. Liabilities will grow, but also cash will” (indeed, sen-
tences can be changed according to the age and the experience of the participants).
• The facilitator asks whether everything was clear, and then he/she nails down all the different words
on a white paper. He/she must ask people to put the definition they have in mind and to write it down
on a post-it. Then, the facilitator writes more words: “Mortgage; Net/Gross Income; Taxes; Deductions;
Interest; Hour Rate; etc.”.
• After having discussed the meaning about each of them, the facilitator divides participants in groups
asking to choose one of the terms. The groups will have to make a small representation of some of the
concepts through a brief sketch. The facilitator will ask:
- Do you think now finance is more familiar to you?
- Why do you think people are scared of finance and money?
- Have you ever done financial classes in school?

2016-2-ES02-KA205-008263 103
Name Wants vs needs receipts
Duration 30 to 40 minutes (depends on group size).
Space Indoor – an average room is sufficient.
Logistics None.
Learning objectives
• To understand the difference between what you need and what you want in order to better manage
money.
• To analyse how each expense can impact on our everyday budget
Materials or external references needed
2 sacks and receipts.
Implementation description
• The facilitator must ask in advance to each learner to bring three recent receipts of their purchases. On
one sack there will be the label “WANTS” and on the other one there will be “NEEDS”. Each participant
bring the three receipts and if one receipt contains more than one object the participant has to circle
one.
• According to his/her choice during the previous step, he/she puts the receipt in the correspondent sack.
At the end, participants are divided into two groups and must discuss whether the different receipts
found in the sacks are correctly put either in WANTS or in NEEDS bag.
• Each group receives a big white paper and will have to give priority of buying in a month shopping
discussing respectively of WANTS and NEEDS. They can make some drawings to show the scale of the
WANTS and NEEDS. At the end, each group explains their choices and assess elements. The facilitator
has to ask:
- Do we have to have a computer?
- Can we really avoid some needs?
- How do you think you can create a balance between WANTS and NEEDS?

Name Be on a budget!
Duration 20 minutes (depends on group size).
Space Indoor – an average room is sufficient.
Logistics This exercise is the continuation of the previous one.
Learning objectives
• To understand the concept of budgeting and planning according to limited resources.

Materials or external references needed

Cards, pens, white papers and post-its.

104 2016-2-ES02-KA205-008263
Implementation description
• From the previous exercise, the facilitator introduces a fixed income simulation. He/she must write
potential purchases with the correspondent money value. Examples follow.

CAR TANK 100€ FOOD 200€ TAXES 250€

Examples of cards.

• Participants are divided into two groups. The facilitator explains them that their wage was suddenly
cut out due to the economic crisis, so they will have to set the expenses according to their opinions/
plans about the coming month. Each group is provided with a set of the cards already prepared and
asked to work as a team to sort through the cards and determine which objects listed on the cards
they would buy if they only had the listed amount on the board. The facilitator must allow participants
to sort through the cards, choosing the most important items for them, trying to reach the amount
which has been stated at the beginning as monthly income. The team to complete the task first wins.
If money is left (that means purchases have been less than the wage) is okay.
• Once the previous step is completed, the facilitator will ask about the motivation of their choice:
- Was it complicated to find an agreement about the things to buy within your group? Why?
- Have you faced difficulties in terms of equalling income and expenses?
- Have you discussed about planning and calendar?

2016-2-ES02-KA205-008263 105
Name How do you spend your money?
Duration 40 minutes (depends on group size).
Space Indoor – an average room is sufficient.
Logistics Prepare beforehand charts as explained below.
Learning objectives
• To understand how budgeting is related to the actual resources.
• To enhance planning of monthly spending according to needs/wants.
Materials or external references needed
Charts (as it follows), pens, white papers and post-its.
Implementation description
• This is a chart to be handed in to participants. Participants must be grouped according to the countries
where they are living now or where they are from (it depends on the people who are present at the
training). Each person will make a list of the expenses that he/she can esteems are done home (it does
not matter whether with his family or not). They will self-assess their actual situation and their wannabe
situation. Let each group discuss among themselves.

BUDGET ITEM WHAT YOU WHAT YOU WOULD ARE YOU SPENDING MORE
SPEND LOVE TO SPEND OR LESS?
HOUSING, FUEL & UTILITIES
FOOD
TRANSPORT
RECREATION
HEALTH
RESTAURANTS/HOTELS
CLOTHING
FURNITURE STUFF
PHONE/INTERNET
ALCOHOL/TOBACCO
EDUCATION
OTHER
TOTAL AMOUNT

106 2016-2-ES02-KA205-008263
• After this first part, the facilitator gives the following paper and starts a discussion about which should be
the ideal amount to be spent in participants’ country according to what they think the average wage is.

BUDGET ITEM WHAT YOU THINK IS GOOD WHAT YOU THINK IN EUROPE IS
TO BE SPENT (PERCENTAGE)
HOUSING, FUEL & UTILITIES
FOOD
TRANSPORT
RECREATION
HEALTH
RESTAURANTS/HOTELS
CLOTHING
FURNITURE STUFF
PHONE/INTERNET
ALCOHOL/TOBACCO
EDUCATION
OTHER
TOTAL

• Afterwards, the facilitator communicates which the average amount spent per item in Europe-28 is
(Eurostat, 2015). He-she will introduce, as well, the average wage as officially stated by Eurostat.

BUDGET ITEM EUROPE DATA PERCENT- COUNTRIES

AGES PROPORTION
HOUSING, FUEL & UTILITIES 25 ITALY = 1,948€
FOOD & BEVERAGES 11 SPAIN = 1,718€
TRANSPORT 13 SLOVENIA = 1,050€
RECREATION 9 CZECH REPUBLIC = 813€
HEALTH 4 GREECE = 905€
RESTAURANTS/HOTELS 8
CLOTHING 5
FURNITURE STUFF 6
PHONE/INTERNET 3
ALCOHOL/TOBACCO 4
EDUCATION 1
OTHER - -
TOTAL

• Once revealed which the official data is, the facilitator will discuss with participants a number of themes:
- Why do you think there is so much difference?
- Do you think there is a cultural difference of expenses between the European countries?
- Is it possible to avoid this kind of average budgeting?, etc.

2016-2-ES02-KA205-008263 107
Name Where does your budget come from?
Duration 30 minutes (depends on group size).
Space Indoor – an average room is sufficient.
Logistics None.
Learning objectives
• To introduce sources and types of personal income of participants by reflecting on the nature (mone-
tary and non-monetary) of their incomes.
• To analyse how to differentiate sources of an organisation.
Materials or external references needed
Flipchart, post-it and papers.
Implementation description
• The facilitator must provide the next directions to learners: “Money is used to buy services and goods; it
helps to save and borrow to acquire what we cannot afford at this right moment. But where does mon-
ey come from? How do people get resources to live through?” Note: Most people will give work-related
sources. So the facilitator should challenge them to talk about non-job related incomes. “For instance,
think of people who do not work, but still have money, or some teenagers. Can you make some ex-
amples?”.
• The facilitator makes a list of non-job related elements. Then he-she asks “Do you think there is a way to
get things without paying money? Please think of this, but before let’s make some groups”. The facilita-
tor can make participants count 1, 2, 3, 4 to form groups (people with the same number go together)
and hand in papers. They will be able to write down different elements.
• After that, the facilitator asks whether participants’ organisation use non-monetary resources and
which ones and whether they have ever thought of accounting volunteering or any non-monetary
element within the organisation. Some questions to be used here could be:
- Do you think not having a job is sustainable?
- When making financial plans, do you ever think of arranging non-monetary exchanges with
people?
- Do you think alternative currency can work?

Name How much do you know about money?

Duration 45 minutes.
Space Indoor – an average room is sufficient.
Logistics None.
Learning objectives
• To enhance the knowledge about money.
• To enhance cooperative skills among participants.

108 2016-2-ES02-KA205-008263
Materials or external references needed
Value cards (as following).

4 boxes with the following scripts:

Time is Money! Sources of Income Functions of Money Needs and Wants

Spoons, balloons, according to the chosen challenges.

Implementation description
• The facilitator must follow the next directions to properly implement the activities:
1. Create groups (1,2,3,4 counting or any other technique). Each group will pick a name.
2. Set the count-down. 35 minutes.
3. Each group will choose a box identified by a number. The number is the quantity of points the
questions are worth, namely: 100, 200, 300, 400. The higher the point, the more challenging the
questions are.
4. Teams take turns and select a box and answer the question found. A team can select any box.
5. Turns are clock-wise.

6. If a team fails to answer correctly, it can challenge another team. The challenge consists of differ-
ent physical competitions: running with the spoon and a ball on it, running with balloons etc. If
the challenging wins, it has the right to answer again. If the answer is correct, the turn foes to the
challenged team. If it fails, the question goes to the next team. Next team, if it answer correctly,
can pick another question.

7. The team with the highest score wins the game.

100 200 300 400

100 200 300 400

100 200 300 400

100 200 300 400

2016-2-ES02-KA205-008263 109
 Time is Money! Sources of Income Functions of Money Needs and Wants
100 True or False: Name two sources Two things Make two
points Before the of personal money helps your examples of
existence of income. organisation do. NEEDS.
money, people
were not buying Expected answer: Expected answer: Expected answer:
and selling things Wages from
work. Interest Buy things you Things you can’t live
Expected answer: and dividends need. Make without, which are
from savings or payments such as necessary for one’s
False investments. Family debt, and salaries to survival. Water and
allowances. workers, etc. food.
200 What is interest? What are the two True or False: What are
points forms of income Money can buy wants? Give two
Expected answer: people can feelings and examples. Expected
receive? rights. answer: Things that
The amount
one would like, but
of money the Expected answer: Expected answer: can do without (e.g.,
lender charges
designer clothes,
the borrower in Monetary and non- False!
soda).
addition to the monetary
borrowed sum
300 Give one What is the Besides buying True or False: To
points consequence difference things, give two reduce my total
of receiving the between gross things money spending, I start
same amount of income and net helps you do. by reducing my
money in a year income? needs. Why?
as you would Expected answer:
have received Expected answer: Repay debt Pay Expected answer:
today? Net income is gross someone for a False. Needs are
income minus service that I need more important
Expected answer: deductions and (e.g., a mechanic to than wants
taxes. fix my bicycle). Keep
You do not have a savings account
access to the Net income is the
money, so you can’t money available
do things that you that I can use.
would have done
today, if you had the
money (opportunity
cost).

110 2016-2-ES02-KA205-008263
 Time is Money! Sources of Income Functions of Money Needs and Wants
300 Give one What is the Besides buying True or False: To
points consequence difference things, give two reduce my total
of receiving the between gross things money spending, I start
same amount of income and net helps you do. by reducing my
money in a year income? needs. Why?
as you would have Expected answer:
received today? Expected answer: Repay debt Pay Expected answer:
Net income is gross someone for a False. Needs are
Expected answer: income minus service that I need more important
deductions and (e.g., a mechanic to than wants
You do not have taxes. fix my bicycle). Keep
access to the a savings account
money, so you can’t Net income is the
do things that you money available
would have done that I can use.
today, if you had the
money (opportunity
cost).
400 You borrow 10 Paul works 40 Give two reasons Explain one
points euros from a hours a week for chocolates cannot way of setting
friend with an an hourly rate be considered spending
interest rate of of 5€. After two money. priorities.
10 percent per weeks, he earns
month. How much 400 € before taxes Expected answer: Expected answer:
will you have to and deductions. Is Can’t be used to Separate your needs
pay your friend the 400 € gross or buy things or pay from your wants.
back after one net income? for services. Can’t be Rank needs by order
month? saved to be used in of importance by
Expected answer: the future – to pay asking the question,
Expected answer: Gross income for things. They are “If I don’t buy or pay,
Amount borrowed: perishable (they go what will happen?”
€10 Interest: €10 bad). Determine the cost
X 10/100 = €1 of each expense.
Amount to pay back
= €11

2016-2-ES02-KA205-008263 111
UNIT 5

112 2016-2-ES02-KA205-008263
 UNIT 5:
PARTICIPATION AND
Watc
to th h the int
NETWORKING
e uni r
t her o
e

The aim of this unit is to teach young people who live in rural areas, away from city centre, how to participate
and network/communicate with organisations, associations etc. Through this, the rural areas can be empow-
ered. This unit is devoted to participation and Networking and has the attempt to discover ways how partici-
pation and networking can be succeeded. It tries to transmit to young people, ways of participation and net-
working for reassuring that the youth in rural areas will be fully informed and will develop interest in creating
associations and initiatives for the citizenship. In general, young people could provide inspiration to learners,
and to teach them ways of finding the most relative to them network. An association should contribute to bet-
ter understanding of European Institutions and their functioning, as well as to foster more efficient exchange of
information on events within the European Union.

5.1 Introduction to participation and networking

Participation is a fundamental right. It is one of the guiding principles of the Universal Declaration of Human
Rights. The Universal Declaration of Human Rights (UDHR) was adopted by the United Nations General As-
sembly at its 3rd session on 10 December 1948 at the Palais de Chaillot in Paris, France. After then, it has been
reiterated in many other Conventions and Declarations. The 1993 Vienna World Conference on Human Rights,
for example, noted that it is the duty of States to promote and protect all human rights and fundamental free-
doms, regardless of their political, economic and cultural systems. Active participation empowers young people
to play a vital role in their own development as well as in that of their communities, helping them to learn vital
life-skills, develop knowledge on human rights and citizenship and to promote positive civic action.

Young people must be provided to participate effectively in any field with the proper tools, such as information
and education. Youth associations and organisations play an important role in the process of global social. It’s
vital to engage youths as social actors with their own views and contributions. The best way to attract young is
to give motivation to enter an association or a youth initiative.

5.2 How to involve youth on activities and programmes

Youth involvement can benefit organisations and their programs as well as youth themselves. Programs that are
developed in partnership with youth are more likely to be effective at engaging the population and, therefore,
to have a greater impact (http://youth.gov/youth-topics/positive-youth-development/how-can-youth-be-en-
gaged-programs-promote-positive-youth-development).

Engaging and involving young people should not be limited to formal, structured processes. Less formal ap-
proaches are proved to be more successful with young people. Creating a range of different opportunities
help building relationships with young people and make them feel they can contribute and put the basis for
empowering them to contribute in society.

Suggestions about how and where youth can be involved in a meaningful way include the following:

• A youth leader should be really devoted into involving other young people. You, as a youth leader, you
should visit places where youth usually gather. During these visits you could make references to the social
aspect of entering an association in order to tempt the young people. Taking into account that young peo-
ple who live in rural areas may not have many opportunities to meet new people, the idea of socializing
could be an excellent starting motivation.

2016-2-ES02-KA205-008263 113
• Another useful idea is to create written material, like leaflets/ posters/ brochures so the potential members
can get informed. The usefulness of social media is of great importance too and will be deeper explained
in the next chapters.

• During these social gathering of youth, you can grab the chance and talk about the benefits of creating an
association. Parents could also attend the speeches and if parents are convinced, then it is more possible
for the children to be also convinced. During the speeches, you can present to public the idea of creating
a youth association, talk about benefits and activities of the future association. At the end of the speech,
a Question & Answer (Q&A) session will take place. The aim of this session is that young people have the
opportunity to solve all questions and learn more about the operation of the future organisation. More-
over, at the exit of the room where the speech and the Q&A session take place, a table for inscriptions will
have been up. There, the young people will be able to write down their contact details so the facilitator can
contact them and send more information. A few days after the speech, you should contact the youth and
propose a group activity. Informal, less structured approaches can often be a good way to begin involving
young people, for instance, activities that are based on interests or hobbies, learning skills think arts, music,
sports can surely attract youth’s interest. Different young people will want to become involved in different
ways, so it’s important to have a range of opportunities available.

• Best programs that involve young people are those in which young people see as relevant to their lives,
backgrounds and experiences enable them to address issues in ways that respond to their own priorities,
interests, and needs. So, you should take into account the addressed youth population and should adapt
the activities. The purpose of the activities is to create positive feelings to young people for the future as-
sociation. So, the youth has fun in the activities and understands the value of belonging to an association
and this increases the possibility of entering the association. Of course, the creation of an association is
not an easy and “quick” task, mainly because of the trust that should be developed between the people.
Probably, the first step should be the participation in an already existing association and the creation of a
new one can come later.

5.3 Partners recruitment

In order to create sustainable partnerships, collaboration should be based on mutual benefits. It is motivating
for them to know the aims, the deliverables of the initiative and the advantages they will gain. For having the
partners recruited you must build a network, exchange knowledge, and give a perspective for future collabo-
rations. Of course, it is essential for possible partners to understand that by entering this kind of initiatives, their
local community will start to grow.

If states or regions interact more synergistically with communities, they can tap local energies and resources for
development and help create a development-oriented society and polity in the process.

You need to focus on a particular target group, young people. Young people must be aware of the benefit ac-
quired of the project. The learners should think widely. They should look for synergies at local groups and local
societies.

