SENIOR
Facilitator Manual
Senior A: August 4 - 11, 2012
Senior B: August 11 - 18, 2011
The best summer experience ever!
Table of Contents
Curriculum Development Team ..................................................................................................... i
CYL Sponsors .............................................................................................................................. ii
Facilitator Resources ................................................................................................................... iii
Facilitator Expectations and Roles ............................................................................................... iv
Senior Schedule-at-a-GLANCE .................................................................................................... v
Day 1: Saturday ............................................................................................................................... 1
Facilitator Set Up ......................................................................................................................... 2
Registration and Check In ............................................................................................................ 2
Welcome & Start of Session ......................................................................................................... 3
Rhythm Name Game .................................................................................................................... 4
Name Action Game ...................................................................................................................... 5
Hi, My Name Is… ........................................................................................................................ 6
What is CYL?............................................................................................................................... 7
History of CYL ............................................................................................................................ 7
Vision & Mission ......................................................................................................................... 8
Vision & Mission Statements ........................................................................................................ 9
Participant Learning Objectives ........................................................................................................ 10
Program Rules & Reg’s ............................................................................................................... 11
The Ouch Rule ............................................................................................................................ 11
Rules & Reg’s Skit Handout ........................................................................................................ 12
R.O.P.E.S. ................................................................................................................................... 13
Colour Groups ............................................................................................................................. 15
Colour Group Roles ..................................................................................................................... 15
The 7 Principles of Co-operatives ................................................................................................ 16
The 7 Principles of Co-operation ................................................................................................. 17
Ideal World Questions ................................................................................................................. 18
Rogues Gallery ............................................................................................................................ 19
Introduction to Talking Stick ....................................................................................................... 20
Evening Relaxation Moment ....................................................................................................... 22
Day 2: Sunday ................................................................................................................................. 1
Overview of Co-ops ..................................................................................................................... 2
What is a Co-op? .......................................................................................................................... 3
The Rainbow Flag ........................................................................................................................ 4
Co-operatives in More Detail ........................................................................................................ 5
The Co-operative System ................................................................................................................. 6
Introduce Committees .................................................................................................................. 9
Lists of Committees..................................................................................................................... 10
Shout Outs Explained .................................................................................................................. 11
Warm Fuzzies Explained ............................................................................................................. 12
The Warm Fuzzie Story – A Fairy Tale ........................................................................................ 13
Secret Friends Explained ............................................................................................................. 16
Secret Friend Examples Handout ................................................................................................. 17
Personal Career Journey .............................................................................................................. 18
Committee & Snack Shack Meetings ........................................................................................... 20
Relaxation Exercise ..................................................................................................................... 21
Journaling ................................................................................................................................... 23
Journaling Handout ..................................................................................................................... 26
Wanted Poster ............................................................................................................................. 28
Wanted Poster Handout ............................................................................................................... 29
Miracle Workers .......................................................................................................................... 30
Miracle Workers Worksheet ......................................................................................................... 32
Warm Fuzzie Bags ....................................................................................................................... 34
Did Well, Do Better ..................................................................................................................... 35
Day 3: Monday ................................................................................................................................ 1
Co-op Sponsor Presentations ........................................................................................................ 2
Panel Presentations ....................................................................................................................... 3
Planning Your Presentation ........................................................................................................... 7
What’s in a Message?--Beyond the Words ................................................................................... 10
Constructive Criticism ................................................................................................................. 11
Getting Feedback ........................................................................................................................ 12
Giving Feedback ......................................................................................................................... 13
Using Visual Aids ........................................................................................................................ 14
Use standard capitalization............................................................................................................... 14
Keys to Public Speaking .............................................................................................................. 15
Ten Commandments of Public Speaking ...................................................................................... 16
Overcoming Nervousness ............................................................................................................ 17
Monster ....................................................................................................................................... 18
Earth 100 & Ecological Footprint ................................................................................................ 19
A Brief Introduction to the Ecological Footprint .......................................................................... 21
What Is Your Ecological Footprint? ............................................................................................. 22
Global Dinner .............................................................................................................................. 25
Day 4: Tuesday ................................................................................................................................. 1
Introduction to Group-Led Activities ............................................................................................ 2
Reporting Back to Sponsors.......................................................................................................... 3
Snack Shack Membership Meeting ............................................................................................... 4
Motions & Parliamentary Procedure ............................................................................................. 5
Chairperson’s Checklist ................................................................................................................ 6
Strategic Tic-Tac-Toe ................................................................................................................... 7
Strategic Tic-Tac-Toe Game Sheet ................................................................................................ 8
The Forum.................................................................................................................................... 9
Day 5: Wednesday ........................................................................................................................... 1
Co-op Careers .............................................................................................................................. 2
Co-op Careers Handout ................................................................................................................ 3
Co-operative Career Options Handout .......................................................................................... 4
Co-ops vs. Other Business Models ................................................................................................ 5
Mid-Week Membership Meeting ................................................................................................... 6
Introduction to the Helping Exercise ............................................................................................. 7
Time Management ........................................................................................................................ 8
Time Management Tips ................................................................................................................ 9
Presentation of Group-Led Activities ........................................................................................... 11
Portable Skills ............................................................................................................................. 12
Team and Self Discovery ............................................................................................................. 13
Impromptu Speaking Exercises .................................................................................................... 14
Frozen Stiff ................................................................................................................................. 15
Frozen Stiff - Traps in Problem-Solving ...................................................................................... 18
Frozen Stiff Group Worksheet ..................................................................................................... 19
The Bedpan Factory .................................................................................................................... 20
The Bedpan Factory Handout ...................................................................................................... 22
Team Charades ............................................................................................................................ 23
Day 6: Thursday .............................................................................................................................. 1
The Journey.................................................................................................................................. 2
The Helping Exercise ................................................................................................................... 3
The Helping Exercise Handout ..................................................................................................... 4
Day 7: Friday .................................................................................................................................. 1
Select the Youth Rep .................................................................................................................... 2
What Makes a Leader? ................................................................................................................. 3
Youth Representative Info ............................................................................................................ 4
Large Group Evaluation ............................................................................................................... 5
Snack Shack AGM ....................................................................................................................... 6
Life After CYL ............................................................................................................................. 7
CYL Follow-Up & Action Plan Handout ....................................................................................... 8
Panel Presentations ....................................................................................................................... 9
Group Self-Evaluation ................................................................................................................. 10
Letter To Self .............................................................................................................................. 11
Sponsor “Thank You” Letter ........................................................................................................ 12
Candlelight Ceremony ................................................................................................................. 13
Day 8: Saturday ............................................................................................................................... 1
Remaining in Contact ................................................................................................................... 2
Curriculum Development Team
2011: Kerr Smith, Education Manager; Craig Hunter, Education Intern; Julia Buchan, Office Co-ordinator;
Shoshannah Seefieldt, Education Co-ordinator; Denyse Guy, Executive Director; Jeff McCallum, NWCFS;
Jeannie Shore, The Co-operators; Yee-Guan Wong, Central 1; Scott Piatkowski, Beechwood Housing Cooperative
2008- 2009: Sonja Carrière, On Co-op,; Carlene Frimer, United Communities Credit Union; Tanya Gracie,
Canadian Co-operative Association; Jennifer Heneberry, On Co-op, Rachel Mathies, Guelph Campus Co-op
2006: Sonja Carrière, CYL Alumnus and Program Co-ordinator; Cynthia Lushman, Ontario
Co-operative Association; Courtney Clarke, Ontario Co-operative Association
2005: Sonja Carrière, CYL Alumnus and Facilitator; Craig Steven, Ontario Co-operative Association; Mark
Ventry, CYL Facilitator; Krista Wydeven, St. Willibrord Community Credit Union
2004: Paul Arsenault, St. Willibrord Community Credit Union; Michael Barrett, Gay Lea Foods Co-operative;
Karen Cole, Gay Lea Foods Co-operative; Sarah Groot, CYL Alumnus and Facilitator; Beth Ann Hern, Inland
Co-operative; Cynthia Lushman (Martin), Ontario Co-operative Association, Janice Reaume, Growmark Inc.;
Cynthia Stuart, Consultant; Krista Wydeven, CYL alumnus
2001-2002: Sarah Groot, Alumnus and Facilitator; Beth Ann Hern, Alumnus and Facilitator;
Kate Bishop, Educator; Denyse Guy, Ontario Co-operative Association, Cynthia Martin, Ontario Co-operative
Association; Lisa Laverick, Graduate student at University of Guelph; Tina Van Loon, Facilitator; Craig Steven,
Facilitator; Sophie Edwards and former CCA Ontario Youth Co-ordinator; Janice Pettis, Typesetter, Words
Unlimited
We thank you for your continued commitment to developing
tomorrow’s leaders… today!
Use of the Co-operative Young Leaders Program materials for
educational purposes is encouraged. Please cite the source.
ONTARIO CO-OPERATIVE ASSOCIATION
450 Speedvale Ave. W., Ste. 101
Guelph, ON N1H 7Y6
Tel. (519) 763-8271 1(888) 745-5521
Fax (519) 763-7239
www.ontario.coop/CYL
Day 1 Page | i
CYL Sponsors
Thank you to these organizations for sponsoring the CYL 2012 program
Printing Sponsor of Participant and
Facilitator Manuals:
Intermediate A Session Sponsor:
Junior A Session Sponsor:
Intermediate B Session Sponsor:
Junior B Session Sponsor:
Senior A Session Sponsor:
Junior C Session Sponsor:
Senior B Session Sponsor:
Day 1 Page | ii
Facilitator Resources
To provide for a safe and enriching CYL experience, the Team Leader and the Facilitator have access to these
resources during the week:
o
First Aid kit
o
Facility contact information, address and phone numbers
o
Emergency numbers and contacts for

CYL Cell phone

CYL office

Police, Fire, Ambulance

Hospital
o
 Children’s Aid Society
Participant health and dietary information
o
Recreation activity binder (Icergizers, name games and relaxation exercises)
o
Exercises binder (includes all exercises used in CYL 2005 sessions, plus historical activities)
o
CYL laptop and colour printer/scanner. Additional activities, handouts and outlines are stored
electronically on the laptop.
o
o
Book of quotations
Dictionary and Thesaurus
o
CYL policy manual
o
Specific session information and updates not included in this manual or in the new Facilitator and
resource guide
o
Children’s Aid Society material on Child Abuse and Neglect
Day 1 Page | iii
Facilitator Expectations and Roles
EXPECTATIONS

Be yourself. Allow yourself to openly grow through this experience

Provide a safe, growing, creative and positive learning environment for the Participants

Empower others to their highest ability by placing your faith and trust in them

Respect ALL people. Everyone is a winner at CYL camp

HAVE FUN!
ROLES

Leader: Lead with confidence, pride and commitment. Lead from the heart

Mentor: Challenge other Facilitators beyond their own abilities

Listener: Listen first to understand, then to be understood. Open your mind to another point of
view

Facilitator: Be fun, energetic and “with” the Participants. Let loose and get to their level

Environment Creator: You set the tone, mood and direction of the camp energy

Disciplinarian: Provide appropriate Participant discipline when necessary

Harmonizer: Harmony derives from everything running smoothly and in place

Organizer: Be on your toes. You must have everything organized and ready to go

Effective Communicator: Communicate your wants and duties to your team in a comprehensible
manner. Provide the team with positive feedback and results from the day and activities
 We are a team and a family for a week. The more we share and the more informed we are,
the better we will be at our jobs.
 We all need to have a clear understanding of the personalities and activities of our
Participants.
 What we are doing is much bigger than we can ever imagine.
 Be a possibility and make a difference.
Day 1 Page | iv
Senior Schedule-at-a-GLANCE
Day 1 Page | v
CYL 2011 SENIOR - Schedule-at-a-GLANCE
DAY 2
Sunday
DAY 1
Saturday
DAY 3
Monday
DAY 4
Tuesday
DAY 5
DAY 6
Thursday
Wednesday
8:30am
BREAKFAST
9:15am
Morning Routine - Housekeeping, ROPES, Co-op Principle, Quote, Shout Outs, Media Moments
9:30am
Co-operation:
What
Is A Co-Op? (30min), Intro to Cmtee’s
(10min) & Sign-up
10:30am
Self-Awareness: Personal Career
Journey (45min)
11:30am
Leadership Toolkit: Reporting Back
Presentations (1hr)
To Sponsors (1hr)
Leadership Toolkit:
(1hr)
12:30pm
Meetings(35min)
Communication: Communicating &
Unions & Financial Literacy
Presentation Skills (On Co-op Cameo)
(11:30-
12:30)
Co-operation:
Ex ercise (10min)
LIBRO Spokester (Cameo) - Credit
Prep for Canoeing/Kayaking (30)
Choose Youth Rep. (30min), Large
Grp. Ev aluation (30min)
Co-operation: Cmttee & SnackShack
DAY 8
Saturday
ROPES, Shout Outs, Media
Communication:
Co-op Careers (30min)
Communication: Intro to Helping
Panel Presentations Intro & Planning
Friday
Room Pack up & Clean Up
Co-operation:
Leadership Toolkit: Co-op Sponsor
DAY 7
Journey (3hrs)
Canoeing / Stewardship (10-12:30)
Room Inspections
Snack
Shack Final Mtg (30)
Leadership Toolkit:
Moments
BRUNCH (10:30am)
Life
Distribute:
After CYL (30min)
Collectiv e Mem Info, Warm
(45min)
Self-Awareness: Journaling/Free time
Fuzzies, Free time until
(1hr)
departure
Getting Started:
LUNCH
Facilitators Setup
Co-operation: Committee Meetings
1:15pm
(15min)
Self-Awareness:
Leadership Toolkit:
Co-operation:
Panel Presentations Work Time (1hr)
IYC
Challenge (On Co-op Cameo) (20min)
Leadership Toolkit:
Intro
to Group-Led Activ ities (45min)
Journey cont'd (45min)
Relax ation Ex ersice (30min)
2pm
Self-Awareness:
Make a Journal (30min)
Participant Arriv als/
Co-operation:
Monster
(30min)
trav el time
Registration
3pm
LSG Activities:
Self-Awareness:
Pontoon Boat & Legends Program
Wanted Posters (30min), Miracle
(2 - 4pm)
Worker (1hr)
Swimming
3 - 4pm
Communication:
Panel Presentations
Daily Ev aluations (15min)
(1:15-3:15pm)
Leadership Toolkit: Panel Prep Time
Communication:
& Grp-led Activ ities Prep Time (1.5hrs)
The Helping Ex ercise (2hrs)
Communication:
Remain In
Leadership Toolkit:
Contact (15min)
4pm
Co-operation:
Getting Started:
Welcome, Introduction &
Name Game, CYL History ,
Sports & Recreation (1.5hrs)
Learning Objectiv es, Rules &
Earth 100 & Ecological Footprint
(1.5hrs)
6:30pm
Communication:
ROPES (30min), Colour
Daily Ev aluations (15min)
Global Dinner
Co-operation:
Principles (30min)
Self-Awareness: Journaling, Free time
Banquet Prep
Ghost Story Canoe Trip (2hrs)
THE
(30min), Team & Self-Discov ery
Journey (5:30-8pm)
Self Awareness
Social Activity
Bedpan Factory (1hr)
Social Activity (1.5hr)
Social Activity (1hr)
Social Activity (1.5hr)
Communication:
Communication: Candlelighting
Team
Social Activity (1.5hr)
Charades (30min)
10pm
Co-operation
BANQUET
(30min)
Co-operation: Frozen Stiff (30),
(30min)
Leadership Toolkit
Communication
FORUM (2hrs)
ROPES, Rogues Gallery ,
Talking Stick Intro
YOGA (4:15-5:15)
Self-Awareness: Portable Skills
Co-operation: The 7 Co-op
Ev ening Relax ation Moment,
Self-Awareness:
Letter to Self (30min)
DINNER
Leadership Toolkit:
Communication:
DINNER
LEGEND
Leadership Toolkit:
DINNER
Time
Management (15min)
Panel Presentations Prep Time (1hr)
Regs, Ouch Rule, Icergizers
5:30pm
Group
Self-Ev aluation (30min)
Leadership Toolkit:
Strategic Tic-Tac-Toe (30min)
Self-Awareness:
Facilitator wrap up.
Change over with next
group
Evening Relaxation Moment & Talking Stick
Day 1 Page | vi
Ceremony , Secret Friend Rev eal,
Warm Fuzzies
Getting Started
Recreation & Social
Activities
Day 1 Page | vii
Day 1: Saturday
Day 1 Page | 1
Facilitator Set Up
o
Facilitation Team organization meeting
o
Assign duties for registration
o
Meet with previous week’s team (if a CYL session was held prior to this one)
o
Meet with site staff and tour property
o
Review and organize materials for the week
o
Set up meeting rooms(s)
o
Set up registration area
o
Confirm sponsorship banner is up and is correct
o
Other:
Registration and Check In
o
Welcome campers and their families
o
Introduce the Facilitation Team to campers and their families
o
Parents and Participants sign Code of Conduct and other waivers
o
Confirm Participant’s food allergies, medical info and other special needs (update information sheets if
required)
o
Confirm noon pickup time on Saturday with parents
o
OPTIONAL: Take camper’s photo now (for use on Rogues Gallery, CYL collective memories, etc)
o
Hand out CYL T-shirt, name badge & workbook
o
Have Participants put name on workbook
o
Participants to drop off luggage in room and then tour property with parents
o
ACTIVITY: Organize Participants into small groups as they arrive. Send them on a Scavenger Hunt
o
Other mix and mingle activities: [exercises that require minimal facilitator input, but encourage
mingling]
o
Other:
Day 1 Page | 2
Welcome & Start of Session
ITEMS TO INCLUDE:

Welcome to CYL camp

Introduce the Facilitators

Present information found under “What Is The CYL Program”
o EMPHASIZE: As you know, CYL is no ordinary summer camp. During your CYL stay, you
will learn how to be a leader and a team player…how to co-operate…solve problems…and
improve your survival skills. And unlike many other summer camps, you, the Participants, have
a say in what happens. As a group, you’ll help decide on social activities, sports, and the rules
and regulations of your stay.

Provide an overview of what will happen today

Provide a quick summary of the week’s routine

Have Participants give a brief introduction and tell a bit about their sponsoring co-op

Review the Scavenger Hunt and/or any other mix and mingle games

Review the history of the CYL program
Day 1 Page | 3
Rhythm Name Game
OBJECTIVES

To get Participants acquainted and learn the names in your group.
MATERIALS

None
APPROACH

Have Participants stand or sit on chairs

Players number themselves consecutively, starting with “one” as the leader. All the players must
remember their number.

Establish, and then practise the following rhythm:
o
Pat both hands on your lap twice.
o
Clap hands together twice.
o
Snap the fingers of the left hand, then the right hand

Begin the activity. One volunteer starts the rhythm for the group. As he/she snaps the fingers of the
left hand once, he/she yells his/her name. As the fingers of the right hand are snapped, he/she yells a
number from within the group.

The person whose number was called then snaps his/her left hand fingers, yells his/her name, then
snaps the finger on the right hand and calls out another number from the group

This continues until someone breaks the rhythm or fails to call another’s number. When this
happens, the person who “goofed” moves to the highest numbered position, and the others change
their numbers accordingly.
DISCUSSION QUESITONS
NOTES AND TIPS
Based on material developed by Sophie Anne Edwards.
Day 1 Page | 4
Name Action Game
OBJECTIVES

To enable the group to become familiar with each other
MATERIALS

None
APPROACH

The group stands in a circle. One person starts by saying his/her name and accompanying it with an
action that begins with the first letter of their name. Example, “My name is Janet and I like to
jump.” Then, she would jump.

The next person follows the same routine but create a different action. (If their name begins with a
previously used letter, they cannot use the same action.) The person then must also repeat the action
of the previous players. “My name is Matt and I’m macho.”

The routine continues until all Participants have said their name, performed their action and repeated
the names and actions of all who had preceded.

Variation: One person starts by saying their name and accompanying it with an action that begins
with the first letter of their name. When it moves on to the next person, the next person follows the
same routine, but creates a different word and action. Then the GROUP repeats the name and action
of all of the previous people. And so it continues all around the circle until the group says ALL of
the Participants’ names and performs their actions.
DISCUSSION QUESTIONS

None
NOTES AND TIPS

Allow extra time for larger groups
Day 1 Page | 5
Hi, My Name Is…
OBJECTIVES

An Icergizer and name game
MATERIALS

None
APPROACH

Place enough chairs in a circle so that every Facilitator and Participant except one has a place to sit.

Have a volunteer to stand in the middle of the circle.

The person in the middle states their name and where they are from. Example, “Hi my name is
Wayne and I’m from Ottawa.” All the people sitting then echo the person’s name together. “Hi
____________.”

The person in the middle says, “I would like to meet someone with brown hair.” (Or blue jeans, or
running shoes, or who lives on a farm, etc.)

The person in the middle, as well as everyone sitting in the circle, who meets the criteria called out,
stands up and rushes around to switch seats with the other brown-haired people.

No person can return to his/her original seat.