You should search for the potential partners taking into consideration the project that you want to carry out or
the objectives of the organisation. For example, if a youth organisation aims at projects with refugees, then the
members of the organisation should look for partners that occupy with refugees, like: camps, shelters, NGOs,
etc. This should be the way of thinking. Of course, have in mind that Google is your best friend!

Following a shared understanding of concepts and tools for sustainable development of rural areas, includes a
number of concrete recommendations on how development of rural development across European region can
be succeeded. Different communities should join forces. Local governments of rural areas should invite other
communities, make them aware of the project and engage them in participating. The knowledge exchanged
is one of the most important motivations than can be used to stimulate other communities. The non-rural com-
munities can take advantage of the project by advertising their supportive actions.

114 2016-2-ES02-KA205-008263
5.4 Promoting activities for citizenship
Themes of active citizenship are divided in different sectors: honesty, compassion, respect, responsibility,
courage, culture of tolerance, altruism.

Exploring those themes, talking about them, and making connections between those themes and lives are
the keys to developing a true understanding of the concepts. As we are talking about Europe orientated as-
sociations the possible participants should know the principles and values of citizenship, especially European
citizenship. Of course these principles address to any kind of entities in rural areas that can transformed into
European entities.

Honesty
Honesty refers to a facet of moral character and connotes positive and virtuous attributes such as integrity,
truthfulness, straightforwardness, including straightforwardness of conduct, along with the absence of lying,
cheating, theft, etc. Honesty also involves being trustworthy, loyal, fair, and sincere.

Compassion
Compassion motivates people to go out of their way to help the physical, spiritual, or emotional hurts and pains
of another. Compassion is often regarded as having sensitivity, an emotional aspect to suffering, though when
based on cerebral notions such as fairness, justice, and interdependence, it may be considered rational in nature
and its application understood as an activity based on sound judgment.

Respect
Respect is the feeling of deep admiration for someone or something elicited by their abilities, qualities, or
achievements.

Responsibility
It is a duty or obligation to satisfactorily perform or complete a task (assigned by someone, or created by one’s
own promise or circumstances) that one must fulfil, and which has a consequent penalty for failure.

Courage
Courage is the choice and willingness to confront agony, pain, danger, uncertainty, or intimidation. Physical
courage is bravery in the face of physical pain, hardship, death or threat of death, while moral courage is the
ability to act rightly in the face of popular opposition, shame, scandal, discouragement, or personal loss.

Culture of Tolerance
Simply stated, tolerance is “recognizing and respecting other’s beliefs and practices without sharing in them”
(Neufeldt, 1994). It can also be described as “a respect, acceptance and appreciation of the rich diversity of our
world’s cultures, our forms of expression and ways of being human.

Altruism
Altruism or selflessness is the principle or practice of concern for the welfare of others. It is a traditional virtue in
many cultures and a core aspect of various religious traditions and secular worldviews, though the concept of
“others” toward whom concern should be directed can vary among cultures and religions. Altruism or selfless-
ness is the opposite of selfishness. The word was coined by the French philosopher Auguste Comte in French,
as altruisme, for an antonym of egoism. He derived it from the Italian altrui, which in turn was derived from Latin
alteri, meaning “other people” or “somebody else”

Furthermore, the youth should pursue for structured dialogue in order to promote citizenship. Structured Dia-
logue is a means of mutual communication between young people and decision-makers in order to implement

2016-2-ES02-KA205-008263 115
the priorities of European youth policy cooperation and to make young people’s voice heard in the European
policy-shaping process.

It is a consultative process, implemented by the European Commission, that aims to increase cooperation with
civil society and get firsthand input from young people. It is made up of one main event, the EU Youth Confer-
ence organized by the EU country currently holding the EU presidency.

5.5 Networking
Creating a group of acquaintances and associates and keeping it active through regular communication for
mutual benefit is very important. Networking is based on the question “How can I help?” and not on “What can I
get?”. The aim of our Networking activities is the exchange of knowledge expertise and the joint participation in
relevant projects and initiatives. Networking is very important for saving resources and reducing the economic
investments. Especially in rural areas on which the resources could be really limited and the population is low
and spread on the territory. Exchanging practices with other areas or regions can help to detect good practices
that entities can implement without spending money on pilot test or project ideas that could be sometime not
useful and a loss of time and money.

You, as a youth leader you can propose ways of developing the network, ask the youth to write down all the or-
ganisations they know and can be useful for the purpose. A network is useful both for fund catching and for en-
hancing member’s relations as well. Encourage them to search on Internet in order to find relative associations.
The possible network could be consisted of: local and regional governments, training centres, NGO’s, Women
association, Sport Associations, Cultural Centres, local clubs, companies and business from agrifood sector etc.
After detecting the possible network organisations, you should start contacting them and proposing them to
collaborate. It’s important and makes thing easier to join a network that already exists. This can facilitate the pro-
cedure and gets to the result more easily. The partners who participate in an already existing network can have
many positive consequences. Though negative aspects also exist (For example, belonging to a network means
that your organisation has to be a strong member of it otherwise it may be pressed). Moreover, diplomacy skills
and understanding of power relations are needed. The learner can take advantage of the experience of the
other members, get inspired and learn new ways of developing the quality of their lives, become more active
citizens. Furthermore the learner can broaden its network. These kind of initiatives need to be supported by
many entities. That’s why you or the learners have to get in touch with the public bodies and other associations
of their countries. The approach of other associations or public bodies has to be done in a very professional way,
so the organisations and the public bodies take seriously the attempt. Communication via e-mails is suggested
to be used because it is a formal way of communication. Surely, social media can be part of the communication
as we are talking about young people who are deeply connected with technology.

5.6 Networking at local level

The youth leaders should focus on developing the network at a local level too. Networking is not about going
out, giving cards into people’s hands and “selling” your organisation. Keep it informal and interesting. Serial en-
trepreneur Shazia Awan says: “The worst thing you can do when networking is turn it into a sales pitch. Networking
should be about building a quick rapport – it should be informal, brief, interesting and leave people wanting to know
more. If you meet someone you think you could work with, pop that in a simple email to them a day or two after meet-
ing up.” Emma Jones, founder of Enterprise Nation, says: “When I first started in business, I would attend anything to
which I was invited, and I mean anything. I went to football matches, business lunches, evening talks and company
reunions as you never knew who you might meet. Meeting new people from within your industry and beyond is es-
sential for business development and growth.” In your case, your “business” is the organisation you want to build.
In other words, please do not miss any local event! Even a celebration or a marriage ceremony could be a great
opportunity of networking. Of course, do not stay only at your local region. You should visit events that happen
in near regions too, because there you might find the people you are looking for! Seek out people who produce

116 2016-2-ES02-KA205-008263
work in a slightly different field to yours. Don’t be afraid of this, because there will almost certainly be things you
do that they don’t. Which means you could both be a great fit for future projects together. Listening is a skill. It’s
an absolute art form. Most of us only half listen when we’re engaged in social communication because we’re al-
ready planning in our heads what to say next. Try to turn this off and truly listen to what’s being said. You’ll retain
more and your attentiveness will be picked up by the speaker, which means they’re more likely to listen to you
in return. If you’re feeling a bit awkward or nervous at an event and want to know how to keep conversations
bubbling along, then try to remember to ask open-ended questions. Questions that start with such words as
‘who’, ‘what’, ‘where’ and ‘when’ open up a conversation, whereas questions that only require a closed response
such as ‘yes’ and ‘no’ tend to shut things down. It’s an old trick but a good one.

5.7 Participate in conferences and seminars / Organizing events

Organisation’s members have to be involved into activities like conferences and seminars, so as to encourage
learners to search for these activities.

Furthermore, the project activities can be presented during these events and more stakeholders can be aware
of it. Young people who aim to empower their local community have to join every local event, such as confer-
ences, exhibitions, celebrations.

Moreover, in these events they have to be really active in socializing. Multiplier events must be also part of the
program. Maybe the events are the best way to spread the idea and attract stakeholders. The events should be
organized in rural areas and it’s a great opportunity for the leaders to connect with local community, as they are
the best way to spread the idea and attract stakeholders.

The events can be categorized in workshops, conferences, round-tables, study sessions, seminars

Workshops
Workshops usually differ from conferences in that they are targeted at smaller groups of participants and in-
volve a much higher and more active level of engagement. For example, a workshop might be organized as a
“hands-on” session allowing participants to try out particular materials and approaches.

Conferences
Such an event can reap huge benefits but they can be costly and time-consuming to organize so it is important
to budget accordingly and plan for the amount of staff time that will be needed to ensure the conference is
well organized and successful. Conferences can be a very useful forum to consult with your target audiences in
a face-to-face capacity and to address issues relevant to the work of your project.

Round table
It is a method for public participation or for groups of people who have an interest in a particular service or
strategy. The Round-table Workshop method enables participants to make full contribution to discussions on
issues of shared concern and to generate ideas for action. This method works well when there is a relatively clear
topic to be discussed.

Study Sessions
Study sessions are international youth events lasting between 4 and 8 days which bring together members of
youth organisations or networks and experts for discussions on a specific subject.

2016-2-ES02-KA205-008263 117
Seminars
A seminar is a form of academic instruction, either at an academic institution or offered by a commercial or
professional organisation. It has the function of bringing together small groups for recurring meetings, focusing
each time on some particular subject, in which everyone present is requested to participate

The steps for a successful event are listed below.

1. Develop event goal and objectives: The very first step is to establish a tangible goal and objectives. (e.g.,
why are you organizing this event and what are the expected results?).

2. Organise a team: Any event takes a concerted team effort to handle all of the details. Consider identifying
one key Event Manager or Event Chair as well as individual Chairpersons for subcommittees, such as: ven-
ue management, speakers, entertainment, publicity, sponsors, volunteer, management, etc.

3. Set a date: The date might already be pre-set for a recurring event, but if this is a new event, consider the
following before firming up date have to be assured:
• Time is needed! Ideally, 4-6 months are needed in order the event to be planned and fundraised (de-
pending on the nature of the event).
• Statutory and religious holidays should be taken into consideration.
• School holiday time periods should be avoided (e.g., winter, spring and summer holidays).
• Dates should be checked with key participants – e.g., speakers, presenters, VIP guests, etc.

4. Brand the event: In order the event to be stood out, a timely and compelling theme that sets it apart from
the competition should be wisely chosen. This means that a dynamic overall theme with the actual name
should be identified – since it can be a key attention-getter, especially in online media. Here, are some tips
about brainstorming event names
• How is the event different from other events in the particular sector (it may vary)?
• What are the expectations of this event?
• Tagline: Once the name is defined, the creation of a tagline is useful – a short, memorable branding
slogan that describes the event.
• Design a Logo: The final step will be having a logo created to represent the event. A logo can be an
effective branding tool – offering immediate recognition of the event in all of the publicity and promo
items (e.g., T-shirts, water bottles, bags, etc.).

5. Create a master plan: This plan should encompass all aspects of the event, including:
• Venue, logistics & catering management (contracts, permits, insurance, etc.).
• Speakers/presenters (identifying, confirming, logistics & management).
• Activities/entertainment.
• Publicity/promotion (online & off-line, e.g.,: web page & online promotion; events calendars; printed
programs; media relations; signage; social media, etc.).
• Registration (online sign-up, payment and tracking; on-site sign-in, etc.).
• Sponsor/partner management.
• Volunteer management.

118 2016-2-ES02-KA205-008263
 6. Determine administrative processes: In other words, how someone is going to keep track of the planning,
registration, budget, guest and speakers lists, etc.?
Many Event Budget Templates Smartsheets can be found in the following link https://www.smartsheet.
com/12-free-marketing-budget-templates. Hence the organisation can have control of the spent money.

7. How to plan an event: Identify and Establish Partnerships & Sponsors. Are there organisations that could
be partner with or call on for sponsorships to defray the costs and increase potential participation? When
other people or groups are involved in an event, they have a stake in helping spread the word and making
the event a success.

Other things that should be considered:

• Seeking corporate sponsors to fund a portion of the event. This can range from national organisations
that might want to sponsor a dinner, offer a door prize or a key silent auction item, to local businesses
that might be able to provide goods or services, such as flowers for the tables, gift bag items, etc.

• Partnering with community organisations who might be able to offer a venue and/or assistance with
organizing or staffing an event

8. Create a publicity plan: Even with the most amazing speaker or entertainment line-up, the event needs
publicity to get people in the door. Event promotion starts with the initial notice or page on the website
of the event organizer, note in his/her newsletter or email to save the date, and then builds to include on-
line and off-line publicity, media relations and on-going outreach to encourage registration. And no plan
is complete without the post-event thank, sponsor acknowledgements and articles about the event’s key
messages or fundraising success.

9. Establish a budget: The budget should incorporate estimates for all of the key items identified on the
Event Master Plan. Any travel or accommodation costs for speakers, presenters, etc., must not be forgotten
to include. Though, in case of not having enough budget, the members of network can solve the problem,
as they can provide their services for free. In general, the members of network should support each other
in such cases.

A sample of an event budget has been created for the aims of this Unit in order to have in mind from the
budget point of view what it means to organize an event from the economic point of view (a sample event
budget can be found annexed to this unit).

5.8 Communicational and dissemination guidance

Communication and dissemination are of essential importance for the project. With a little creativity, strategic
communication can help the work to be popular in a profitable way. Useful suggestions for the communica-
tional and dissemination guidance are listed below.

Communicational Guidance
Objectives

Your first step is to determine what you would like to achieve. A general objective of ‘raising awareness’ is insuf-
ficient as you will need to define a specific end-result that can be defined and measured. You need to think of
specific quantifiable objectives such as how many people to be targeted, which groups and what you want to
say to them, when and why.

2016-2-ES02-KA205-008263 119
Audiences

Although this may sound obvious, after your project or programme has been approved it is worth refreshing
your list of target audiences to ensure that all people you want to address are included and that they are all
appropriate. Understanding who you want to communicate will help you define how you can approach your
audience, and which tools could you use. Different audiences (SMEs, NGOs, municipalities, policy-makers) re-
spond to different approaches. Communication channels, messages and tools must be adapted and targeted
accordingly.

Messages

Messages are simply an overview of the key elements of the contents of your communication efforts.

Your aim is to keep your messages simple so that you do not overwhelm your audience. You should focus on (if
possible) just three key messages. To identify these all you have to do is think about the three most important
points you want your audiences to know about your project/programme and what you think that may be in-
teresting for them. A good approach when developing messages is to make them colourful and conversational
– give examples, tell stories, but do not forget to back up with your facts and figures!

Dissemination guidance
An experienced expert would work exclusively in dissemination activities. He/she could create all the materials
and would be the contact person of the organisation, with presentation skills as well. More specifically the dis-
semination activities include:

Email/Mailing Lists

The vast majority of people involved in learning and teaching within higher education are members of at least
one mailing-discussion list and these can be a very effective way of communicating with your target audiences.
Depending on the nature of group, it may be needed people to be engaged in lively, active discussions around
topics that have been introduced relating to the work of the project. Earlier projects have found that it can be
quite difficult to kick-start discussions on mail base lists so one useful approach is to have regular timed discus-
sions, advertised in advance, and perhaps involving a guest speaker. Use the mail base list as a way of consulting
your community.

Newsletters

A short newsletter (up to four sides of A4 max.) every quarter, term or phase of your project can keep your
audience informed of progress and continue to stimulate interest. Although it is not necessary to spend a
huge amount of money on producing such a newsletter, it is important that it is presented well and looks as
professional as possible. Again, think about what the important issues are for your audiences and focus your
newsletters around these to be sure to engage.

Website

A website allows easy access to information about your project and is easily updated. However, your target
audiences need to know it’s existence and have to be interested enough to visit the site in the first place. Once
you have attracted them to the site you have to find ways of ensuring their regular visit from thereon.

Your website can be publicized via your newsletter, brochures, mail base lists and social media. Make sure your
site merits return visits by keeping it updated and by flagging up interesting items on the home page so that
the user can see them immediately. Be aware that keeping records of hits to your website is only useful if you
can be sure that users are actively searching and using the website.

It is important that when users carry out a search that your website comes up. You will need to use metatags in
order to ensure that search engines such as Google pick up the site.

120 2016-2-ES02-KA205-008263
Social Media

Social Media have to be part of the dissemination activities, because they are the most common way of com-
munication, especially for young people. So, anyone who is interested in empowering rural areas should use
Facebook, Instagram and Twitter. Moreover LinkedIn and Snapchat can be useful. Another catchy idea is to post
videos on YouTube and share them on Facebook. However, it must be seriously considered the fact that many
rural areas suffer from digital divide....

The communication and the promotion of the project should be based on extrovert strategic.

The basic plan of promotion and communication is structured as below:

• E-mail campaign.
• Newsletters.
• Create a website.
• Social media.
• Organising events (workshops, conferences, etc.).
• Participating in events (seminars, workshops, conferences, exhibitions, etc.).

For the aims of the unit a document has been created and annexed (5.2) to it in order to saws more analytically
the effective ways a startup can use social media to promote contents. Also, at this point it is worth to mention
that there are a lot of examples and tools can be used about how social networks can be used by young people
to promote networking or participation (also for communication and visibility). Some concrete examples are as
mentioned in the annex 5.3.