The player left without a chair to sit on becomes the new person in the middle.
DISCUSSION QUESTIONS

Quickly review of some of the requests. Any surprises or really unique criteria?
NOTES AND TIPS
Day 1 Page | 6
What is CYL?
10 Minutes
PARTICIPANT MANUAL: PAGE 3
The Co-operative Young Leaders Program is a part of the education strategy of the Ontario Co-operative
Association.
Co-operative Young Leaders is designed to develop our future co-op leaders. It provides opportunities for
Participants to learn about themselves and the co-operative way of getting things done, all while having fun!
Through the innovative curriculum, Participants are encouraged to strengthen their self-confidence, solve
problems, define personal goals and become an active member of the cooperative and credit union sector.
CYL Participants move through a series of tiers, or levels. The curriculum progresses through successive cooperative leadership sessions. CYL also provides opportunities for a young person to become an intern, and
ultimately, a program Facilitator.
CYL is no ordinary summer camp. During your CYL stay you will learn how to be a leader and a team
player…how to co-operate…solve problems…and improve your survival skills. And unlike many other summer
camps, you have a say in what happens. As a group, you help decide on social activities, sports, and the rules and
regulations of your stay.
History of CYL
Just as the Ontario co-op sector has grown and changed, so has the Co-operative Young Leaders Program. CYL
was started in 1967 by Growmark (then known as United Co-operatives of Ontario). It began as an annual Youth
Camp for boys, and was designed to meet the needs of agricultural communities in Ontario.
Over time, Gay Lea Foods Co-operative and local credit unions became involved. The camp experience evolved
into the Co-op Young Leaders Program, offering leadership development training to boys and girls from the
agricultural and credit union sectors.
In 1991, the Canadian Co-operative Association began its involvement with the program. By 1992, CYL was a
project of CCA Ontario, now known as the Ontario Co-operative Association. The co-op system’s influence
meant a broader vision for the program. CYL became a leadership program designed to meet the development
needs of young people across Ontario’s entire co-op sector.
With the help of a generous donation from the Credit Union Charitable Foundation in 1992, CYL expanded to
offer separate sessions for Junior, Intermediate and Senior Participants. Advanced Sessions were created for
returning and older Participants. Facilitators were recruited from co-op sectors. A Facilitator-training component
was added, which provided an additional training experience for past Participants.
Now into its 39th year, CYL brings together youth and sponsorships from virtually every On Co-op member.
Since its inception as the Youth Camp in 1967, the Program has offered training and development opportunities
to over 2000 young people.
Thanks to the ongoing support and sponsorships of Ontario’s co-operative sector, the Co-operative Young
Leaders Program continues to offer unique and inspiring leadership training to co-op youth through its newly
revised curriculum and ever-expanding program.
Day 1 Page | 7
Vision & Mission
PARTICIPANT MANUAL: PAGE 5
OBJECTIVES
 To present the CYL program Vision and Mission statements

To explore the Objectives for the Junior session
MATERIALS
 Vision and Mission Statement Handout (Page 5 in participants’ manuals)

Participant Learning Objectives (next pages in this manual)
APPROACH
 Present and discuss the Vision and Mission statements. Begin to set the stage for later
discussions on the importance of having a Vision (the goal) and Mission Statements (action
items; ways to achieve the Vision)

Briefly touch on the learning objectives for the week (page 13 of this manual)
DISCUSSION QUESTIONS
 Explore how having a plan or an objective allows you to gauge progress and measure your
successes.

Talk about why the participants and facilitators are all here - Fun, learn new skills, meet
new people, etc.
NOTES AND TIPS
 Can be dry and boring unless participants are challenged to participate

Presentation Suggestions appreciated for future years!
Day 1 Page | 8
Vision & Mission Statements
PARTICIPANT MANUAL: PAGE 5
CO-OPERATIVE YOUNG LEADERS VISION STATEMENT
Co-operative Young Leaders will enrich their communities by bringing leadership and
co-operative principles to their daily lives.
CO-OPERATIVE YOUNG LEADERS MISSION STATEMENT
The Co-operative Young Leaders program will provide a creative and exciting
learning environment that supports and develops open, aware, sensitive, active and cooperative young leaders.
CO-OPERATIVE YOUNG LEADERS VALUES
 Supportive: Creation of a fun, safe, caring and active learning environment
 Self-awareness: Actively promote and support self-awareness and self-esteem
 Inclusiveness: Provide an environment that builds equitable, honest, respectable
and diverse relationships
 Team Building: Create opportunities that support the development of the
knowledge and skills required to build effective teams
 Leadership: Develop young leaders who facilitate positive and creative initiatives
 Co-operative: Develop an awareness of the co-operative principles, their history
and their relevancy in Ontario communities.
 Sustainability: Demonstrate and encourage behaviours that reduce our collective
environmental footprint.
Day 1 Page | 9
Participant Learning Objectives
Senior Session Objectives: Integrating experience and theory; gaining practical skills
THEME-BASED OBJECTIVES FOR THE WEEK
Participants in the Senior Session will integrate personal experience with the theories introduced in the
Intermediate and Senior Sessions. This Session focuses on Participants acquiring practical skills that can be
applied to their daily lives.
Self-Awareness
Communication
1. To maximize and utilize their own strengths and
weaknesses, and those of others.
1. To develop an awareness of needs and the ability
to communicate them.
2. To develop confidence in communication.
3. To practise communicating with various
audiences.
4. To communicate through dialogue and building
consensus when working as a team member.
5. To demonstrate an ability to overcome
communication barriers and distractions Cooperatives
6. To evaluate entrepreneurship.
7. To analyze best and worst practices of co-operative
businesses.
8. To develop a business plan about Marketing the
Co-operative Advantage
9. To adapt, and personalize, Robert’s Rules of order.
10. To set parameters on decision making and
consensus building
11. Co-ops in local and international context
2. To develop personal career options.
Leadership
1. To demonstrate strong situational leadership skills
through case studies and role-plays.
2. To expand Participants/comfort zone and explore
alternate leadership styles
3. To learn the theory of leadership
Decision Making and Conflict Management
1. To apply decision-making and conflict resolution
/mediation skills
2. To learn co-operative management and co-op daily
practice through case study/role plays.
Facilitation and Presentation
1. 1)Every Participant will Facilitate
2. 2) To review facilitation tools and methods
3. To use different facilitation styles for group
processes
4. To deliver a group presentation
5. To evaluate and be able to provide constructive
criticism on presentation skills
Day 1 Page | 10
Program Rules & Reg’s
PARTICIPANT MANUAL:
PAGE 4
OBJECTIVES

To review the CYL core rules in a fun and entertaining way
MATERIALS

The list of Rules and Regulations, cut up into 12 separate pieces
APPROACH

Divide participants into groups of 4-5 people. Divide the program rules amongst groups.

Groups are given 10 minutes to prepare creative skits demonstrating the various rules they have
chosen. (Hint- they may use props or items from the tickle trunk.)

The other participants are to guess what rule is being presented.

After the rule is guessed, the presenting group reads the exact rule, word for word.

Facilitators to recap the rules, expectations and objectives for the week.
DISCUSSION QUESTIONS

Why do you think rules are important for CYL camp?

Explore the difference between “hard” and “soft” rules. Flexibility of the soft rules should be
explained. Explicitly state that violation of the SAD-V rule will result in immediate expulsion from
the program. There is no room for negotiation here.
IMPORTANT ITEMS TO DISCUSS

Remind participants about the Code of Conduct that they - and their parents - signed.

This is a good time to discuss the “Ouch Rule,” basic concepts of politeness such as saying Please
and Thank-you, respecting other people’s personal space, handling disagreements, etc.

This is also a good time to discuss the “Emergency Signal” and meeting location.