5.9 Soft Skills

Well-rounded, highly developed soft skills can be invaluable to success. Soft-skills are of essential importance
for networking as they are personal skills that can convince people to support the future organisation. However,
soft skills can be difficult to develop. They are arguably equally important in running successful tasks.

• Communication: Clear communication skills are critical. Communication skills matter because they will be
needed to justify why someone should support this particular organisation and the youth leader has to be
precise and inclusive.

• Team working: Team working skills are important because the youth leader has to be able to work with
many people.

• Adaptability: As a youth leader, you have to be adaptable. Adaptability means that you can moderate in a
profitable for the organisation way.

• Ability of making mutually beneficial decisions: Sometimes, you will be called to take decisions that are
not ideal for the organisation. Though, you have to have always in mind to make decisions that are at least
mutually beneficial.

These skills are very crucial because are of essential importance for an active participation. You should cultivate
them. In practice book below, an activity on Communication skills will be given.

2016-2-ES02-KA205-008263 121
Practice
Name Networking/Role-playing
Duration 45 minutes.
Space Classroom, closed space.
Logistics None.
Learning objectives
• To facilitate learners to know how they can take advantage of social events and meet new people that
can be useful for their possible association.
• To introduce the facilitator(s) and participants to each other.
• To help participants learn something about their fellow participants, including something about what is
important to them.
• To practice and test listening skills.
• To encourage networking.
Materials or external references needed
No materials are really needed for this activity. However, to provide a friendly environment, participants can
hold something in their hand to obtain more dynamic, enjoyable and effective results.
Implementation description
Role-playing refers to the changing of one’s behaviour to assume a role, either unconsciously to fill a social
role, or consciously to act out an adopted role. So the purpose of this exercise is to break the ice between all
the participants, introduce themselves but also to try to support the role each one choose to have:
• First of all facilitator must start by introducing himself/herself to the participants and explain them the
purpose of this exercise: “Networking is about doing what your mother told you to never do . . . talk to
strangers. It’s like playing host at someone else’s party. At areal level, it’s about learning about other
people and finding the links that you have with them”.
• The facilitator asks all participants to choose a role that each one would like represent / play and give
them the next directions: “We are all now in a social event taking place. In the next few hour you must
shake hands with as many people in the room as you can, say hello, and give them your “business card”.
There is only one catch: no two handshake/introduction combos can be alike. It’s time to get creative . . . go.
The time is up.. let’s see that happened and who many remember the name of the other around him/
her and his/her role playing.”.
• The activity must be closed by asking participants questions about how did the feel during its imple-
mentation and what they have learnt in terms of social processes, behaviours, ways of communication,
first impressions, etc.

122 2016-2-ES02-KA205-008263
Name Ask for participation
Duration 60 minutes.
Space A classroom or closed space.
Logistics None.
Learning objectives
• To familiarize participants to the idea of convincing other young people to enter the possible associa-
tion.
• To learn how to organize thoughts.
• To practice how to make a good presentation of a statements or arguments.
• To make participants working in a group/team.

Materials or external references needed

• 3-4 post it with different colours – each project will have its one colour – in order for the participants to
choose the one that they believe they can support better.
• Some keys ideas provided to the participants in order to understand more easily what there are dealing
with and think ways to support it.
Implementation description
• Participants must be formed into 3 groups.
• The facilitator provides them the next directions: “Imagine you are working in a municipality in a rural
area, as project consultant. A EU fund has been approved for your municipality in order to develop
one youth organisation. Three potential organisations are the candidates for this fund, the one has to
do with sport, the other with culture and the other with food projects. Find the right arguments to
convince the mayor to give you the fund. Between your arguments you must find:
- What you will do the fund?
- How will you used it for the aim of your organisation.
- How will you use it to give added value to your rural area”.
• Each group must present their arguments and the mayor has to decide which organisation gets the
EU fund.
HINT: The role of the mayor must be played by the facilitator as to give advices and guidance to the
participants how they must organize their thoughts and their saying in order to convince the mayor - in
this exercise - and moreover to present them with the most appropriate way.
• The activity must be closed by asking participants questions about how did the feel during its im-
plementation and what they have learnt in terms of organizing ideas, presenting statements, social
behaviours, ways of communication, first impressions, etc.

2016-2-ES02-KA205-008263 123
 Name Formal communication
Duration 45 minutes.
Space A classroom or closed space.
Logistics None.
Learning objectives
• To provide participants instructions and guidance on how formal communication can be succeeded.
Materials or external references needed
Some lap tops and internet connection.
Implementation description
• The facilitator separates the learners into small groups of 3-4 people. Each group has one lap top.
• The facilitator gives instructions on the format that should be used when contacting someone unknown
in a formal way. For instance, the activity can include writing e-mails to the local government, local bod-
ies etc. Instructions to be given by the facilitator:
- Use a professional email address. Ideally, your email address should be a variation of your real name.
Use periods, hyphens, or underscores to secure an e-mail address that’s just your name, without
extra numbers or letters, if you can. For instance, [email protected] will seem unprofes-
sional. [email protected], however, is suitable.
- Use a proper salutation. Always open a formal email with a salutation. Addressing the recipient by
name (if known) is preferred. Include the person’s title (Mr., Mrs., Ms., Dr., etc.) with their last name,
followed by a comma or a colon. You can precede the salutation with “Dear...”
- If you don’t know the name of the person you’re writing to, use a salutation like “Dear Sir/Madam,”
“Dear Sir or Madam,” or “To whom it may concern.”
- Do not use “Hello,” “Hey,” “Hi,” or other informal salutations.
- Stick to a professional font. Most email services now allow you the option to write using a variety
of fonts and text styles. For a formal email, however, keep things conservative, with fonts like Times
New Roman and Arial. Write your email in a legible font size, such as 12 point type.
- Avoid special styles like italics, highlighting, or multi-coloured fonts unless they are warranted by
the content and purpose of the email.
- Do not use all caps. These make it seem like you are shouting at the recipient.
- Use a short and accurate subject line. Use keywords in the subject line that suggest exactly what
you are writing about, in just a few words. This helps make sure that readers don’t overlook your
email because the subject line is missing, is too vague, or suggests the email is unimportant.
- Subjects like “Quick question,” “Contacting you,” or “Email about an important matter” are too vague
or obvious to be useful. “Schedule, Guest List, Lunch Requests, and Meeting Overview for March
12th,” on the other hand, is overwhelmingly long and covers several topics. “Meeting RE: damaged
escalator on March 12th,” however is short and to the point. It alerts your recipient to a single pri-
mary topic, and a specific date.
- Introduce yourself in the first paragraph (if necessary). If you are writing to someone you don’t have
an existing relationship with government official, tell them who you are and why you are writing.
Do this in the first sentence or two of your email.
- Keep it brief. There’s no set length for how long an email should be. However, it’s a good idea to
keep an email to about one (laptop or desktop size) screen length. If your email is relatively lengthy,
break it up into short paragraphs. Insert a line break between each paragraph instead of indenting.

124 2016-2-ES02-KA205-008263
 - Use formal language. Since formal emails are written for professional contexts, you’ll want to give a
good impression. Use complete sentences and polite phrasing. Avoid things like: Slang, unneces-
sary contractions, Emoticons profanity jokes, etc.
- Use a proper form of closing. As with salutations, there are a variety of closings that are acceptable
in formal emails. Make sure to follow up with your full name and job title or other signature (if you
have one). Examples of potential closings include: “Yours sincerely,” “Yours cordially,” “Respectfully,”
“Best,” “Your student”.
- Proofread your message for content, spelling, and grammar. Don’t just rely on your email service’s
spelling or grammar checker. Reading your email aloud or asking someone to proofread it is a great
way to catch any typos, mistakes, or unclear phrases.

Name Organizing events

Duration 45 minutes.
Space A classroom or closed space.
Logistics None.
Learning objectives
• To teach learners the basic structure of how an event can be organized. For this reason a “roadmap” is
provided.
Materials or external references needed
Papers, pens and milestones templates for organizing an event.
Implementation description
• The facilitator separates the learners into small groups of 3-4 people.
• Each group has to think an interesting event that can attract young people. Then, each group follows
the theory about event organizing and writes down every detail for the possible upcoming event, as
it was a real occasion.
• The first questions the participants should be able to accurately answer are: Who - When - Why -How
regarding the event they are going to organizing.
- Who is going to organize the event?
- When the event is going to take place?
- What is the purpose of the organized event? (Why we organize it?)
- How we are going to organize the event? (find the title of the event, calculate the participant’s,
reserve the venue, create the agenda of the event, invite experts speakers to have a speech in
your event, set up the coffee break and the lunch break…), etc.
If the participants are having trouble to answer some of the questions, the facilitator can support them.
In the “how we are going to organize the event” question, the facilitator can give instructions to the
participants that for organizing an event we can search the possibility of sponsorships - people who
would like to invest money to their event to take place and use social media publications in order to
spread the happening event. In the “when the event is going to take place” question: depending on
the event different times should be chosen, for example for a food festival, it would be nice to host
it around Christmas or some other festive day so people are more likely to attend (Sports events, on
weekends or holidays, events mainly focused in youth, on evenings or weekends so they can attend
without interrupting their studies, etc.).
• Once the previous work is done, all organizing events plans are presented in front of everyone and
strengths and weaknesses are discussed by everyone.

2016-2-ES02-KA205-008263 125
 HINTS:
1. Make sure that main points give in the milestones template are completed.
2. The facilitator should explain at the beginning the questions needed to be answered from all the
participants as long as with their importance in project planning.

Name Soft Skills

Duration 30 minutes.
Space A classroom or closed space.

Logistics None.
Learning objectives
• To cultivate communicational skills of the participants.
Materials or external references needed
None.
Implementation description
This simple activity is a funny way to introduce and show the difference between closed and open ques-
tions:
• The facilitator splits the learners into two equal groups/teams.
• One person from each team leaves the room for a minute and think something of office equipment
(any common business object that can be found in any office like a stapler, printer, etc.).
• When this person returns to team, it’s the team’s task to ask him/her closed ended questions only to try
and find out what the object is. If needed, the facilitator can explain that closed ended questions are
those that can be answered by yes or no.
• Once any team finds the object, this means that they won this round and they can go for another
round.
• After two or three rounds, the game ends and a discussion and debriefing are made. The facilitator
should tell the group that “obviously it took a long time and effort for them to find out the object
in each round, but what if we had not time and only had one question to ask to find out the object,
what would that question be? The question would be “What is the object?” which is an open ended
question”.
Open ended questions are an excellent way to save time and energy and helps you get to the
information you need fast, however closed questions can also be very useful in some instances
to confirm your understanding or to help you control the conversation with an overly talkative
person/stakeholder.

Name How to speak and “sell” our ideas

Duration 30 minutes.
Space A classroom or closed space.
Logistics None.

Learning objectives
• To cultivate the communicational skills of the participants.

126 2016-2-ES02-KA205-008263
Materials or external references needed
No materials are really needed for this activity. However, to provide a friendly environment and more famil-
iar to each presenter participants can use a board and pen to draw their thoughts in order to be easier for
them to present their concept or even also to have a presentation to show to the audience.
Implementation description
• To begin with this exercise and start practicing on how participants to speak and “sell” their ideas, the
facilitator must start by focusing on what the speaker need to say and how he/she need to say it. The
next instructions must be given to participants:

1 . D O N O T S P E A K Q U I C K LY
By speaking slowly the presenter ensures his/her audience attention and better understanding of
what he/she saying and also make the speaker sound more confident and in control.
Hint: Speaking slowly gives the opportunity also to the audience to make notes, if this something
they would like to do.

2 . B R E AT H E
Breathing deeply your voice sound with emphasis and also helps you sound more confident.
Hint: If you are feeling anxious or stressed before your speech exercise yourself by taking some
breathe in and breathe out. This will make you feel more relaxed.

3. B O DY P O S I T I O N
The way a speaker stands to the duration of a speech reflects to the result he/she has at his/her
audience.
Hint: Keeping your body position straight also helps you breathe properly and gives your voices
strength and clarity.

4 . H Y D R AT E
Keeping yourself well-hydrated also helps the quality of your voice.
Hint: Prefer to keep yourself hydrated by preferring water.

5 . PAY AT T E N T I O N T O Y O U R P I T C H / AV O I D Y E L L I N G
Try not to use high pitch cause something like that will give the impression to your audience that
you are feeling anxious and nervous.
Hint: Perfect pitch for a presentation is the picth you usually use to friendly conversations.

• Once the facilitator transfers to the participants the ways that are more appropriate and effective to
present themselves and their ideas, they, one by one, will have to figure out a concept to present to
the rest of the team.
• After the presentation of each participant is over the rest of the audience will have to discuss with
him/her the points they think were weak and must be improved. The facilitator will be also active in
this conversation in order to gather all the points mentioned and to help analyse and provide ways for
improvement to all of the participants.

2016-2-ES02-KA205-008263 127
Annex 5.1
Sample event budget

Please note: This is a sample budget and may differ from the needs and budget of your event.

Event Name: How to use efficiently Social Media to promote your business.

Event Date: June 15, 2018.

BUDGET:
Estimated Revenues: List all sources, including in kind donations.

Admission(5€ *200attendees) 1.500€

Companies Sponsorship 5.000€

Subtotal: 6.500€

Less: Estimated Expenses: Be as specific as possible in listing each item.

Audio/Visual Production 2.500€

Equipment rental 2.000€

Eventposters 150€

EventBanner 60€

Facebook Boosted Post 50€

Coffeebreak 500€

Lunchbreak 800€

Subtotal: 6.060€

Grant Total: 440€

( Subtotal of Estimated Revenues – Subtotal of Estimated Expenses = Grant Total)

128 2016-2-ES02-KA205-008263
Annex 5.2
Effective ways to use social media to promote your content – General tips
• Use images in posts.
• Create not only a branded “featured image” to share with your post, but also create separate images for
each of the main points in your content so they can be shared when you repeatedly post them to social
media.
• Headlines matter:
- Create better titles that help your posts to be more promotable in social media.
- Create a new title specifically for sharing your content in social media. Don’t just settle for one title. You
should be posting your content multiple times, so you should be creating multiple titles, and even doing
A/B testing to see which headlines are more effective to promote your content on which social networks.

• Share at the right time. Though this tip may seem like common sense, many content marketers overlook
this simple concept. For maximum engagement, the content you are sharing needs to reach as many peo-
ple as possible, so you have to go where the crowd is – and when they are online and active. Then you can
compile a posting schedule to ensure you post during a certain time of day. Keep in mind that different
media platforms may not have the same peak times. While there are many infographics telling you the best
time to post in social media, some of it simply comes down to understanding how users engage on each
social network and experimenting. Some social media platforms have features designed to aid you in this
process, such as Facebook Insights. In addition, third party tools such as FollowerWonk help estimate the
best times for some platforms.

• Don’t be afraid to post multiple times. Numerous data studies suggest you will be more effective by pro-
moting the same content multiple times on social media. With multiple images and multiple headlines for
your content, you can engage with your followers without them even knowing a link is to the same con-
tent you posted earlier. As social media users don’t see most of your social media posts on any given day
anyway, consider posting multiple times to social media as a way to ensure your audience has a chance to
see your content.

• Ask questions. Don’t just drop links. Drive social media users to communicate with you – and increase the
chances they engage with your content – by asking for questions and feedback. Because social media was
made for people and not for businesses, you should be always striving to create a human connection with
social media users.

• Share your expertise. Post little – known, fun facts in the form of questions with a special offer presented to
the first person to answer correctly.

• Potential audience across platforms. The potential audience and what they might respond to:
- Twitter: An audience looking for news, tips, Twitter best practices, how–to’s , interesting articles, and
what’s trending. Quick, witty, and eye-catching updates are a social media manager’s best friend.
- Facebook: An audience looking for entertainment and value. Think, “share” first. What will make your
audience want to share your post? Aim to spark emotions and interest with captions and headlines.
- Instagram: An audience looking for stunning visuals. Which portion of your content is the most visual-
ly-pleasing piece? Share that! If there’s none, try creating an image to share.
- LinkedIn: An audience of professionals. How will your content add value to the professional lives of your
audience? Try and express those professional benefits in your LinkedIn updates.

2016-2-ES02-KA205-008263 129
 - Pinterest: An audience of creatives. Think beautiful images plus how-to’s. As much content as you can
clearly fit into a visual, the better – Infographics are a perfect medium to accomplish this.

Other advices to follow when using social networks are:

- Promote Your Facebook Fan Page
- Put your fan page URL in your email signature.
- Write a blog post about your new fan page.
- Tag other, well-trafficked fan pages in your updates.
- Ask fans to post a link.
- Invite all of your friends.
- Find similar groups/pages and share a post/link on their wall (you may ask them if you need to publish
one of their own in yours).
- Attract people. Invite contacts and friends to become fans. Learn more about how to attract people
and tips related to Facebook here: https://www.pcworld.com/article/243138/how_to_promote_and_
maintain_your_facebook_business_page.html
The information included on this Annex 5.2 has been adapted from: https://www.linkedin.com/pulse/effec-
tive-ways-utilize-your-social-media-channels-callum-stringfellow/

Annex 5.3
Communicational and dissemination guidance concrete examples and tools
There are a lot of examples and tools to be used about how social networks for young people to promote net-
working or participation (also for communication and visibility).

Some concrete examples are as following:

• Mailchimp: www.mailchimp.com
• Event brite: www.eventbrite.com
• Elevator Pitch: www.best3minutes.com

Annex 5.4
How to write an email
Some external resources about how to write an email:
• https://jerz.setonhill.edu/writing/e-text/email/
• https://www.wikihow.com/Write-an-Email
• https://www.fluentu.com/blog/english/how-to-write-an-email-in-english/
• https://www.fluentu.com/blog/business-english/business-english-email/
• https://business.tutsplus.com/articles/how-to-write-clear-and-professional-emails--cms-20939
• https://www.math.uni-bielefeld.de/~bux/sp_e_email.html

130 2016-2-ES02-KA205-008263
UNIT 6

2016-2-ES02-KA205-008263 131
 UNIT 6:
FOLLOW UP AND
Watc
TRANSFORMATION. to th h the int
e uni r
SALTO TO EUROPE. t her o
e

As said in the previous units of this booklet, it has been always a challenge to work on the third sector field and
promote youth participation. It can be even more difficult in rural areas due to service limitations and fewer
funding opportunities. Moreover, the youth population is dispersed or reduced in number.

To achieve an appropriate impact on the organisations working on this field, it is important to develop very ef-
ficient project ideas and competitive working teams. They could properly take advantage or invest the reduced
resources available in order to carry out initiatives with a deep impact in the local community that could also
respect its roots, nature and heritage. Due to the lack of job opportunities on this context but high number of
needs of their inhabitants, social entities are forced to make an extra effort to offer those services that public ad-
ministrations are not able to provide due to economic, geographical or political reasons. Taking into account all
these facts, the professionalisation of youth organisations can be an excellent but also challenging path to meet
the potential of their members and careers with the needs of their communities. This will mean a development
of the local community and avoid the runaway of the youngest citizens who are part of it to urban areas. On this
scenario, it can be essential the institutional cooperation of youth organisations with other entities on different
countries. The variety of available programmes for funding transnational partnerships is an excellent framework
to access to new economic alternatives, exchange good practices on the field and participate in new training
activities. They also allow to meet bodies or professionals not existing on the context on which a youth entity
usually works but located on rural areas with similar characteristics.

6.1 Youth entities professionalisation

6.1.1 Definition of profession and professionalisation
Cambridge dictionary defines profession as “any type of work that needs special training or a particular skill,
often one that is respected because it involves a high level of education”. According to this, professionalism will
be the level of capacitation that makes possible to practice an activity or develop a work in an effective and
expert way rather than as an amateur.

It must be highlighted that professionalism on this publication is seen as the process focused on obtaining
competent youth workers whether they are paid or not. According to this, professionalism will be not only
related to training pathways but also to make the person aware about the role played inside an organisation
and work in accordance with the processes related to it. This will require that organisations must support their
workers to understand their internal procedures and values. It also means that youth workers should be ready
to apply these guidelines in changeable environments and be flexible enough to adapt themselves to different
facts such as age of their beneficiaries, culture, geographical context, needs, etc. and any related to the youth
work.

Professionalism in NGOs
When a youth organisation is created, its development and growing is based on the effort and energy of its
members and volunteers. However, once the entity starts to receive considerable incomes, a process of profes-
sionalisation among its managers and technicians starts. At this moment, the work and time to be invested on
the entity are too high and demand the hiring of a team that could support the already existing programmes

132 2016-2-ES02-KA205-008263
(and other new ones) with technical quality. According to this, the entity starts to build its own team which will
become a big influence and power inside the organisation. This can be a positive stimulus for the organisation
but also be seen as an obstacle. The need of maintaining job positions can sometimes alter the course of the
entity far from its formal mission. According to this, it is very important when professionalising an organisation
that its members and workers try to respect the formal values of the entity toward their own professional inter-
ests (E.g. you need to decide which kind of call for projects you will apply according to the needs of the entity,
not to the salary that you can get through it).

In order to avoid problems on this field, it is always recommended (if possible) to establish a person or group
over the workers that could guide them on the appropriate direction meanwhile they follow the formal objec-
tives of the organisation. This will also avoid conflicts of interests among the people inside the organisation and
allow that it follows its natural pathway. In organisations already professionalized, two types of bodies normally
play this role:

a) The board of the organisation (when it is composed by people not hired by the organisation): they regularly
supervise and monitor the work done and meet regularly with the workers to promote that they keep the
path set for the organisation’s programmes even if they have some freedom on the activities implementa-
tion and small decisions.

b) A human resources department or representative (one or more people): this is especially effective on big
organisations on which the board has not the time or possibility of controlling all the activity of their workers.
In this case, a person or group of people are chosen by the board to act as interlocutor of the legal represen-
tatives of the organisation and ensure that the work is done on the appropriate way. Besides safeguarding
the values of the entity, a human resources department is also very useful to deal with other issues that could
directly be related to the staff’s working and professional life (E.g. salary payments, conflicts management,
legal support, insurances advice, promoting motivation, etc.).

To give priority as potential workers to those who have previously cooperated with the organisation as mem-
bers or volunteers is another way to avoid problems related to the entity’s mission when hiring new staff is. This
ensures that the person who will be hired already shares the values of the organisation working toward the
entity success and reduce time and the effort to be prepared for the position (as the person already knows the
internal structure and probably also the working procedures of the association).

6.1.2 Benefits of professionalising an organisation

The benefits of professionalising a youth organisation are numerous. However, youth teams must previously
plan how to complete this process successfully as even if it would mean a positive step for the organisation, it
would also suppose an extra effort for its team. If it is properly prepared taking into account all the character-
istics of the people, context, community and area involved on it, it can allow to set permanent structures that
could not only promote the participation and employability of youth, but also contribute to the development
of the rural communities to which they provide services. Among all the long list of benefits that could be ob-
tained through professionalisation, they must be highlighted:

• Presence: it allows increasing the impact of the organisation activities as the time invested on its imple-
mentation is much higher. Moreover, it can make the organisation to be an expert in a specific field (E.g.
youth employability) and become a reference to provide services on it.

• Youth work recognition: it helps to define the role of the NGOs or youth workers and contribute to their
validation, recognition and certification as a profession or job. This contributes to create more job oppor-
tunities on the field and promote the employability of the youth members of these bodies.

2016-2-ES02-KA205-008263 133
• Members professional motivation: it sets a working future or safe environment for the organisation
members (including the promotion of volunteers into hired staff ). It must be assumed that not all the
members of an organisation can be contracted. However, to consider them as potential workers and
choose the entity staff among them can be seen as a reward for the services previously done for the or-
ganisation and a recognition of the time and effort invested on it.

• Promoting expertise: it promotes that the entity’s staff increases it interest on being trained in an specific
field related to their role inside the entity. So they will become an added value to the programmes that
they should carried out and increase the quality of their outcomes towards the benefit of their beneficia-
ries and target groups.

• Long term strategy: it helps to plan long term programmes or strategies as professionalisation ensures
the availability of the organisation’s team and that they are totally focused on the entity rather than in other
issues to earn a salary to live. So, the organisation is not only seen as free time or social contribution but as
a personal priority as sustenance of the person and relatives.

• Rural development: it allows to create new alternatives for youth participation that could help to retain
young people on the rural areas on which they were borned and not to move to urban cities with more
free time or training possibilities. Moreover, professionalisation of youth NGOs makes possible to create
new job positions for young people on rural communities that could satisfy the social needs that their
inhabitants face and set as a priority for them (E.g. restoring youthfulness, saving the cultural heritage,
achieving the arrival of new technologies or means of transport, promoting intergenerational activities,
etc.).

6.1.3 Main challenges faced by youth organisations towards their

professionalisation
In spite of the benefits that professionalisation can bring to youth organisations and their members, to com-
plete this process in the appropriate way would mean to overcome different challenges that should be faced
by promoting the participation of all the groups involved in the progress of a society or community (youth,
citizens, private bodies, public administrations, etc.). According to this, the main aspects to take care of when
planning the professionalisation of a youth entity are:

• Age of the members of the organisation: even if each country has its own legislation concerning
youth entities, there is a common denominator in a big number of them: the age of the members of a
youth organisation (or at least of most of its members). Taking into account that countries with their own
policies for youth entities establish 30 to 35 years old as the legal limit that the majority of the members of
a youth organisation should have, it is sometimes difficult for them to bring together and acquire the expe-
rience required to become a professional on the third sector before they are that age. It is well known that
the participation on this kind of organisations and their activities provides to their participants a great and
important number of skills and competences, but their appropriate use and acquisition takes a very long
time. As a consequence, their members have sometimes difficulties to be totally trained as professionals
before achieving the limit age to belong to a youth organisation. Moreover, entities that aim to work in
rural regions could face the obstacle of working on geographical environments with a very low amount of
young people or very disperse. This could demand to have a wider scope and create entities related to the
work on bigger contexts that could cover several populated areas at the same time and join together all
the youth living on them. According to this, and taking into account that youth workers or entity managers
need to have a wide range of skills, it is important that teams and boards are built according to the skills

134 2016-2-ES02-KA205-008263
 and more developed qualities that each person belonging to them could already have (ex. creativity, em-
pathy, improvisation, conflict management, active listening, solution focused approach, etc.). At this stage,
the symbiosis and teamwork are essential in order to try to create an effective group that could cover the
lack of experience or knowledge that their members would individually have.

• The role of youth organisations: in most of the social contexts and levels of a democratic system, the
role of youth organisations is traditionally linked to the implementation of volunteering, cultural or leisure
time activities. The potential impact and benefits that this kind of entities can achieve is not properly rec-
ognize and their work is most of the times underestimated. As a consequence, their face difficulties on
creating job positions or offering services to third parties or beneficiaries as they can be not taken seriously.
According to this, they are sometimes seen as a cheaper way to cover other services that should be provid-
ed by public administrations or private companies and never as qualified staff (reducing the possibilities of
getting economically favorable conditions to implement a project or programme). This can be especially
difficult if the entity is located in a concrete rural area on which there is not a tradition on the creation of
youth organisations or on trusting them for the development of activities that could be focused on the
whole community benefit. To overcome a possible condition of marginalisation, youth organisations must
work hard on raising awareness about the importance of their role and create effective visibility campaigns
or programmes that could spread the results of their activities. Furthermore, even though youth organ-
isations are not created with a profit aim, they must develop an appropriate commercial labour when
their services are demanded and offer a professional behaviour with their potential customers. During the
negotiation of an agreement, it worths that youth entities make an extra effort to show the competences
and skills needed for the task to be done by them but never devaluing their fares or rates because of their
legal nature. In this case, the amounts to be demanded should be proportionally linked to the costs of the
tasks that the organisation could face during its implementation and adjust to their reality (never trying to
“make a business” out of it but getting a fair deal according to their responsibilities and duties).

• The evolution of the organisation’s nature: Non-profit organisations are created with a concrete mis-
sion in order to cover the needs of specific contexts and beneficiaries. As a consequence, they must be
ready to evolve and be flexible to adapt themselves to any kind of social innovations, development of their
communities or changes that could affect their target groups. When talking about youth organisations
with a regular team or group of members, the entities tend to experiment and internal evolution of their
nature at the same time as their members grow up, acquire new experience on the field and become more
qualified. This, together with the age limit for members in youth organisations previously mentioned in
some countries, pushes sometimes the evolution of the nature of these organisations into other kind of
legal bodies (E.g. a foundation, a cultural organisation, a national association, a social company, etc.). Even
if this change can force the organisation to widen their objectives requiring a deeper involvement of its
board and members, it creates the perfect scenario to design long term programmes and strategies that
could support the professionalism of the entity staff and create job positions on them.

In case entities finally expand their goals and evolve into a different kind of body but still aim to maintain
the active participation of youth on their structure, youth delegations or branches can also be created
inside the entity as an affiliated organisation. How to create this kind of internal bodies changes from one
country to according to associations’ policies of each region, context or city.

In case youth organisations pretend to maintain their nature, profile of members and do not to evolve
into other kind of entities, they should be able to develop an internal system of rotation that could allow a
constant regeneration of their teams and board. The goal of this system should allow the entity to access to
new members and young people that could make the association grow while respecting the formal values
and mission originally set or adapt it to the new times. According to this, an organisation’s identity and phi-

2016-2-ES02-KA205-008263 135
 losophy must be not only set during its creation, but also properly transferred to those new ones entering
on the it. Even if this is seen as a hard work, it must be highlighted that most of the people who join a non
profit organisation do it because they already share any of its values or sympathise with its mission, so it is
easier to establish a common approach to the entity philosophy and way of working.

• Regular training and preparation: either the entity is a youth organisation or it evolves into a different
type of body, the people that manage it must be regularly trained if they aspire to become a professional
team. According to this, an extra effort must be done in order to promote training courses or learning op-
portunities that could provide members new skills and abilities. This will make possible not only to increase
the competences of the entity’s team and the quality of their work, but also that the organisation provides
new programmes and services with quality enough to create an effective impact and attract potential
investors or donors that could sustain the activities of the organisation and, as a consequence, create pro-
fessional careers inside its structure. Even if some degrees or studies can be unaffordable by youth entities,
there are other open resources that could be used by their members to be trained such as courses covered
by public programmes, seminars to exchange good practices, learning materials created for the specific
management of the youth third sector, etc. Some samples can be found here:

a) Websites for training opportunities and mobilities at European level

- Eurodesk (Training opportunities): https://eurodesk.eu/programmes/trainings

- SALTO Youth: https://www.salto-youth.net/

b) Publications for youth entities empowerment and self training

- Coyote magazine (Council of Europe). Regular publication. http://pjp-eu.coe.int/en/web/youth-part-

nership/coyote?desktop=true
- Council of Europe (2014). Manual for facilitators in non-formal education. https://rm.coe.int/16807023d1
- Council of Europe (2015). A manual on Human Rights Education with Young People. http://www.coe.int/
en/web/compass
- Council of Europe (2015). Have your say! Manual on the Revised European Charter on the Participation
of Young People in Local and Regional Life (New Edition). https://rm.coe.int/16807023e0
- Council of Europe (2015). Taking it seriously. Guide about the access of young people from disadvan-
taged neighbourhoods to social rights. https://rm.coe.int/16806accfa
- Post, M. and Hildreth, R. (2012). Tips to being attentive to group dynamics. Ausburgh College. http://
inside.augsburg.edu/publicachievement/files/2012/12/TipsOnGroupDynamics.pdf
- SALTO Toolbox for projects with young people with fewer opportunities (materials, energizers, dy-
namics…). https://www.salto-youth.net/tools/toolbox/search/
- SALTO: Good practices for projects with young people with fewer opportunities. https://www.salto-
youth.net/tools/goodpractices/search/
- T-kits (Council of Europe) are publications created by youth trainers for use in training and study ses-
sions: http://pjp-eu.coe.int/en/web/youth-partnership/t-kits
- UNODC (2012). Working in a group with young people. http://www.unodc.org/pdf/youthnet/action/
message/who_materials_02.pdf

136 2016-2-ES02-KA205-008263
 - Youth Knowledge Books (Council of Europe) are the outcomes of studies and works made by experts
about the priority topics of the European Union and the Council of Europe: http://pjp-eu.coe.int/en/
web/youth-partnership/knowledge-books

• Offering high quality services: services in a youth organisation can be defined as those activities or pro-
grammes that are developed and offered to an specific target group in order to cover its needs, improve
its situation or promote its social inclusion at any level or field (E.g. education, culture, employment, health,
etc.). It is essential when working with young people to make them realise that even if their activities are
basic or done without a profit aim, its appropriate implementation or success can make that they become
in a long term essential for a community (not only for the members of this community, but also for their
institutions and leaders). As a consequence, these activities will be seen as services that could become a
regular income for the organisation as its staff can be hired by private organisations or funded by public
administrations. On the one side, this can make possible to implement similar programmes during a long
time and make the organisation a reference on a sector (helping to detect potential weaknesses on these
programmes and improving them progressively). On the other side, it helps to create fix job positions that
could contribute to the professionalisation of the entity thanks to a stable group and a permanent staff in
a constant process of knowledge acquisition by working on the organisation.

6.2 The importance of youth work

Following the definition included on the report Quality Youth Work (Expert Group on Youth Work Quality Sys-
tems in the EU Member States, 2015), youth work can be described as “actions directed towards young people
regarding activities where they take part voluntarily, designed for supporting their personal and social develop-
ment through non-formal and informal learning”.

Besides this definition, it must be also assumed that even if it there could be a common understanding of
the concept of youth work, there is not a concrete procedure or single methodology to carry it out, so it will
demand a constant training and new skills for the people involved on it. Moreover, taking into account that
entities participating in a common area could have different aims, experiences and expectations, it is important
when working as a network to make all know and discuss about their goals inside the association built and how
they can contribute to achieve them in cooperation with the other organisations involved. This is especially
important when working at transnational level on which the cooperation between youth entities can be also
influenced by aspects such as the cultural background of the participants, the social values of their countries or
their mother languages.