Explain that the Rules Committee, to be organized later, may develop other rules that must be
adhered to at camp, such as penalties for elbows on the table, forgetting your workbook or being late
for session.
The Ouch Rule
This is a word that will be used in a situation where something is said or done which makes a participant or
facilitator uncomfortable.
For example, a joke may be told which is either racist or sexist. Someone says “ouch” and it is understood that
what has been said could be hurtful and is to stop. No excuses, apologies or explanations are made. The
conversation carries on.
Day 1 Page | 11
Rules & Reg’s Skit Handout
PARTICIPANT MANUAL: PAGE 4
1.
No swimming at any time without arranging to do so through facilitators.
2
Practise Consideration and Respect: Cell phones, pagers, pay phones, electronic games, personal stereos,
etc. can only be used during free time. Quiet time after 11:00 pm.
3.
S- No sexual activity
A- No alcoholic beverages – anytime, anywhere during the program
D- No non-prescription drugs – anytime, anywhere during the program
V- No violence or violent behaviour, -including vandalism, physical, verbal or mental violence
4.
NO SMOKING in the program unless the Participants are 18 years of age and older
5.
Absolutely no damage to campground property, staff or guests, or to property belonging to other program
participants or facilitators.
6.
Participant vehicles (if brought to camp) are off limits during the program. Facilitators may request custody
of keys.
7.
No one leaves the CYL property.
8.
No visitors to participants or to small groups during the CYL week, without advance permission from the
facilitators.
9.
Individual facilitators must not be alone with individual participants (out of sight of other facilitators or
participants or Camp staff) – any time, anywhere.
10. Time may be taken alone during the week, but any participants wishing to spend “alone time” exploring the
trails or campgrounds must do so with at least two other persons,
or must remain in plain sight of the other participants and/or facilitators.
11. All rules apply to all CYL participants and facilitators.
12. Violation of CYL program rules may result in immediate expulsion from the program.
A call will be made to the participant’s home regarding the reasons, and to make return travel arrangements.
Additionally, the sponsoring co-operative or credit union will be notified. Neither the program fee nor the
participant fee will be reimbursed. Cost of any damages may also be charged to the Participant.
Day 1 Page | 12
R.O.P.E.S.
OBJECTIVES

To begin talking about Participants’ expectations for this CYL session

To share those expectations with the group
MATERIALS

Flipchart paper

Markers

Tape
APPROACH

Explain that the group is going to discuss what expectations they have for their week at CYL: What
they think they are going to get out of the week, or what they would like to get out of it; as well as
the expectations of the Facilitators.

Using colour groups or nametags, split up into several sub-groups of four to five people, each with a
Facilitator. Ask each group to make a list of their expectations of the week. Give each group sheets
of Flipchart paper and markers.
(Allow 10–15 minutes)

After the groups have prepared their lists, a representative from each group will go through their list
of expectations for the week, and then post the sheet on the wall

Detail the Facilitators’ expectations, using R.O.P.E.S. as the guideline:
R = Responsibility: each Participant to act appropriately toward other members of the group
and respect them as individuals. To act responsibly in group sessions, so that everyone
can partake.
O = Openness: to share in groups, to be willing to let people know how you think and feel
about issues.
P=
Participation: to actively take part in exercises, to volunteer, to help others and to work
with everybody.
E=
Experimentation: try new things, to see if something might work for you.
S=
Sensitivity: to consider other people's feelings and beliefs, to be understanding, to accept
others as they are.
(ROPES information should be posted on a flip chart or sign and left up all week)
(continued…)
Day 1 Page | 13
ROPES (continued)

Review Participants’ and Facilitators’ lists of expectations. Ask for any questions or clarification.
Seek commitment to developing a common group focus, by finding common themes in each of the
lists. Ensure that everyone can work together for the session.

If time permits, summarize Participant/Facilitator expectations into one set of general group
objectives. Flipchart these objectives and post them on the wall for the week.
DISCUSSION QUESTIONS

Explain that it is difficult for a group of people to get to know and work with one another and that
these lists of expectations can help. In order to develop a common group focus, it is necessary to
determine which of the expectations listed can be met.

What are common group expectations for Participants and leaders; and which of the expectations
are not in line with the CYL Program? Check off the ones that can be met; i.e. work in groups, have
fun, get some sun, etc., etc. Any expectations that are out of line with the Program should be
explained.
NOTES AND TIPS

It’s important that this form of “contracting” occurs so that two-way communication takes place. If
expectations aren’t set out at the beginning, then it may only be by luck that we meet the
expectations of the program, the Participants and the Facilitators.

If there is a problem during the week, or it becomes difficult to get Participants involved, refer back
to these R.O.P.E.S. and the general Group Objectives.
Day 1 Page | 14
Colour Groups
OBJECTIVES

To enable Participants to support the group by taking responsibility for various CYL tasks and
activities
MATERIALS

Colour Group Roles chart
APPROACH

Facilitators will describe the four colour group roles to Participants. Refer to the Colour Group
Roles chart, which highlights activities and colours by day

Describe in detail the duties for each crew. Each colour group will have a different task each day.
On Day 1, however, the Morning Crew doesn’t have much work to do.
NOTES AND TIPS

Colour Groups are noted on Participants’ name badges.

Colour groups should be aware of what their task is for the next day. Some activities require
preparation (i.e. Morning and Motion crews).

Other ways to group Participants include name badge symbols, committees, counting off etc.
Colour Group Roles
1. Morning Crew
Using whatever means necessary, make sure all Participants and Facilitators hear the wake-up call (to allow
time for morning showers, breakfast, etc). Keep in mind the CYL and facility rules and regulations, and that
no one is to enter Participants’ rooms unless invited.
2. Motion Crew
Research and lead Icergizers; run errands and assist the Facilitators as required.
3. Meals Crew
Clean up the dining area after each meal (trays, tables, floors, counters, etc.).
4. Maintenance Crew
Tidy all common areas before sessions begin, at the end of the day, and other times during the day as
required.
Day 1 Page | 15
The 7 Principles of Co-operatives
OBJECTIVES

Present and discuss the Seven Principles of Co-operation
MATERIALS

7 Principles of Co-operation handout (Page 6 in Participants’ workbooks)

Flipchart and markers
APPROACH

Review the principles with the Participants

Have the group break into three smaller groups, and assign the groups 3 or 4 of the principles. Have
them brainstorm CREATIVE ways of demonstrating each of the 7 Principles in a one minute
presentation (skits, charades, a song, etc)

After the groups have presented, review the 7 Principles

OR use the Ideal World method (following page in facilitator manual): ‘stand up for your
principles’- break into 2 groups, have them stand in lines facing each other (like a ‘showdown at
high noon’). Ask the groups questions from the Ideal World Questions Handout. Example: ‘In an
ideal world, would you want to be allowed to join any club/organization of your own choice and
free will?’- Shows the open and voluntary principle: in a co-operative anyone can join provided they
can use its goods and services.
DISCUSSION QUESTIONS

Have you seen these principles at work in your own co-operative? Give examples.

What do these principles mean to you?
NOTES AND TIPS
Day 1 Page | 16
The 7 Principles of Co-operation
PARTICIPANT MANUAL: PAGE 6
The first successful consumer co-operative was organized in Rochdale, England in 1844 during the height of the
Industrial Revolution. The Rochdale pioneers formulated a series of business principles and practices that
articulated the democratic basis of co-operative philosophy. In 1966, the International Co-operative Alliance (an
international association of co-operatives throughout the world) refined and reformed the initial principles. In
1995, these principles were revised again.
1. VOLUNTARY AND OPEN MEMBERSHIP
Co-operatives are voluntary organizations, open to all persons able to use their services and willing to
accept the responsibilities of membership, without gender, social, racial, political, or religious
discrimination.
2. DEMOCRATIC MEMBER CONTROL
Co-operatives are democratic organizations controlled by their members, who actively participate in
setting their policies and making decisions. Men and women serving as elected representatives are
accountable to the membership. In primary co-operatives members have equal voting rights (one
member, one vote), and co-operatives at other levels are organized in a democratic manner.
3. MEMBER ECONOMIC PARTICIPATION
Members contribute equitably to, and democratically control, the capital of their co-operative. At least
part of that capital is usually the common property of the co-operative. Members usually receive limited
compensation, if any, on capital subscribed as a condition of membership. Members allocate surpluses
for any of the following purposes: developing their co-operative, possibly by setting up reserves, part of
which at least would be indivisible; benefiting members in proportion to their transactions with the cooperative; and supporting other activities approved by the membership.
4. AUTONOMY AND INDEPENDENCE
Co-operatives are autonomous organizations controlled by their members. If they enter into agreements
with other organizations, including governments, or raise capital from external sources, they do so on
terms that ensure democratic control by their members and co-operative autonomy.
5. EDUCATION, TRAINING AND INFORMATION
Co-operatives provide education and training for their members, elected representatives, managers and
employees so they can contribute effectively to the development of their co-operatives. They inform the
general public – particularly young people and opinion leaders – about the nature and benefits of cooperation.
6. CO-OPERATION AMONG CO-OPERATIVES
Co-operatives serve their members most effectively and strengthen the co-operative movement by
working together through local, national, regional, and international structures.
7. CONCERN FOR COMMUNITY
Co-operatives work for the sustainable development of their communities through policies approved by
their members.
Day 1 Page | 17
Ideal World Questions
In an ideal world, would you?
1. Want to be allowed to join any club/organization of your own
choice and free will?
(In a co-operative anyone can join provided they can use its goods and
services.)
2. Want democracy?
(In a co-operative, it’s the member who controls the direction of the business.
They can speak on any issue at a membership gathering and they elect officials
who represent them at the board level.)
3. Want to share in the economic wealth you help create?
(The success/failure of the co-op depends on the commitment of its members!)
4. Want to be allowed to express your own individuality and/or that
of your community?
(Each co-op represents its members and community, therefore, the design of the
building and the goods and services it provides depends totally on its members.)
5. Want to be entitled to education & training?
(Moses Coady, the founder of co-operatives believed that education should be
available to everyone no matter what their financial status. He also believed
that everyone was the “Master of Their Own Identity” and that knowledge was
empowerment.
6. Support local business and have them support you?
(Co-operative businesses are formed to serve its members and community. By
supporting different types of co-ops, the co-op movement is strengthened and so
is the community.)
7. Encourage eco-friendly development that is long-lasting?
(Co-operatives are started on a “NEED” and they should never deplete the
resources or harm humans. The Co-op is intended to be there as long as there is
a “NEED” and those needs are being met. Members of a co-op are people
wanting to provided themselves with quality goods and services at a reasonable
price and want to do it with respect to each other and their environment.)
7 Principles
Open and Voluntary
Member Democratic
Control
Member Economic
Participation
Autonomy & Independence
Education, Training &
Information
Co-operation Among
Co-operatives
Concern for Community
Source: Atlantic Canada Co-operative Young Leader
Day 1 Page | 18
Rogues Gallery
OBJECTIVES

To enable the Participants to share information about themselves in a fun and entertaining way

To create a visual representation of each Participant, which will result in some early team building,
ongoing interactions and a keepsake of the session
MATERIALS

Flipchart paper

Markers

Photos of all Participants
APPROACH

Working in pairs, have Participants trace each other’s upper-body outline onto a piece of flipchart
paper with a marker.

Participants to add their name. Decorate the outline. (Leave lots of white space for comments and
notes!)

Attach a photo of the Participant. (Film may be taken into town and picked up the next day, or
digital prints may be made.)

Standing in a circle, each participant presents their Rogues to the group. Introductions could include
“who I am,” “what I do’ (school, part-time job, hobbies, etc.), “my sponsoring co-op”, etc.

During the week, Participants are encouraged to “enhance” the posters by writing positive
comments, adding memorabilia, cartoons, etc.

Each Participant will take their Rogue’s Gallery poster home with them as a keepsake at the end of
the session. ‘Warm Fuzzies’ bags will be decorated and attached to the Rogues Gallery poster later
in the week.
DISCUSSION QUESTIONS
NOTES AND TIPS
Day 1 Page | 19
Introduction to Talking Stick
OBJECTIVES
 To introduce an important CYL ritual

To provide Participants with a method of voicing their thoughts and feelings without
interruption
MATERIALS
 The Talking Stick

Background information on the Talking Stick

Refer to the History of the Talking Stick by Jason Gallienne, found in the Facilitator’s
Training and Resource Manual
APPROACH
 Introduce the concept of the Talking Stick during an evening activity, and not at the actual
Talking Stick session. It may be helpful to read The Story of the CYL Talking Stick to the
group during the evening session; and then to paraphrase some of the key points once again
before beginning the initial Talking Stick session.

Let the Participants know that the Talking Stick is a genuine CYL-made artefact. It was
created by someone very close to the program, who used it on his personal journey of
discovery. [Refer to The Talking Stick Background by Jason Gallienne.] Discuss how it is
an important symbol for CYL and the more than 2000 CYL alumni who have held it. It
needs to be held with respect and attention, both for the care of the Stick (which is quite
fragile) and out of respect for those to whom it is important.

Outline expectations for appropriate behaviour during this exercise. This includes: no
photographs of the Talking Stick sessions; no talking, whispering or disruptive behaviour of
any kind; Participants must remain sitting and not lay down; no leaving of the session
(unless for emergencies); and that sincere respect and attention must be paid to the person
holding the Talking Stick.

To set the scene, and to calm the Participants, include a brief relaxation exercise (or cooldown ritual) before beginning each evening Talking Stick session.
(continued…)
Day 1 Page | 20
The Talking Stick (continued)
THE STORY OF THE CYL TALKING STICK
The Co-op Young Leaders Talking Stick was introduced in 1992. It reminds us of the need for
equity in communication and participation in our co-ops. The Talking Stick carries respect for
free speech and assures the speaker he or she has the freedom and power to say what is in his
heart without fear of reprisal or humiliation.
The Talking Stick is a symbolic communication tool. It has been used for centuries by many
native Canadian tribes as a means of just and impartial hearing. Our group uses the Talking
Stick to ensure that each Participant has the opportunity to voice their opinions and be heard
without interruption.
Whoever holds the Talking Stick has the sacred power of words. Just as the pipe or eagle
feather may be passed at gatherings of Native peoples, so too can our Talking Stick be passed
to, or requested by, group members when they have something to say. The Talking Stick is
passed around the circle a number of times, which allows the members of the gathering up to
four opportunities to speak -- but only when they are in possession of the Talking Stick.
Native Ojibwa legend has it that the person holding the Talking Stick will be heard without
judgement by all who attend the meeting circle.
The Stick, the mammal skull and the ribbons all have individual meanings, which add to the
legend. The stick, found on a young warrior’s journey, allows the person’s message and spirit
to travel out of their body to the mammal’s skull, which represents the human connection with
nature. The beaver head is used out of respect for wildlife. Without the beaver and many other
animals, the human race would not have survived. The message is then sent through the four
coloured ribbons representing the Red Man, the White Man, the Black Man and the Yellow
Man.
The circle unites us all as brothers and sisters without prejudice.
Day 1 Page | 21
Evening Relaxation Moment
10 minutes
OBJECTIVES