6.3 Working at transnational level

There has been on the last years a widespread tendency on promoting the cooperation of entities, volunteers
and professionals at transnational level. It has been seen as a way to access to new opportunities for organi-
sations by being aware about the work done in different contexts abroad and teach them how to apply the
learning outcomes of this cooperation for the benefit of their local communities and target groups. Besides this,
the current world globalisation and big amount of migrant movements from one country to another have also
forced entities (even located in rural and remote areas) to face new challenges not seen before in their contexts
such as intercultural populations, multilingualism, xenophobia or racism. Moreover, the priority of some bodies
such as the European Commission on promoting a transnational and European citizenship, have produced the
creation and development of different funding programmes. Their aim is to facilitate the mobility of citizens, the
meetings of professionals on concrete fields and the transnational interaction of all the actors and stakeholders
existing on current societies (NGOs, private companies, public administrations, training and education bodies,

2016-2-ES02-KA205-008263 137
groups of professionals, informal youth groups , teachers, students, etc.). According to all of this, to participate
on this kind of programmes will not only be an incomes alternative for youth organisations, but also a support
to make easier their transition to professional entities.

6.3.1 Benefits of working at transnational level

Among the main benefits that working at transnational level can bring, there are several that must be highlight-
ed taking into account the reality of youth organisations located in rural areas:

• Tackling universal needs and creating ways to face them. To work in a coordinated way with dif-
ferent countries allows creating transnational approaches that could help to design potential new policy
frameworks at any level. This helps to promote European or world citizenship against nationalisms or the
radicalization of the population. It must be also said, that the current globalisation have also brought to
the third sector and rural areas new challenges related to the economic, new technologies and popula-
tion field not experienced before. Moreover, the constant movements of population from one country or
continent to others have also created new mixed communities which are transforming their contexts and
making arise needs or aspects never noticed before on them (E.g. inter religious communities, racism, xe-
nophobia, etc.). The transnational cooperation can allow youth workers and organisations to discover new
realities on which these issues have been already faced, solved and be aware about the techniques used to
get successful results about them (or to learn bad practices in order to avoid them on their communities).
Within this transnational cooperation, the mobility abroad of the organisations’ members will also allow
them to acquire more intercultural skills, discover the background of the cultures currently living on their
area and acquiring competences to deal properly with them (E.g. empathy, languages, conflict manage-
ment, intercultural dialogue, respect, migration policies, etc.).

• Exchanging good practices about similar issues but on different environments. The exchange of
different methods or approaches to solve the needs of a target group or a concrete reality but used on
different areas or countries enable their practitioners to increase their level of expertise towards a topic or
issue. It also helps to save the resources of the organisations involved on them as they can learn already
tested methods, how to use them and see their success (or not) without taking the risk of investing the
entity’s time, money or staff energy.

• Organisations development. The degree of benefit to be obtained by an organisation from the Europe-
an cooperation will be based on the capacity of its members and structures to grow with the contact with
entities from abroad. If this happens, the interaction with other stakeholders of the same field normally
become an excellent framework to develop the entity’s systems, improve its processes and achieve an in-
teraction among professionals to acquire a knowledge hardly learnt on the traditional education systems.

• Increasing the funding sources. Taking into account the funding programmes existing to promote the
transnational cooperation among youth entities or with other stakeholders, to build groups of organisa-
tions located in different countries can suppose the creation of partnerships that could make possible to
apply to different types of funding (for both, members mobility or institutional cooperation). Moreover, the
variety of topics that these programmes deal with can be seen not only as a way to fund activities related to
the youth field, but also to obtain the economic support needed for the implementation of programmes
that could promote the general development of a rural area or community (E.g. new technologies, culture,
employability, citizenship, poverty reduction, etc.). See more about this issue on the section 6.3.4 of this
unit (“Applying for international funding”).

138 2016-2-ES02-KA205-008263
• Communication channels. Taking into account that the people involved in a transnational cooperation
is located in different areas or countries, most of the channels used to coordinate or cooperate at transna-
tional level are based on the use of new technologies (ICTs). Thanks to this, entities located in rural areas
can have the same opportunity of taking part on initiatives at this level as their implementation will not
depend on transports or the possibility of meeting personally with the other members of the manage-
ment team.

6.3.2 Challenges of working at transnational level

Even if transnational cooperation is an excellent opportunity for the development of youth organisations and
a great support for its process of professionalisation, it also brings different challenges that must be properly
having into account when starting to work at international level:

• Partnerships building. When working at transnational level (and especially when applying for any kind
of funding is intended), a multinational partnership must be built. The transnationality of the partnership
must not only be seen as a compulsory requirement to access to most of the existing funding programmes
for international cooperation, but also as an essential source of knowledge or support to make our project
idea possible and build an efficient working team. How to find the perfect partners for our proposal can
be hard and demand to develop long selection processes, but it worths to invest an extra time on them
as a qualitative partnership will reduce the difficulties when implementing a project, the efforts needed to
implement it and increase the quality of its outcomes. More information about the types of transnational
partnerships existing and how to find partners abroad can be found on the section 6.3.3 of this unit (“Build-
ing transnational partnerships”).

• Communication on different languages. Even if a common language could be agreed among partners
to work and cooperate, the communication in a foreign language will always bring difficulties. The way
of building a sentence and the concrete words used could bring different hints on its meaning and, as a
consequence, misunderstandings or confusions to understand it. The issue can especially bring problems
when the people involved on the conversation (either speaker or listener) do not have high skills on the
language used what could slow down the conversation or provide to the listener a wrong idea about the
message sent (E.g. if a person does not speak a language properly he or she will use short structures, basic
words and direct answers that could sometimes seem rude even if the intention of the person was to be
polite). According to all of this, it is important; to establish a language that all the partners of an initiative
can properly use; to get to know the communication skills of the people to talk to in order to adapt the
conversation to them; and to be very patience as a good communication (despite the time it takes) will al-
ways enrich the cooperation and reduce inconveniences or problems during the coordination of a project
or team (even if it is slower as it could be when all the speakers work on their mother tongue).

• Bureaucracy. Working at transnational level normally demands to complete or be aware about different
legal processes or policies regularly updated that could increase the load of work of organisations. On one
hand, entities should pay attention about how to work with or travel to different countries taking into
account the legislation of each country involved in a potential cooperation and the European transborder
laws (E.g. Visa to travel, invoicing from service providers in other countries, international bank transfers
or reimbursements rules, taxes payments, etc.). On the other hand, if an entity aims to work with other
stakeholders of its sector with the support of a funding programme, this will demand extra registers and
bureaucratic tasks that will change from one programme to other and should be respected (E.g. to obtain
a licence, to get a Participant Identification Code (PIC), to write application forms following a guide for
projects, to report all the activities done and their costs, etc.). In general, even if all these processes could be

2016-2-ES02-KA205-008263 139
 hard for organisations when starting to work on the European field, they allow to entities the access to lots
of funding, learning and cooperation opportunities meanwhile they contribute to the transparency and
management of the funds provided. According to this, it is worth to invest time on completing the steps
pointed by each programme even if organisations could demand occasionally some support to complete
them at the very beginning (E.g. from external experts or other partners with a longer experience on the
field). More information about these transnational structures and funding bodies can be seen on the sec-
tion 6.3.4 of this unit (“Applying for international funding”).

• Stable incomes needed. Working at transnational level and receiving the support of different pro-
grammes is an excellent chance to access to new funding opportunities and contribute to the develop-
ment and growing of a youth organisation. However, during the professionalisation of a young entity,
transnational cooperation must be seen as an added value and support to the organisation, never as a
solution for the economic difficulties that the entity could face or a unique field of work. In general, and
especially when operating in rural areas, priority must be always given to the formal objectives of the or-
ganisation and needs of its traditional target groups. Besides this, it must be highlighted that cooperation
programmes will always demand a co-funding of the partners involved in an initiative (who must cover
a percentage of the estimated budget or at least advance part of it), so it is recommended that entities
have also other incomes or resources that could allow their participation on this kind of scenarios without
putting in risk the whole economic system of the organisation. This will also diversify the entity’s incomes
and allow the organisation to react against external threats that it could face.

6.3.3 Building transnational partnerships

There are different types of European cooperation or interactions when describing working at transnational
level or if entities are beneficiaries of any European grant or funding. A classification of them could be made
taking into account the number of countries involved in a single activity despite the number of organisations
coming from them (At least one per country must be involved):

• Unilateral: it makes reference to projects or initiatives that even if they are developed in a concrete area or
location, they are created with the aim of promoting values related to global issues (E.g. globalisation, Euro-
pean citizenship, promoting EU elections participation, etc.): act locally, think globally. They can be included
in this categories initiatives such as raising awareness campaigns about the sustainable development goals
(SDGs), training courses about European funding programmes, youth initiatives, structured dialogue semi-
nars, etc.

• Bilateral: it makes reference to projects or initiatives that are implemented thanks to the cooperation of
several organisations in two countries. They can be activities on which one country act as sending and
another one as hosting of the project participants (E.g. The European Voluntary Service (EVS) or the youth
exchanges (both inside Erasmus+ and its Key Action1 )), or projects on which similar activities are developed
at the same time in both locations (E.g. to develop a film recorded in two countries about the history of
human rights thanks to the funding programme Creative Europe).

• Multilateral: it makes reference to projects or initiatives that are implemented thanks to the cooperation
of several organisations in three or more countries. It is the most common cooperation existing especially
if it is funded by any European programme as most of them and their actions demand the cooperation of
at least three countries for the development of a project. In this cases, it is always recommended that one
entity acts as coordinator of the consortium or to create commissions and teams (mixing representatives
of the different partners existing) to manage the areas or aspects related to the partnership or programme
to implement (E.g. budget, calendar of activities, creation of learning materials, participants selection, mo-

140 2016-2-ES02-KA205-008263
 bilities, etc). One example of this kind of initiatives can be the strategic partnerships such as ReYion funded
under the Key Action 2 of the Erasmus+ programme.

It must be assumed when working at transnational level that the representatives of one organisation will be
pushed to work on multinational teams involving people from several countries, cultures and speaking different
languages but all focused on a common process. Even if this seems to be a big challenge, it can become an
excellent opportunity for learning and promote the professionalism of these people in case they are properly
prepare and aware about the singularities of working with entities abroad.

Some online sites to find suitable partners for project proposals or transnational funding programmes are:

• European Commission: https://cordis.europa.eu/partners/web/guest/home

• EPALE (Electronic Platform for Adult Learning in Europe): https://ec.europa.eu/epale/en/partner-search

• Eurodesk: https://eurodesk.eu/partners#3/35.94/-3.04

• TOY (Trainers Online for Youth): https://www.salto-youth.net/tools/toy/

• OTLAS: https://www.salto-youth.net/tools/otlas-partner-finding/

• European Voluntary Service (Erasmus+) entities database: https://europa.eu/youth/volunteering/evs-or-

ganisation_en

• Sport (Erasmus+) partners search tool: https://sporttool.teamwork.fr/find-partners/

• ERYICA (European Youth Information and Counselling Agency) members: http://eryica.org/page/members

• Social networks such as Facebook © or Linked In © are very used to find partner organisations and estab-
lish contacts between them. You can use the search tool of these platforms to find groups for transnational
partnerships using keywords such as “Erasmus+”, “European partners”, “Youth projects”, etc.

6.3.4 Applying for international funding

When applying for international funding it must be highlighted that the processes to be completed will be
quite similar to the ones related to a local project or call for projects the main obvious differences would be the
location of the entities involved in our partnership (registered in different countries), the nature of our project
idea (which transnationality must be part of its rationale) and the structure of the funding programmes that
will support the idea to carry out (that would be more complex than a local or regional programme). Even if
there are lot of programmes for funding projects and partnerships at international level, taking into account
the target of this manual, this section will be focused on the current European funding alternatives existing as
a sample to describe how this kind of structures work.

Depending on the characteristics of each funding support, we could find:

• Centralised actions: they are directly managed by the European body responsible of distributing the
funding (E.g. the EACEA (Education, Audiovisual and Culture Executive Agency) located in Brussels in case
of the Erasmus+ programme). This entity would be the one responsible of evaluating the project propos-
als, distributing the funding, monitor projects and control their justification. Under this category different
types of calls could be listed:

a) General calls for proposals: published with a concrete regularity and repeated in the time (E.g. once per
year, three times per year, etc.).

2016-2-ES02-KA205-008263 141
 b) Specific calls for proposals: related to concrete topics or issues that are a priority in a concrete moment
or period. They are exceptional and launched depending on unique scenarios or needs of diverse tar-
get groups (E.g. a call for projects to provide humanitarian aid to the victims of an earthquake in a
concrete region).

c) Restricted calls for proposals: only open and available for concrete bodies nominated by each funding
programme to undertake a specific task or work.

d) Calls for tenders: related to external services demanded by the body responsible of the programme
and funding.

• Decentralised actions: they are managed by National Agencies located on each programme country
(countries can change depending on each funding programme). These National Agencies will be respon-
sible of the budget assigned to each country by the European Commission or the body responsible of each
programme and distribute it. According to this, National Agencies will take care of all the projects related
to applicant organisations located on their countries. They will also offer support to potential applicants
and even be supported (in same cases) but Regional Agencies or local offices that will also provide useful
information for those interested on these programmes. Even if the calls launched by National Agencies are
open to organisations legally registered in an specific country, they will still fund transnational projects and
partnerships, on which the applicant organisation will be the direct beneficiary of the budget and the one
responsible of distributing it among the partners located in other countries.

142 2016-2-ES02-KA205-008263
When applying to a European programme it is always important to read properly all the information related
to it. It would be normally included in public calls for projects (published on the Official Journal of the Europe-
an Commission (http://eur-lex.europa.eu/oj/direct-access.html)), the specific programme website (E.g. https://
ec.europa.eu/programmes/creative-europe/), the published programme guide (E.g. Erasmus+ programme
guide: http://ec.europa.eu/programmes/erasmus-plus/sites/erasmusplus/files/files/resources/erasmus-plus-
programme-guide_en.pdf ) or the website of the responsible National Agency (E.g. Spanish National Agency
of Erasmus+: http://www.erasmusplus.gob.es/). In case of having doubts, it is recommended to visit the closest
Eurodesk office in order to get extra information about the European procedures, structures and programmes
available (Location of the Eurodesk offices on each country: https://eurodesk.eu/).

Some examples of the current European programmes available and that could fund activities related to youth
organisations or that could support their professionalisation can be found here:

• Erasmus+ programme: “Erasmus+ is the EU’s programme to support education, training, youth and sport
in Europe. Its budget of €14.7 billion will provide opportunities for over 4 million Europeans to study, train,
gain experience, and volunteer abroad”(http://ec.europa.eu/programmes/erasmus-plus/node_en).

• Erasmus+ National Agencies on each partner country of the programme: “To bring Erasmus+ as close as
possible to the participants and make sure it works well across different countries, the EU works with Na-
tional Agencies to manage the programme. The National Agencies are based in Programme Countries and
their role involves: providing information on Erasmus+, selecting projects to be funded, monitoring and
evaluating Erasmus+, supporting applicants and participants or sharing success stories and best practices”
(https://ec.europa.eu/programmes/erasmus-plus/contact/national-agencies_de).

• Erasmus+ National Offices in neighbourh countries of the programme: “National Erasmus+ Offices are re-
sponsible for the local management of the international dimension of the higher education aspects of the
Erasmus+ Programme in 27 Partner Countries outside the EU.” (https://eacea.ec.europa.eu/erasmus-plus/
contacts/national-erasmus-plus-offices_en).

• Europe for Citizens (European Commission): “Funding initiatives to strengthen remembrance and to en-
hance civic participation at EU level” (http://eacea.ec.europa.eu/europe-for-citizens_en).

• Creative Europe (European Commission): “The Creative Europe programme aims to support the European
audiovisual, cultural and creative sector. The different funding schemes encourage the audiovisual, cultural
and creative players to operate across Europe, to reach new audiences and to develop the skills needed in
the digital age. By helping European cultural and audiovisual works to reach audiences in other countries,
the programme will also contribute to safeguarding cultural and linguistic diversity” (https://eacea.ec.eu-
ropa.eu/creative-europe_en).

• European Social Fund (European Commission): “The ESF is Europe’s main tool for promoting employment
and social inclusion – helping people get a job (or a better job), integrating disadvantaged people into
society and ensuring fairer life opportunities for all” (http://ec.europa.eu/esf/home.jsp?langId=en).

• Justice (European Commission): “it offers concrete financial support to various organisations specialised
thematically in the area of justice” (https://ec.europa.eu/research/participants/portal/desktop/en/oppor-
tunities/just/#c,calls=hasForthcomingTopics/t/true/1/1/0/default-group&hasOpenTopics/t/true/1/1/0/
default-group&allClosedTopics/t/true/0/1/0/default-group&+PublicationDateLong/asc).

• Employment and social innovation (European Commission): “it is a financing instrument at EU level to
promote a high level of quality and sustainable employment, guaranteeing adequate and decent social
protection, combating social exclusion and poverty and improving working conditions.” (http://ec.europa.
eu/social/main.jsp?catId=1081).