To provide Participants with techniques to relax, reduce stress and centre themselves

To create a calming ritual for Participants before the start of Talking Stick
MATERIALS

Relaxation exercise. A flashlight to illuminate the document as you read it.
APPROACH

Present a short, simple Visualization, Relaxation or Meditation exercise. (One of which is below;
others are in the Facilitator Resource Manual.)
Inner Stability Relaxation Exercise Developing an inner stability allows us to experience and
maintain emotional balance, even while our outer world changes around us.
Have Participants get comfortable and sit quietly. Then in a calm, soothing voice, read through this
exercise, pausing when you feel necessary.
Sit comfortably and close your eyes. Concentrate on your breathing and with every breath, allow
yourself to feel the tension leaving your body and all stress evaporating.
Close your eyes and notice your breath as you deeply inhale and exhale. With each intake of breath,
imagine a soft calming energy entering your being, filling it with a soothing sense of peace. With
each exhale of breath, relax your muscles, breathing out any tensions and worries you may be
holding.
Take your attention to the very centre of your being, and see a golden ball of energy glowing
brightly. See this golden energy grow, filling your entire being with its light. See this light expand
out, filling your environment, town, country, the Earth and entire universe with its glowing golden
energy. Allow it to radiate whatever you most desire to feel in this moment perhaps love, warmth,
peace, calm, vibrancy, vitality, joy….
Keep your eyes closed, and continue to notice your breath as you deeply inhale and exhale. With
each in breath imagine a soft calming energy entering your being, filling it with a soothing sense of
peace. With each exhale, relax your muscles, breathing out any tensions and worries you may be
holding.
Immerse yourself in the golden ball of energy within you. Staying with this feeling bring your focus
back to your centre and open your eyes.
Day 1 Page | 22
Day 2: Sunday
**** Sunday night please have participants scrape their food waste (all the food they take onto their
plates but do not eat) into a bucket (something like a large ice cream or condiment bucket with a lid)
and put it in the fridge as a comparison on the last day of camp. Do not give specifics as to why,
explain that they will see later on in the week. (Preparation for Ecological Footprint & Global
Dinner on Monday)****
Day 2 Page | 1
Overview of Co-ops
OBJECTIVES
 To introduce (or re-introduce) Participants to co-op principles, the co-op flag and provide an
overview of the co-op sector

To introduce a daily co-operative moments segment
MATERIALS
 What is a Co-op handout (Page 8 in Participants’ workbooks)

The Rainbow Flag Handout (Page 9 in Participants’ workbooks)

Co-operatives in More Detail Handout (Pages 10-13 in Participants’ workbooks)
APPROACH
Most of this material is familiar to Participants who have attended the Junior or Intermediate CYL sessions. It is
provided here as backup and reference material for the Panel Presentations.

The Participants have already read the seven Principles of Co-operation, and most of them have
progressed through the other CYL sessions, so they should be familiar with co-ops at least at a high
level.

Have them discuss why the Snack Shack is a co-operative business, and how Participants can make
sure it runs as one.

Have them brainstorm on strategies that they can use to make the Snack Shack Members’ Meetings
responsive and informative

A lot of Facilitator energy and creativity will make this an enjoyable time (be sure to forward On
Co-op any successful activities for inclusion in future sessions).
DISCUSSION QUESTIONS
 Do Participants know they are a member of a co-op? List the types of co-ops on a sheet

What does being part of a co-op mean to Participants?

What are the differences between a co-op business and a ‘regular’ enterprise?

What other organizations do they belong to that involve co-operation, leadership and
communication skills (skills they will enhance at CYL camp!)?
Day 2 Page | 2
What is a Co-op?
PARTICIPANT MANUAL: PAGE 8
AN OVERVIEW OF CO-OPS
Co-operatives are founded on a basic concept: That people, no matter what economic class or educational level,
know what is best for them and can work together to meet their own needs. Collectively, there are over 10,000
co-operatives and credit unions in Canada, providing products and services to over 10 million Canadians.
Worldwide, some 750,000 cooperatives serve 730 million members.
ONE MEMBER, ONE VOTE

Co-operatives are owned and operated by their members. This means co-ops are democratically
controlled, with each member having a single vote, regardless of his or her investment in the cooperative.
WORKING TOGETHER FOR A COMMON GOAL

Co-ops are an excellent example of democratic principles being applied to economic life. Cooperation means people working together to meet common goals and needs. With a co-operative,
people find strength in collective action and the powerful motivation of mutual support. Co-ops are
responsible to their own members. Members determine how the co-op is run, elect the Board of
Directors and allocate the profits of the co-operative among its member-owners
THE CO-OPERATIVE ADVANTAGE

Co-operatives and credit unions are community-based organizations that care not only about the
bottom lines of their businesses, but also about the needs of their members and the quality of life in
their communities. They bring many obvious benefits to their members such as sharing costs or
financial dividends. But the process of being an active member brings its own rewards, allowing
member-owners to solidify social and economic links in the community. Perhaps most importantly,
membership provides a common ground and support to reduce isolation, and build confidence and
skills.
CO-OPS DIFFER FROM OTHER BUSINESSES

A Different Purpose: Co-ops meet the common needs of their members, whereas most investorowned businesses exist to maximize profit for shareholders.

A Different Control Structure: Co-ops use a system of one-member/one-vote, not one-vote-pershare. This helps them to serve common interests and to ensure that people, not capital, control the
organization.

A Different Allocation of Profit: Co-ops and credit unions share profits among their memberowners on the basis of how much they use the organization, not on how many shares they hold.
Day 2 Page | 3
The Rainbow Flag
PARTICIPANT MANUAL: PAGE 9
The rainbow flag has been the co-operative emblem since 1921.

Like the rainbow, this flag is a symbol of hope and peace. Everybody in the world can recognize a
rainbow and grasp its many meanings. Rainbow refers to the image in the sky after a rainstorm, in
every country and continent. In cultures around the world, there are stories and legends about the
rainbow as a path or gate to a better world or a reward. And, from a scientific viewpoint, the
rainbow is, in fact, a single, indivisible entity.

The Co-operative Rainbow Flag includes all the colours of the flags of the world. Each colour
contributes to the whole and symbolizes harmony and universal unity of all people.
Each of the seven colours in the flag has a special meaning

RED stands for courage

ORANGE offers the vision of possibilities

YELLOW represents the challenge that green has kindled

GREEN indicates a challenge to strive for membership growth

SKY BLUE suggests far horizons, the need to provide education and help the less fortunate and
unity with all peoples of the world

DARK BLUE represents the less fortunate who can learn to help themselves through co-operation

VIOLET represents warmth, beauty, and friendship
Because the rainbow is a universally recognized symbol, many flags throughout the world include the
rainbow motif. In addition to the co-operative movement, other organizations, which also use a
rainbow flag, include…

International Peace Movements: A 7-colour rainbow, often with the word Pace (Italian for Peace) written on
it. (Used as early as the 18th century.)