2016-2-ES02-KA205-008263 143
• International Cooperation and Development (European Commission): “It encompasses cooperation with
developing countries at different stages of development, including with countries graduated from bilat-
eral development assistance to cover the specific needs of these countries during the transition period
between low income countries and upper middle income countries” (https://ec.europa.eu/europeaid/
node/22_en).

• Horizon 2020 (European Commission): “Horizon 2020 is the biggest EU Research and Innovation pro-
gramme ever with nearly €80 billion of funding available over 7 years (2014 to 2020) – in addition to the
private investment that this money will attract. It promises more breakthroughs, discoveries and world-
firsts by taking great ideas from the lab to the market.” (http://ec.europa.eu/programmes/horizon2020/).

• Cross Border Cooperation (European Commission): “CBC promotes cooperation between EU countries and
neighbourhood countries sharing a land border or sea crossing. Funding can also be provided for a pro-
gramme between several EU and neighborhood countries which, for example, are part of the same sea ba-
sin” (https://ec.europa.eu/neighbourhood-enlargement/neighbourhood/cross-border-cooperation_en).

• Alpine Space (European Union): “It is a European transnational cooperation programme for the Alpine
region. It provides a framework to facilitate the cooperation between economic, social and environmental
key players in seven Alpine countries, as well as between various institutional levels such as: academia,
administration, business and innovation sector, and policy making” (http://www.alpine-space.eu/).

Out of the previous links there are also several specific sites containing funding opportunities and open calls
for projects at transnational level:

• Eurodesk (Programmes database): https://eurodesk.eu/programmes/scholarships

• International Cooperation and Development grants (European Commission): https://webgate.ec.euro-

pa.eu/europeaid/online-services/index.cfm?ADSSChck=1417429020476&do=publi.welcome&ORDER-
BY=upd&NBPUBLILIST=15&SEARCHTYPE=QS&ORDERBYAD=Desc&userlanguage=en

• European Youth Information and Counselling Agency: http://eryica.org/

• Official Journal of the European Commission: http://eur-lex.europa.eu/oj/direct-access.html

144 2016-2-ES02-KA205-008263
Practice
Name Meeting people
Duration 20 to 30 minutes.
Space An open space that can allow participants to sit down in pairs.
Logistics None.
Learning objectives
• To make participants reflect about how partnerships are built.
• To raise awareness about the facts that promote the selection of an entity/person among the others.
• To explore the ways, places and processes for searching and selecting partners for a project.
Materials or external references needed
• Chairs for all the participants.
• Pens and papers for participants to take notes.
• A board and pens to write on it.
Implementation description
As the main aim of this exercise is to start with an exploration of human relations, it could be recommended
that the facilitator starts the activity and session with an energizer that could allow participants to interact
among them or simulate that they are searching or meeting new friends. Once this is done:
• Learners are divided in couples and invited to sit down one in front of the other (couples can be
make randomly or by the facilitator). It is important that there is enough space between each cou-
ple/team so learners can talk without disturbing the others.
• The facilitator explains learners that human relations are essential for every person but that there are
many ways to find and start them. On the personal field every person has his/her own procedure to
find friends and partners.
• During 10 minutes, participants (inside their couples) are asked to talk, describe and brainstorm
about the methods, times, strategies or places that they use an prefer to meet people (even to flirt).
• Once the discussions are finished, the facilitator invites participants to tell their main conclusions to
the group. To do this, he/she will write one title in the a board (E.g. “You” or “In real life”) and ask par-
ticipants about the results of their conversations. Some elements that could appear here could be:
- To talk about common stuff/intuition.
- To have or show the same interests and hobbies.
- To try to maintain good relations.
- To join a group, team, association, etc.
- To invite people to do something.
- To invite people at home or open your house to them.
- To try to be nice or funny (Even sexy).
- To go to public places (post offices, sport centres, discos, festivals, church, etc.).
- To do tandems (languages).
- To speak the same languages.
- To use internet (my space, Badoo, Facebook, Instagram, LinkedIn, forum, websites, online games,
etc.).

2016-2-ES02-KA205-008263 145
 • Once a list of meeting people techniques has been done, the facilitator explains learners that part-
nerships in projects and good relations among entities are as important as relationships in human
lives. Moreover, the way to find and search for partners is quite similar than the strategies used to
meet new people. To show this, the facilitator writes a column next to the one previously written and
write a new title (E.g. “Work” or “Your organisation field”). On this new column, participants as a group
will need to find for equivalences in the organisations sector of the strategies previously mentioned.
For example:

• The activity can be closed with a debriefing on which learners must identify the elements of the
second column with real ones of their entities or contexts (e.g. If the element “seminars” appears,
maybe it can be linked with volunteer fairs or congresses that a government of the region on which
learners live could yearly organize). The facilitator must guide them on this identification so learners
can easier face alone a partner search in the future.

146 2016-2-ES02-KA205-008263
Name The sun (elements of a call for partners)
Duration 20 to 30 minutes.
Space An open space to set the exercise and its materials (on the floor or fixed in a wall).
Logistics None.
Learning objectives
• To notice the basic and most important elements that must compose a call for partners.
• To promote a group reflection about what is a call for partners and the methodologies used to
make it successful.
• To agree a basic template of a call for partners.
Materials or external references needed
• A circle of paper (yellow if possible) with a the sentence “elements of a call for partners” written on
its center.
• Yellow post-its or pieces of paper (at least 3 or 4 per learner involved on the activity).
• Pens to write.
Implementation description
Before starting the exercise the facilitator puts on the floor (or sticks on a board) the circle of paper with the
sentence “elements of call for partners”. Once this is done:
• The facilitator asks participants to think about which are the basic elements (in terms of content or
structure) that a successful call should have to attract suitable partners (at least three alternatives or
answers per person).
• After some minutes of reflection, learners are invited to write their answers on the pieces of paper
previously prepared by the facilitator and given to them (each opinion must be written down in one
piece of paper).
• Once they are ready, the facilitator tells learn-
ers that all together they are going to create
a sun with its rays. One by one, each person
would need to read aloud and attach his/
her pieces around the central yellow circle
(the “Sun”) on which each new opinion will
became a new ray from the Sun. According
to this, opinions that are repeated or similar
should be joined to previous ones and form
a longer ray (the more people add the same
opinion, the longer the ray is).
• Once all the learners are set their papers, the facilitator must start by asking them to read out loud all. All
as a group must go through all the opinions appeared, see how many were similar or repeated. Once
all of them are commented, the group should try to agree which are the main elements of a call for
partners and which are the most important ones (longer rays). They will be written down in a list.
• At the end of the activity the facilitator can also search for real calls for partners in order to analyze
their elements and compare them with the list created by learners.

2016-2-ES02-KA205-008263 147
Name 1, 2, 3, action!
Duration 45 to 60 minutes.
Space Open space to perform the activity results. Separate spaces to allow the group of learners
to be created to prepare their performance.
Logistics None.
Learning objectives
• To practice how to create a call for partners and attract potential entities to it.
• To explore the main virtues and needs of the learners entities and how to show them in a positive
way when looking for partners.
• To learn how to share a project idea.
Materials or external references needed
No materials are really needed for this activity. However, to provide some atrezzo, costumes or funny stuff can
help participants to obtain more dynamic, enjoyable and effective results.
Implementation description
• The facilitator explains learners that they are going to build a call for partners using the basic ele-
ments listed on the previous exercise (The Sun). As learners will need a project idea to create their
call, they can use project proposals that they could have built on the previous sessions or units or
just imagine new ones (if possible, the facilitator must promote that learners work with real project
ideas that they could have).
• Learners are divided in small groups of work (4 to 6 people each) by the facilitator, by them or using
a short game.
• The facilitator informs learners that they have to make a call for a project but as it would be a TV ad.
Before sending them to the work, it is important that the facilitator makes with learners a small brain
storming defining the most important characteristics that a TV ad has so they can have references
to prepare their performances (E.g. it must be not too long, it should be funny or catchy, they have
to think on their potential target groups, they need to finish it with a “call to action” of the audience,
they can use music or special effects, etc.).
• The facilitator tells learners that they would have 20 minutes to prepare their performances. They can
use any material, space or object that they want but it should be compulsory that all the members
of the group appear on the performance. It is also advisable that the performances are prepared on
several spaces so groups can not see what the others are doing.
• Once the preparation time has finished, each group must play their performance in front of the
other learners. On this stage, performances can be recorded with a phone or camera so groups can
see themselves afterwards.
• When all the groups have completed their performance, the facilitator must analyze with them the
work done (a general analysis of all the performances can be done or the group can analyze perfor-
mance by performance). During this debriefing, it is important, that learners discuss about:
1. Which was the main information provided with the performance?
2. Was the project idea properly understood by the performance audience?
3. Which was the best element of the performance? And the worst?
4. Was the performance adapted to a concrete target group? How?

148 2016-2-ES02-KA205-008263
 5. Taking into account the performance target group, would it be successful on the recruitment of
the desired partner organisations?
6. How could be the call for partners improved?
To help during the debriefing the facilitator can show the performances previously recorded using a
computer or projector (so the video can be stopped to describe concrete moments or details).

Name The sinking ship

Duration 15 minutes.
Space Empty space.
Logistics The room or space must be occupied with all the chairs available. The chairs must be set
drawing a grid. See image:

Learning objectives
• To energize the group and introduce them on the topics of the unit.
• To make learners aware about the importance of nonverbal communication, balance and under-
standing between two parts to achieve an effective cooperation.
• To use the body as a tool to express and feel behaviors.
Materials or external references needed
None.

2016-2-ES02-KA205-008263 149
Implementation description
• To play this game learners need to choose a person as a couple.
• The facilitator explains learners that they are in a ship which balance must be maintained in order to
avoid that it sinks. To do this, each couple must sit down on chairs that are located in opposite spaces
of the grid (see image):

• Once all the learners are in chairs, the facilitator tells them that their objective is to change their posi-
tion every minute (more or less). The issue is that learners can not communicate so they must decide
when to stand up and were to go just using their body. The only rules are that they can not speak or
point and that they must find a new position which chairs are also in balance (avoiding that the ship
sinks). This action is repeated as many times as needed. It is important that here the facilitator call the
attention of those couples not respecting the balance and inform them when the whole ship is on
risk of sinking.
• After a while, the facilitator tells learners to change their couples and continue with the previous
action but now with their new partners. In this second round variations can be included such as
increasing the speed of learners.
• A new change of couples can be also proposed again to continue with the action.
• At the end of the exercises the facilitator guides a debriefing discussion with learners about the
exercise:
1. How did you feel during the exercise?
2. Was it difficult to keep the balance?
3. Who was the person in the couple guiding the couple direction? Did you change roles during
the action?
4. Was it easier to take the initiative to walk on the couple or just to follow the other person?
5. Was there any type of communication inside the couple? If so, how?
6. Did you pay attention to the other couples or did they influence you?

150 2016-2-ES02-KA205-008263
 7. Did you feel better or it was easier to play the game with your first partner or with your second
(third) one? Why?
8. Etc.
It is essential that the learners realize about the importance of having a good partner and a good
feeling with it when doing a cooperative work as it can be a key issue for the success or fail on a
partnership/project (the ship sinks). It should be also highlighted that some people/partners can be
good but they could not understand each other properly and that sometimes are more important
the feelings towards the other part to have a good cooperation rather than its competences or skills.

Name The perfect partner

Duration 45 to 60 minutes.
Space Open room with space enough to allow learners to work in small groups.
Logistics Tables and chairs. Learners can also draw or work on the floor.
Learning objectives
• To learn about the main characteristics that learners should pay attention to when selecting partner
entities/groups and detect criteria for a selection of partners.
• To reflect about learners’ organisations and how they are seen by other entities.
• To use their creativity and artistic competences to share ideas (important for those learners not good
on speaking and who could participate less).
• To improve skills and competences such as team management, meet agreements, exchange opin-
ions, etc. by giving them a common target.
Materials or external references needed
• Big papers (flipchart).
• Colour pens/pencils.
• Old magazines/newspapers.
• Scissors / glue.
Implementation description
The facilitator explains learners that even if they have a call for partners (result of the exercise “1, 2, 3, action!”),
they must also think about which kind of organisations they would select for it. According to this:
• Learners are divided in small teams (4 to 6 people). Inside their teams, they must discuss and agree a
list of elements or characteristics that a perfect partner for their project should have (e.g. experience,
fields of work, staff, methodologies, location, origin, size, etc.).
• Once the group have agreed a list with these characteristics, learners must try to show in a visual way
this “perfect partner” and the characteristics agreed. Here the technique of collage is recommended
(it can be mixed with drawing too). Each group should receive scissors, glue, paper and colour pens.
20 minutes should be ok for this task.
• When all the groups have finished they must present to the group the work done and explain the
elements or characteristics that they have considered as important for their potential partners and
how would they fit on their project ideas.

2016-2-ES02-KA205-008263 151
 • After all the presentations, the facilitator opens a groups discussion to make learners aware about
the importance of fixing selection criteria when choosing partners, how to identify these elements
and how to apply them to have a good partnership adapted for their project ideas. The facilitator can
use questions such as:
1. Which are the most important skills/characteristics for you? Why?
2. How did you draw/show them?
3. How did you find them out?
4. Could this perfect entity exists?
5. How this entity could complement yours or contribute to the project partnership?
6. How would this partner benefit your project? etc.

152 2016-2-ES02-KA205-008263
Name First dates
Duration 45 to 60 minutes.
Space Open room with space enough to set several tables (one per two learners). If the space is
small learners can just sit down in chairs (one in front of the other).

Logistics Tables and chairs for learners.

Learning objectives
• To detect the main characteristics that learners should pay attention to when selecting partner en-
tities/groups.
• To reflect about learners’ organisations and how they should show them to others in an appropriate
way.
• To deal with selections and practice how to meet agreements inside a team.
• To practice the presentation of project ideas in a fast and concise way.
Materials or external references needed
• Papers and pens to take notes.
• Atrezzo to simulate a restaurant or speed dating event can be also used (e.g. candles, tables, dishes,
offer coffee, etc.).
Implementation description
The facilitator explains learners that they are going to participate in a speed dating event in order to find the
most suitable partners for their project ideas (result of the exercise “1, 2, 3, action!”) and using the criteria set
before (result of the exercise “The perfect partner”). After this introduction:
• Learners need to read again those criteria that were set inside their teams on the previous activity.
• Once the criteria are assumed, learners are asked to think (they can also take notes) about the organ-
isations, associations or groups that they are part of on the real life (if they do not belong to any, they
can just invent or create one).
• After that, learners sit down in couples one in front of the other (the facilitator can set a long table so
learners can sit down on both sides or just several tables around the room so they can be distributed
in couples).
• As in a date, learners will have 5 to 10 minutes to show their project ideas, explain their entities and
ask questions between them about both (the project idea and entity of their partner).
• Once the time has passed, the facilitator must make a big sound and invite learners to change their
position, find a new person and repeat the action. This process is repeated as many times as needed
till all the learners have spoken with all the people who were not on their team during the previous
activities (if the group is very small members of the same team can be also interviewed and consid-
ered as potential partners. This will make the activity longer and increase the number of potential
partners).
• Once the dates are completed, learners must go back into the teams created for the previous activi-
ties and share their opinions about the people interviewed. As a team, they must agree which were
the most interested learners/entities interviewed and which they would choose as final partners for
their project ideas (they can choose 3 to 5 partners depending on the number of learners taking part
on the activity). The final decision of each team must be shared with the whole group and justified
properly with arguments.

2016-2-ES02-KA205-008263 153
 • The exercise is closed with a group reflection guided by the facilitator:
1. How was the activity? How did you feel?
2. Was it easy to interview the others and obtain the information that you wanted?
3. How did you show your project in such a short time?
4. Was it difficult to show your entity and make it “attractive” to those searching for partners?
5. Which selection criteria did you give priority too? Did the conversation development influence
them?
6. How did you choose the final partners with your team? Was it difficult to meet and agreement?
7. Do you consider that you obtained a balanced partnership? Why? etc.

During this reflection the facilitator can also highlight that out of the criteria set by entities, learners
must also pay attention to those that could be required by a funding programme or body if they
aim to apply for any economic support. They should be also taking into account during a potential
selection of partners (e.g. to have a register, to be European, to have a VAT number, etc.).

154 2016-2-ES02-KA205-008263
 Glossary

• Account: a record of financial transactions; usually refers to a specific category or type, such as travel ex-
pense account or purchase account.

• Accountant: a person who trained to prepare and maintain financial records.

• Accounting: a system for keeping score in business, using euros.

• Accounting period: the period of time over which profits are calculated. Normal accounting periods are
months, quarters, and years (fiscal or calendar).

• Accounts payable: amounts owed by the company for the goods or services it has purchased from out-
side suppliers.

• Accounts receivable: amounts owed to the company by its customers.

• Accrual basis, system, or method: an accounting system that records revenues and expenses at the
time the transaction occurs, not at the time cash changes hands.

• Accrued expenses, accruals: an expense which has been incurred but not yet paid for. Salaries are a
good example.

• Added value: an improvement or addition to something that makes it worth more

• Aging: a process where accounts receivable are sorted out by age (typically current, 30 to 60 days old, 60
to 120 days old, and so on.) Aging permits collection efforts to focus on accounts that are long overdue.

• Amortize: to charge a regular portion of an expenditure over a fixed period of time. For example if some-
thing cost 100€ and is to be amortized over ten years, the financial reports will show an expense of 10€ per
year for ten years. If the cost were not amortized, the entire 100€ would show up on the financial report as
an expense in the year the expenditure was made. (See entries on Expenditure and Expense.)

• Appreciation: an increase in value. If a machine cost 1,000€ last year and is now worth 1,200€, it has ap-
preciated in value by 200€. (The opposite of depreciation.)

• Assets: things of value owned by an Organisation, Institution or Business. An asset may be a physical
property such as a building, or an object such as a stock certificate, or it may be a right, such as the right
to use a patented process.

- Current assets: are those assets that can be expected to turn into cash within a year or less. Current
assets include cash, marketable securities, accounts receivable, and inventory.

- Fixed assets: cannot be quickly turned into cash without interfering with business operations. Fixed
assets include land, buildings, machinery, equipment, furniture, and longterm investments.

- Intangible assets: are items such as patents, copyrights, trademarks, licenses, franchises, and other
kinds of rights or things of value to a company, which are not physical objects. These assets may be the
most important ones a company owns. Often they do not appear on financial reports.

2016-2-ES02-KA205-008263 155
• Audit: a careful review of financial records to verify their accuracy. An audit could be carried out by an
internal person in charge or branch of the same organisation and/or by an external entity, professional or
a funding institution.

• Bad debts: amounts owed to a company that are not going to be paid. An account receivable becomes
a bad debt when it is recognized that it won’t be paid. Sometimes, bad debts are written off when rec-
ognized. This is an expense. Sometimes, a reserve is set up to provide for possible bad debts. Creating or
adding to a reserve is also an expense.

• Balance sheet: a statement of the financial position of a company at a single specific time (often at the
close of business on the last day of the month, quarter, or year.) The balance sheet normally lists all assets
on the left side or top while liabilities and capital are listed on the right side or bottom. The total of all num-
bers on the left side or top must equal or balance the total of all numbers on the right side or bottom. A
balance sheet balances according to this equation: Assets = Liabilities + Capital.

• Bond: a written record of a debt payable more than a year in the future. The bond shows amount of the
debt, due date, and interest rate.

• Book value: total assets minus total liabilities. (See also net worth.) Book value also means the value of an
asset as recorded on the company’s books or financial reports. Book value is often different than true value.
It may be more or less.

• Breakeven point: the amount of revenue from sales which exactly equals the amount of expense.
Breakeven point is often expressed as the number of units that must be sold to produce revenues exactly
equal to expenses. Sales above the breakeven point produce a profit; below produces a loss.

• Capital: money invested in a business by its owners. (See equity.) On the bottom or right side of a balance
sheet. Capital also refers to buildings, machinery, and other fixed assets in a business. A capital investment
is an investment in a fixed asset with a long-term use.

• Capitalize: to capitalize means to record an expenditure on the balance sheet as an asset, to be amor-
tized over the future. The opposite is to expense. For example, research expenditures can be capitalized or
expensed. If expensed, they are charged against income when the expenditure occurs. If capitalized, the
expenditure is charged against income over a period of time usually related to the life of the products or
services created by the research.

• Cash: money available to spend now. Usually in a checking account.

• Cash flow: the amount of actual cash generated by business operations, which usually differs from profits
shown.

• Centralized actions: when talking about funding programmes, they are those actions which funding
must be requested to a body located on the same area/region/country of the applicant organisation (even
if the funding is coming from a higher level or institution).

• Chart of accounts: a listing of all the accounts or categories into which business transactions will be
classified and recorded. Each account usually has a number. Transactions are coded by this number for
manipulation on computers.

• Context: Social and geographical environment in which the project will take place. The context is one of
the main parameters in drawing up the project.

156 2016-2-ES02-KA205-008263
• Contingent liabilities: liabilities not recorded on a company’s financial reports, but which might become
due. If a company is being sued, it has a contingent liability that will become a real liability if the company
loses the suit.

• Cost of sales, cost of goods sold: the expense or cost of all items sold during an accounting period.
Each unit sold has a cost of sales or cost of the goods sold. In businesses with a great many items flowing
through, the cost of sales or cost of goods sold is often computed by this formula: Cost of Sales = Begin-
ning Inventory + Purchases During the Period - Ending Inventory.

• Credit: an accounting entry on the right or bottom of a balance sheet. Usually an increase in liabilities or
capital, or a reduction in assets. The opposite of credit is debit. Each credit in a balance sheet has a balanc-
ing debit. Credit has other usages, as in “You have to pay cash, your credit is no good.” Or “we will credit your
account with the refund.”

• Data protection: use of techniques such as file locking and record locking, database shadowing, disk
mirroring, to ensure the availability and integrity of the data.

• Debit: an accounting entry on the left or top of a balance sheet. Usually an increase in assets or a reduction
in liabilities. Every debit has a balancing credit.

• Decentralized actions: when talking about funding programmes, they are those actions which funding
must be requested to a unique body by all the applicants interested on getting it (without restrictions of
location of the applicant or the funding provider).

• Deferred charges: see prepaid expenses.

• Deferred income: a liability that arises when a company is paid in advance for goods or services that will
be provided later. For example, when a magazine subscription is paid in advance, the magazine publisher
is liable to provide magazines for the life of the subscription. The amount in deferred income is reduced as
the magazines are delivered.

• Depreciation: an expense that is supposed to reflect the loss in value of a fixed asset. For example, if a
machine will completely wear out after ten year’s use, the cost of the machine is charged as an expense
over the ten-year life rather than all at once, when the machine is purchased.

• Discounted cash flow: a system for evaluating investment opportunities that discounts or reduces the
value of future cash flow. (See present value.)

• Dissemination: the act of spreading something, especially information, widely; circulation, “dissemina-
tion of public information” about the results of an activity to key actors.

• Dividend: a portion of the after-tax profits paid out to the owners of a business as a return on their invest-
ment.

• Double entry: a system of accounting in which every transaction is recorded twice: as a debit and as a
credit.

• Earnings per share: a company’s net profit after taxes for an accounting period, divided by the average
number of shares of stock outstanding during the period.

• Equity: the owner’s share of a business.

2016-2-ES02-KA205-008263 157
• EU fund: the European Regional Development Fund (ERDF) is a fund allocated by the European
Union. Its purpose is to transfer money from richer regions (not countries), and invest it in the infrastruc-
ture and services of underdeveloped regions. This will allow those regions to start attracting private sector
investments, and create jobs on their own.

• Expenditure: expenditure occurs when something is acquired for a business; an asset is purchased, sala-
ries are paid, and so on. An expenditure affects the balance sheet when it occurs. However, an expenditure
will not necessarily show up on the income statement or affect profits at the time the expenditure is made.
All expenditures eventually show up as expenses, which do affect the income statement and profits. While
most expenditures involve the exchange of cash for something, expenses need not involve cash. (See
expense below.)

• Expense: an expenditure which is chargeable against revenue during an accounting period. An expense
results in the reduction of an asset. All expenditures are not expenses. For example, a company buys a
truck. It trades one asset - cash - to acquire another asset. An expenditure has occurred but no expense is
recorded. Only as the truck is depreciated will an expense be recorded. The concept of expense as different
from an expenditure is one reason financial reports do not show numbers that represent spendable cash.
The distinction between an expenditure and an expense is important in understanding how accounting
works and what financial reports mean. (To expense is a verb. It means to charge an expenditure against
income when the expenditure occurs. The opposite is to capitalize.)

• Exploitation: making sure the outcomes and products of the projects are effectively used.

• Fiscal year: an accounting year that begins on a date other than January 1.

• Fixed cost: a cost that does not change as sales volume changes (in the short run.) Fixed costs normally
include such items as rent, depreciation, interest, and any salaries unaffected by ups and downs in sales.

• Goodwill: in accounting, the difference between what a company pays when it buys the assets of another
company and the book value of those assets. Sometimes, real goodwill is involved - a company’s good
reputation, the loyalty of its customers, and so on. Sometimes, goodwill is an overpayment.

• Implementation: this is the “doing” part of the project, involving all the practical aspects: material and
technical arrangements, organising human and financial resources, preparing the people who will be con-
ducting the project, ensuring the right material conditions for the smooth running of activities and so on.

• Income: see profit.

• Interest: a charge made for the use of money.

• Inventory: the supply or stock of goods and products that a company has for sale. A manufacturer may
have three kinds of inventory: raw materials waiting to be converted into goods, work in process, and fin-
ished goods ready for sale.

• Inventory obsolescence: inventory no longer salable. Perhaps there is too much on hand, perhaps it is
out of fashion. The true value of the inventory is seldom exactly what is shown on the balance sheet. Often,
there is unrecognized obsolescence.

• Inventory shrinkage: a reduction in the amount of inventory that is not easily explainable. The most
common cause of shrinkage is probably theft.

158 2016-2-ES02-KA205-008263
• Inventory turnover: a ratio that indicates the amount of inventory a company uses to support a given
level of sales. The formula is: Inventory Turnover = Cost of Sales ¸ Average Inventory. Different businesses
have different general turnover levels. The ratio is significant in comparison with the ratio for previous pe-
riods or the ratio for similar businesses.

• Invested capital: the total of a company’s long-term debt and equity.

• Journal: a chronological record of business transactions.

• Ledger: a record of business transactions kept by type or account. Journal entries are usually transferred
to ledgers.

• Liabilities: amounts owed by a company/organisation to others. Current liabilities are those amounts due
within one year or less and usually include accounts payable, accruals, loans due to be paid within a year,
taxes due within a year, and so on. Long-term liabilities normally include the amounts of mortgages, bonds,
and long-term loans that are due more than a year in the future.

• Liquid: having lots of cash or assets easily converted to cash.

• Management: the skill or practice of controlling, directing or planning something; “The act of directing,
or managing for a purpose”. In other words, it is the effort of planning, organising, reviewing and mobilis-
ing people and resources for a given purpose. In the case of project management, we are talking about
the capacities and skills that make the project feasible and real in a specific time span, assessing risks and
reviewing the established action plan.

• Marginal cost, marginal revenue: marginal cost is the additional cost incurred by adding one more
item. Marginal revenue is the revenue from selling one more item. Economic theory says that maximum
profit comes at a point where marginal revenue exactly equals marginal cost.

• Mission: if you say that you have a mission, you mean that you have a strong commitment and sense of
duty to do or achieve something.

• Meeting: a meeting is an event in which a group of people come together to discuss things or make
decisions.

• Monitoring: it is carried out over the life of the project and consists of checking whether the action plan
continues to reflect reality and whether the planned activities and objectives remain coherent with the
needs, context, target group and available resources, with a view to modifying them if it is necessary.

• Network and Networking: as a noun, network means ‘a group or system of interconnected people or
things’, and as a verb, to network means ‘to interact with others to exchange information and develop pro-
fessional or social contacts’. (Source: online dictionary).
• Net worth: total assets minus total liabilities. Net worth is seldom the true value of a company.
• NGO: a non-governmental organisation (NGO) is any non-profit, voluntary citizens’ group which is orga-
nized on a local, national or international level. Task-oriented and driven by people with a common inter-
est, NGOs perform a variety of service and humanitarian functions, bring citizen concerns to Governments,
advocate and monitor policies and encourage political participation through provision of information.
Some are organized around specific issues, such as human rights, environment or health. They provide
analysis and expertise, serve as early warning mechanisms and help monitor and implement international
agreements. Their relationship with offices and agencies of the United Nations system differs depending
on their goals, their venue and the mandate of a particular institution.

2016-2-ES02-KA205-008263 159
• Objectives: these are a project’s goal or goals put into operational form. Projects always have several
objectives which must be practical, measurable, limited in time, realistic and flexible. A distinction may be
drawn between:
- Social/general objectives, which lead to social changes;
- Educational objectives, which have a didactic element and refer to changes in people;
- Measurable practical objectives, which are more intermediate activities to be undertaken.
Objectives are in turn broken down into activities.

• Organisation: an organisation is an entity comprising multiple people, such as an institution or an asso-

ciation, that has a collective goal and is linked to an external environment.

• Overhead: a cost that does not vary with the level of production or sales, and usually a cost not directly
involved with production or sales. The chief executive’s salary and rent are typically overhead.

• Partner organisation: entity that cooperates with other parts in order to develop a project or idea in a
cooperative way (legally register or not).

• Partnership: group of partner organisations responsible of running together a project idea or initiative.

• Post: to enter a business transaction into a journal or ledger or other financial record.

• Prepaid expenses, deferred charges: assets already paid for, that are being used up or will expire. In-
surance paid for in advance is a common example. The insurance protection is an asset. It is paid for in
advance, it lasts for a period of time, and expires on a fixed date.

• Present value: a concept that compares the value of money available in the future with the value of
money in hand today.

• Price‐earnings (p/e) ratio: the market price of a share of stock divided by the earnings (profit) per share.
P/e ratios can vary from sky high to dismally low, but often do not reflect the true value of a company/
organisation.

• Professionalisation: process on which regular tasks, processes, staff and skills are recognized and turns
into a job position or labour market alternative.

• Profit: the amount left over when expenses are subtracted revenues. Gross profit is the profit left when
cost of sales is subtracted from sales, before any operating expenses are subtracted. Operating profit is the
profit from the primary operations of a business and is sales minus cost of sales minus operating expenses.
Net profit before taxes is operating profit minus non-operating expenses and plus non-operating income.
Net profit after taxes is the bottom line, after everything has been subtracted. Also called income, net in-
come, earnings. Not the same as cash flow and does not represent spendable euros.

• Project: a project is a set of activities related to each other and one or more objectives that we want to
achieve in order to improve a situation, problem or need that we have identified previously in order to
produce a concrete outcome. In addition, it is done in a defined time (has a beginning and an end) and
takes into account the resources we have and what we need to do the proposed activities and achieve,
in this way, the objectives. Finally, we will have asked ourselves how we will know if we have achieved the
proposed objectives or not.
• Proofread: is the reading of a galley proof or an electronic copy of a publication to detect and correct
production errors of text or art.

160 2016-2-ES02-KA205-008263
• Recruitment: recruitment is a core function of human resource management. It is the first step of ap-
pointment. Recruitment refers to the overall process of attracting, selecting and appointing suitable can-
didates for jobs (either permanent or temporary) within an organisation. Recruitment can also refer to
processes involved in choosing individuals for unpaid positions, such as voluntary roles or unpaid trainee
roles. Though in your case, recruitment refers to finding the best partners, the most suitable people to work
with, people who can support you.
• Registration: the action or process of registering or of being registered.
• Retained earnings: profits not distributed to shareholders as dividends, the accumulation of a company’s
profits less any dividends paid out. Retained earnings are not spendable cash.
• Return on investment (ROI): a measure of the effectiveness and efficiency with which managers use the
resources available to them, expressed as a percentage. ROI is very useful but can only be used to compare
consistent entities: similar companies/organisations in the same industry or having the same aim/vision or
the same company/organisation over a period of time. Different companies and different industries have
different ROIs.
• Resources: all the available and necessary means for completing the project (equipment, finance, staffing
and so on).

• Revenue: the amounts received by or due a company/organisation for goods or services it provides to
customers/target audience/target group. Receipts are cash revenues. Revenues can also be represented
by accounts receivable.

• Risk: the possibility of loss; inherent in all business/institution/organisation activities. All decisions must
consider the amount of risk involved.

• Role-playing: refers to the changing of one’s behaviour to assume a role, either unconsciously to fill a
social role, or consciously to act out an adopted role

• Sales: amounts received or due for goods or services sold to customers. Gross sales are total sales before
any returns or adjustments. Net sales are after accounting for returns and adjustments.

• Selection criteria: elements, characteristics or aspects taking into account to select something and being
able to distinguish which is the best option among those that we could have.

• Soft Skills: personal attributes that enable someone to interact effectively and harmoniously with other
people.

• Sources of verification: indicate where and in what form information on the achievement of the devel-
opment objective, immediate objective and results can be found.

• Sponsorship: something (or someone) is the act of supporting an event, activity, person, or organisation
financially or through the provision of products or services. The individual or group that provides the sup-
port, similar to a benefactor, is known as sponsor.

• Stock: a certificate (or electronic or other record) that indicates ownership of a portion of a corporation; a
share of stock.

• Sunk costs: money already spent and gone, which will not be recovered no matter what course of action
is taken. Bad decisions are made when managers attempt to recoup sunk costs.

2016-2-ES02-KA205-008263 161
• Team working: co-operation between those who are working on a task. Teamwork is generally under-
stood as the willingness of a group of people to work together to achieve a common aim. For example we
often use the phrase:” he or she is a good team player”

• Trial balance: at the close of an accounting period, the transactions posted in the ledger are added up.
A test or trial balance sheet is prepared with assets on one side and liabilities and capital on the other. The
two sides should balance. If they don’t, the accountants must search through the transactions to find out
why. They keep making trial balances until the balance sheet balances.

• Variable cost: a cost that changes as sales or production change. If a business is producing nothing and
selling nothing, the variable cost should be zero. However, there will probably be fixed costs.

• Working capital: current assets minus current liabilities. In most businesses the major components of
working capital are cash, accounts receivable, and inventory minus accounts payable. As a business grows
it will have larger accounts receivable and more inventory. Thus the need for working capital will increase.

• Write‐down: the partial reduction in the value of an asset, recognizing obsolescence or other losses in
value.

• Write‐off: the total reduction in the value of an asset, recognizing that it no longer has any value. Write-
downs and write-offs are non-cash expenses that affect profits.

• Youth work: activities, projects and tasks implemented (by a person or organisation) with the aim of de-
veloping the skills of the young people, improve their social environments, promote their employability,
recognize their duties and any other processes to empower their citizenship and defend their rights.

162 2016-2-ES02-KA205-008263
 Bibliography
Unit 1
• Mangament Study HQ. Type of Groups, available at https://www.managementstudyhq.com/types-
of-groups.html, consulted: Sept 2017.
• Martínez Esteban C. (2009). Statutes of the association. NGO Social Action Platform”, Madrid (Spain)
available at: https://www.plataformaong.org/ARCHIVO/documentos/biblioteca/1366912827_es-
tatuosregistrados_en__3_.pdf, consulted: Sept 2017.
• 7 European Commission (2000): The Commission and non-governmental organisations: Building
a stronger partnership, Commission discussion paper, Brussels, 25 pp. Reiterated in 2012: Camp-
bell Bannerman, D. (2012): Written parliamentary question on the definition of Non-Governmen-
tal Organisation, European Parliament, 13. February 2012, with an answer given by José Manuel
Barroso on behalf of the Commission, E-001331/2012.
• Peace Corps. An NGO Training Guide for Peace Corps Volunteers. Module 5: Effective NGO Gover-
nance. Page 149 – 151, available at: http://files.peacecorps.gov/multimedia/pdf/library/M0070_
mod5.pdf, consulted: Sept 2017.
• Inphilanthropy. Ten Basic Responsibilities of Nonprofit Boards, available at: https://www.inphilan-
thropy.org/sites/default/files/resources/Ten%20Basic%20Responsibilities%20of%20Nonprof-
it%20Boards-Natl%20Center%20NP%20Boards.pdf, consulted: Sept 2017.
• The Global Development Research Center, NGO structure chart, available at: http://www.gdrc.org/
ngo/images/Slide1.JPG, consulted: Sept 2017.
• Gottlieb, Hildy (2007). 3 Statements That Can Change the World: Mission / Vision / Values, Help 4 Non-
Profits, available at: http://help4nonprofits.com/NP_Bd_MissionVisionValues_Art.htm, consulted:
Sept 2017.
• O’Toole, Kieran (2014). Implementing Best Practice Policies for Data Protection in NGOs, PSI Mobile,
available at: http://www.psi-mobile.com/blog/implementing-best-practice-policies-for-data-pro-
tection-in-ngos, consulted: Sept 2017.
• Barlow, Jeremy (2016). How to Take Minutes at a Board Meeting, Board effect., available at: https://
www.boardeffect.com/blog/how-to-take-minutes-at-a-board-meeting/, consulted: Sept 2017.
• Malta Coulcil for the Vonutary Sector. Sample Statute (A Voluntary, Non-Profit Making Organisation),
available at: http://webcache.googleusercontent.com/search?q=cache:bHZQX4HP7yAJ:www.
maltacvs.org/wp-content/uploads/2012/02/Sample-Statute.doc+&cd=1&hl=cs&ct=clnk&gl=cz,
consulted: Sept 2017.

2016-2-ES02-KA205-008263 163
 Unit 2
• Law on Volunteering. Zakon O Prostovoljstvu (ZProst), Slovenia. Available at https://www.uradni-list.
si/glasilo-uradni-list-rs/vsebina/102198, consulted: Sept 2017.
• Blazinšek, A. and others (2007). ABC of volunteering Manual for mentors, Ljubljana: CNVOS, Slovenia.
• Kimming, M. (2015). Meant to be a Mentor. Workbook for EVS mentors, Foundation for the Develop-
ment of the Education System (FDES), Warsaw, Poland. Available at https://www.salto-youth.net/
downloads/toolbox_tool_download-file-1300/2015%20EVS%20Meant%202%20be%20a%20
Mentor.pdf? , consulted: Sept 2017.
• Council of Europe (2000). T-Kit 4: Intercultural Learning. Strasbourg, France. available at http://pjp-
eu.coe.int/en/web/youth-partnership/t-kit-4-intercultural-learning?desktop=true, consulted:
Sept 2017.
• Council of Europe (2002). T-Kit 6: Training essentials. Strasbourg. France. Available at http://pjp-eu.
coe.int/documents/1017981/1667921/tkit6.pdf/459e262b-11f9-4af8-834f-c10c4cf4d30a, con-
sulted: Sept 2017.
• Council of Europe (2007). T-Kit10: Educational evaluation in youth work. Strasbourg, France. Avail-
able at http://pjp-eu.coe.int/documents/1017981/1667909/T-Kit_10.pdf/8d85c6ac-05e5-4715-
8f43-0f9c3018772a, consulted: Sept 2017.
• Ralph Lewis Associates. Teamworking, available at http://www.ralphlewis.co.uk/Teamwork_files/
Team%20Management.pdf, consulted: Sept 2017.
• Education Pack “all different - all equal”, Directorate of Youth and Sport, Council of Europe,2016.
Dreams.Available at http://www.eycb.coe.int/edupack/29.html, consulted: Sept 2017.
• Iwa, K. and Farrell (2014). T. Kinetic Creativity: Structures and attitudes report. Wernsdorf, Germany.

Unit 3
• Active Citizens Project SSA (2010). Planning for Social Action. The Social Action Project Toolkit. Mod-
ule 4. England.
• Ander Egg, Ezequiel; Aguilar Idáñez, María José (1995). Cómo elaborar un proyecto: Guía para diseñar
proyectos sociales y culturales. Lumen, Buenos Aires.
• British Council (2014) Active Citizens. Facilitator’s toolkit. London, England.
• Camacho, Hugo; Cámara, Luis; Cascante, Rafael; Sainz, Héctor (2001). El Enfoque del marco lógico:
10 casos prácticos. Cuaderno para la identificación y diseño de proyectos de desarrollo. Fundación CI-
DEAL. Madrid, Spain.
• Carrasquilla Coral, María Claudia; Carnacea Cruz, María Ángeles (2014). Caja de herramientas para
la participación “Crea, juega, participa”. EAPN-Fundación Cepaim. Spain.
• Council of Europe and European Commission (2000). Project Management T-kit. Brussel, Belgium.
• Solabarria, Enara (2004). Cómo hacer proyectos. Manuales de gestión Bolunta. Bilbao, Spain.

164 2016-2-ES02-KA205-008263
• Pérez de San Román, Nahia; Fernández, Oscar; Agencia Erdu (2005). ¿Hacemos un proyecto? Ayun-
tamiento de Vitoria-Gasteiz, Spain.
• Poulin, Julieth (2010). Planeación estratégica de proyectos. SENA. Colombia.
• SALTO-YOUTH Inclusion Resource Centre (2007). Village International. Brussel, Belgium.
• Secretariat of the Pacific Community (SPC) (2014). The pacific guide to project. Proposal preparation
using the logical framework approach. Australia.
• International Training Center/International Labour Office (2010). Project Design Manual. The Coop-
erative Facility for Africa. Geneva, Switzerland.
• Evaluation toolbox, available at: http://www.evaluationtoolbox.net.au/, consulted: Sept 2017.

Unit 4
• Bowyer J., Deridder A. Kerekes K. (2004). T-kit 9 - Funding and financial management. Council of Eu-
rope, available at: https://pjp-eu.coe.int/documents/1017981/1667927/tkit9.pdf/8ce14ff0-586b-
46d6-9567-f99495a2ed49 , consulted: Sept 2017.
• Cericola T.(2009) Aspettiamministrativi e fiscali per le Associazioni di Volontariato. CSV Verona, avail-
able at: http://www.csv.verona.it/Download/Guide/aspetti_amministrativi.pdf, consulted: Sept
2017.
• Chakraborty M. (2012). How to manage Accounts & Finances in NGOs – A Manual for developing NGO
Financial Management Policy, available at: https://www.fundsforngos.org/free-resources-for-ngos/
manage-accounts-finances-ngos-manual-developing-ngo-financial-management-policy/, consult-
ed: Oct 2017.
• Eldaw M. (2013). A Beginner’s Guide to NGO Financial Capacity. Available at: www.networklearning.
org published:, consulted: Nov 2017.
• Farooqi U.T. (2015). Accounting Standard For Not-For-Profit Organisations. Institute of Chartered
Accountant of Pakistan, available at: http://www.icap.org.pk/wp-content/uploads/cpd/ppt/AC-
COUNTING_STANDARD_NPO.pdf, consulted: Sept 2017.
• Indepth Network (2010). Financial and Accounting Policies and Procedures Manual. Available at:
http://www.indepth-network.org/documents/policy/indepth_financial_and_accounting%20_
policies_and_procedures_manual_2010.pdf, consulted: Sept 2017.
• Vv.Aa, NGO financial resources, available at: http://www.npotraining.co.za/financial-resources.html,
consulted: Sept 2017.
• AccountAID India (2002). NGO accounting and regulation, available at: https://es.scribd.com/doc-
ument/266529843/AccountAid-Handbook-on-NGO-Accounting-and-Regulation-pdf , consulted:
Sept 2017.
• AccountAble TM (2003). NGO Accounting Journal. Issue # 89. Available at: http://www.sanjayaditya.
com/Periodicals/AccountAble/89%20-%20NGO%20Accounting.pdf, consulted: Sept 2017.
• Vv.Aa.(2006). Accounting guide for non-profits. Asia Pacific Philanthropy Consortium/Ford Founda-
tion, available at: http://asianphilanthropy.org/APPC/Accounting-guide.pdf, consulted: Sept 2017.

2016-2-ES02-KA205-008263 165
• European Commission. Financial Management Toolkit for recipients of EU funds for external actions,
avilable at: https://ec.europa.eu/europeaid/work/procedures/financial-management-toolkit_
en.htm_en, consulted: Sept 2017.
• Zakrevska S., Kotov S., (2009). NGO Financial Management. Training for representatives of HIV servic-
ing NGO. Trainer’s manual. USAid, available at: http://pdf.usaid.gov/pdf_docs/PA00HWJT.pdf, con-
sulted: Sept 2017.

Unit 5
• Arora, Saumya (2017). 7 steps for NGOs to build a network. Available at: https://www.fundsforngos.
org/featured-articles/7-steps-for-ngos-to-build-a-network/, consulted: Sept 2017.
• Brander, Pat, Cardenas, Carmen, Abad, Juan de Vicente, Gomes, Rui, Taylor, Mark. (2016). Education
Pack: all different - all equal, Directorate of Youth and Sport. 2nd edition, pg. 56-59. Hungary. Avail-
able at: http://www.eycb.coe.int/edupack/pdf/19.pdf, consulted: Sept 2017.
• Cohn, Michael (2017). How to Use Social Media Effectively. Available at: https://www.compukol.
com/how-to-use-social-media-effectively/, consulted: Sept 2017.
• Czischke, Darinka&Pascariu, Simona. (2015). Promoting urban-rural linkages in small and medium
sized cities. Available at: http://urbact.eu/sites/default/files/urban-rural_thematic_report.pdf, con-
sulted: Sept 2017.
• Das Gupta, Monica, Grandvoinnet, Helene, Romani, Mattia. (2000). State- Community Synergies
in Development: Laying the Basis for Collective Action. Policy Research Working Paper 2439 for the
World Bank/ Development Research Group/ Poverty and Human Resources. Available at: https://
openknowledge.worldbank.org/bitstream/handle/10986/21351/wps2439.pdf?sequence=1&is-
Allowed=y, consulted: Sept 2017.
• European Commission. Structured Dialogue. Available at: https://ec.europa.eu/youth/policy/im-
plementation/dialogue_en, consulted: Sept 2017.
• Harmsworth, Sally, Turpin, Sarah, & the TQEF National Co-ordination Team. (2000). Creating an ef-
fective dissemination strategy: An expanded interactive workbook for educational development proj-
ects. TQEF National Co-ordination Team. Available at: http://citeseerx.ist.psu.edu/viewdoc/down-
load;jsessionid=3453F182908228F7CB29E396CD99B19B?doi=10.1.1.198.33&rep=rep1&type=pdf,
consulted: Sept 2017.
• Harrin, Elizabeth. (2013). Five Soft Skills Every Networking Pro Needs. Available at: http://www.enter-
prisenetworkingplanet.com/netsysm/five-soft-skills-every-networking-pro-needs.html, consult-
ed: Sept 2017.
• Hopkins, Gary (2017). Teaching Good Citizenship’s Five Themes. Available at: http://www.education-
world.com/a_curr/curr008.shtml, consulted: Sept 2017.
• Interagency Working Group on Youth Programs (IWGYP). Involving Youth, available at: https://youth.
gov/youth-topics/positive-youth-development/how-can-youth-be-engaged-programs-promote-pos-
itive-youth-development, consulted: Sept 2017.

166 2016-2-ES02-KA205-008263
• Lu, Lexie. (2017). 8 Effective Ways to Promote Your Business on Social Media. Available at: https://
www.businesswest.co.uk/blog/8-effective-ways-promote-your-business-social-media, consult-
ed: Sept 2017.
• MBO Partners (2017). Why are Soft Skills Important? Available at: https://www.mbopartners.com/
blog/why-are-soft-skills-important, consulted: Sept 2017.
• Ogunlaru, Rasheed (2015). Working the room: how to network effectively. Available at: https://www.
theguardian.com/small-business-network/2014/nov/13/how-network-effectively-tips, consult-
ed: Sept 2017.
• Orendorff, Aaron (2017). 3 Successful Ways to Promote Your Business on Social Media. Available at:
https://www.socialmediaexaminer.com/ways-to-promote-business-on-social-media/, consulted:
Sept 2017.
• Schaffer, Neal. 11 Effective Ways to Use Social Media to Promote Your Content. Available at: http://
www.curata.com/blog/11-effective-ways-to-use-social-media-to-promote-your-content/, con-
sulted: Sept 2017.
• Sugata, Sanyal (2015). 7 Critical Factors for a Successful Partner Recruitment Program. Available
at:https://www.linkedin.com/pulse/7-critical-factors-successful-partner-recruitment-pro-
gram-sanyal consulted: April 2018.
• United Nations Department of Economic and Social Affairs (UNDESA) (2013). Youth Participation.
Available at: http://www.un.org/esa/socdev/documents/youth/fact-sheets/youth-participation.
pdf, consulted: July 2017.
• University of Cincinnati. Some Communication Guidance. Available at: https://www.uc.edu/
ucomm/news/before_posting.html, consulted: May 2018.
• Wyatt, Paul (2018). How to network successfully: 19 pro tips. Available at: https://www.creativebloq.
com/career/network-with-designers-712372, consulted: May 2018.
• Youth Affairs Council Victoria (YACVIC). Taking Part: Ways to involve young people. Available at:
https://yerp.yacvic.org.au/taking-part/involve-young-people/ways-to-involve-young-people,
consulted: Aug 2017.
• Yu Jim (2014). Facebook, Twitter or Instagram: Determining the Best Platform for Mobile Marketing.
Available at: https://www.entrepreneur.com/article/231446, consulted: May 2018.

Unit 6
• DSP, KEKS, ‘s Hertogenbosch (2017). Youth work quality systems and frameworks in the European
Union. Available at: https://publications.europa.eu/es/publication-detail/-/publication/47840260
-28b3-11e7-ab65-01aa75ed71a1, consulted: May 2018.
• Expert Group on Youth Work Quality Systems in the EU Member States (2015). Quality Youth Work
- A common framework for the further development of youth work. Section 5.5. Available at: http://
ec.europa.eu/assets/eac/youth/library/reports/quality-youth-work_en.pdf, consulted: Sept 2017.

2016-2-ES02-KA205-008263 167
 Authors
Christina Irene Karvouna (GR)
David Castillo Tomás (ES)
Francesco Zaralli (IT)
Josef Číž (CZ)
Maja Mojškerc (SI)
Marco De Cave (IT)
María Ezquerro Sáenz (ES)
Nikos Bogonikolos, Doctor (GR)
Suzana Dejić (SI)

This manual has been funded with support from the European Commission and the Erasmus+ programme. This
publication reflects the views only of its authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein. This booklet can be freely used, distributed and
copied for legal and educational reasons. More information about this material, creators and the project ReYion
in http://www.reyion.eu/.

168 2016-2-ES02-KA205-008263
2016-2-ES02-KA205-008263 169
Manual for youth organisations
and youth initiatives creation
and management
2016-2-ES02-KA205-008263