Tawantinsuyu, the Pre-Columbian Inca empire (and some other indigenous peoples in Peru).
A 7-colour rainbow.

Used by some Druze communities in the Middle East. A 5-colour rainbow.

Lesbian and Gay organizations internationally. Flags include 5, 6 or 7-colours in the rainbow.
Day 2 Page | 4
Co-operatives in More Detail
PARTICIPANT MANUAL: PAGES 10-13
Types of Co-operatives
The co-operative model has been adapted to almost every form of business organization in Canada. All cooperatives can be classified under a type or category of co-operative. These categories are constantly being
modified to adapt to new forms of co-operatives that may arise. Generally, the categories can be defined as
follows:
(a) Marketing or Producers’ Co-operatives
Marketing or producers’ co-operatives are designed to facilitate the distribution of agricultural or other
commodities. These co-operatives may also be involved in the actual processing or refining of products before
they are marketed by the co-operative. Examples of this type include fishermen’s co-operatives, the wheat pools
and workers’ co-operatives.
(b) Supply Co-operatives
Supply co-operatives are also known as consumer, retailing and purchasing co-operatives. Examples of this type
include stores, co-operative wholesale organizations and food buying clubs. Their general purpose is to supply
members with various types of merchandise. The traditional type of supply co-operative sells goods to its
members at market prices and gives them a “patronage refund” at the end of the fiscal year, based on the amount
of their purchases. Another type of supply co-operative uses a “direct charge” or “fee for service”, whereby
members commit themselves to pay all or part of the store’s operating cost through a weekly service fee, and buy
goods from the shelves at minimal or no mark-up.
(c) Financial Co-operatives
In financial co-operatives, members pool their savings so that they can provide themselves with financial and
other services at reasonable cost. The chief example of this type in Canada is the credit union. Other types of
financial co-operatives include trust and insurance companies.
(d) Service Co-operatives
The term service co-operative generally refers to co-operatives that offer members cultural and social facilities or
services where none exist. The intention is to provide quality services at the lowest possible cost. Examples of
this type include electrification and public utility co-operatives, medical, housing, funeral, machinery and day
care co-operatives. These co-operatives are usually formed in response to specific needs in a particular area.
(continued…)
Day 2 Page | 5
(Co-operatives in more detail, continued)
The Co-operative System
The term co-operative system refers to the interdependence of all co-operatives regardless of type, size or
location. A principle that guides all co-operatives is “co-operation among co-operatives.” All co-operatives are
encouraged to operate in every practical way with other co-operatives at local, national and international levels.
In Canada “co-operation among co-operatives” is often practiced at the community level when a number of cooperatives in a community jointly sponsor a community event or purchase property together.
Second Tier Co-operatives
On a more formalized level, many types of co-operatives in Canada, such as credit unions or retail co-operatives,
have formed federated or central organizations to provide them with goods and/or services that will benefit all
members. Federated or central organizations, often-called “second tier” co-operatives, are organized on a
modified co-operative basis. Individual co-operatives appoint representatives to participate in the affairs of their
federated organizations.
Third Tier Co-operatives
Another way in which “co-operation among co-operatives” is practiced in Canada is through organizations such
as the Co-operative College of Canada and the Co-operative Union of Canada. The purpose of the Co-operative
College of Canada is to provide educational services to co-operatives in Canada. The Co-operative Union of
Canada acts as a lobbying and co-ordinating body for co-operatives in Canada and as a liaison with the
international co-operative movement. These “third tier” co-operatives are governed by representatives appointed
from the federal level.
Ownership of Co-operatives
Co-operatives are owned and controlled only by the members. All members are responsible to participate in,
promote and support the co-operative.
Voluntary Membership
Membership in a co-operative is voluntary and is open without discrimination to any person who can use its
services, subject to approval by the membership. For example, co-ops designed to market seafood may restrict
their membership to fishermen, or a housing co-operative may restrict its members to residents of the property it
owns. Members are also free to leave the co-operative at any time and have their share capital refunded to them.
(continued…)
Day 2 Page | 6
(Co-operatives in more detail, continued)
Democratic Control
The organizational structures of co-operatives incorporate the democratic ideals that are implicit in all cooperatives. Theoretically, all power and responsibility belongs to the members. In order to facilitate the
democratic process, co-operatives often delegate responsibility to a board of directors or committees of the
general membership. In large co-operatives, staff are often hired to carry out tasks of the co-operative. In other
co-operatives, usually smaller ones, work is carried out by the members who volunteer their time to the cooperative.
As co-operatives begin to delegate tasks, it is important that the roles of staff, committees, and the board are
clearly defined and that all parties understand that authority rests ultimately in the general membership.
A Delegate Structure
To ensure democratic control in very large co-operatives, to which thousands of members from many geographic
areas belong, a delegate structure is often implemented. For example, total membership may be divided into
districts and sub-districts. Members attend and discuss issues at the local level. They elect representatives to act
on their behalf at the organization’s annual or special general meetings. The delegates in turn elect from their
ranks, a board of directors to oversee the operations of the co-operative.
The manner and form in which the democratic process is facilitated is a decision of the general membership.
Some co-operatives elect to have frequent meetings of the general membership. All co-operatives are required by
law to have at least one annual general meeting. As well, special general membership meetings may be called.
Co-operatives as Legal Entities
Canadian co-operatives are incorporated either under federal or provincial legislation. There is a need for cooperatives to become legal entities to ensure proper business practices are followed, to provide permanence to the
business, and to ensure that the co-operative principles – democratic control, one member/one vote, limited
interest on investment capital and equitable distribution of funds – are maintained.
In Ontario, all co-ops must be registered under the Cooperative Corporations Act. A co-op has a charter (Articles
of Incorporation), bylaws and policies, like other types of corporations. However, unlike other forms of
corporations, members are involved in formulating policies and operating the enterprise. A co-op may be
operated on a profit or not-for-profit basis, as stated in its charter. Being not-for-profit does not mean that the
business doesn’t make money or is operated “at cost,” but that profit (often called “surplus”) is not the primary
objective.
(continued…)
Day 2 Page | 7
(Co-operatives in more detail, continued)
Co-operative legislation recognizes that the motive for operation in a co-operative is service, not profit. Cooperatives differ from other incorporated bodies in a number of respects including:

Generally those who use the services of a co-operative are also members. Members of the cooperative own shares, which are usually divided into voting and not-voting “classes” of shares. In a
private business one shareholder can own a number of voting shares thereby entitling the
shareholder to a substantial number of votes to override the wishes of smaller shareholders. This
can never happen in a co-operative because each member is limited to one voting share. Each
member has one vote despite the number of shares he or she might hold. This is why it is said that
co-operatives are democratically controlled.

Proxy voting, often practiced in private enterprise, means that one shareholder may vote on behalf of
other shareholders. This is another way in which only a few shareholders can gain control of a
company. Proxy voting is not allowed in a co-operative and, therefore, the majority of members
present exercises control.

Surplus earnings in a co-operative are distributed to the members. Members of a co-operative
decide how this money will be distributed. Some types of co-operatives return earnings to the
members based on how much they have spent at the co-operative. Others, such as some workers’
co-operatives, divide surplus earnings equally among the members. Still other co-operatives use
surplus earnings to reduce the cost of services to members. In private businesses, surplus earnings
are paid to shareholders, who are not usually the main users of the services, and are distributed
according to the amount of shares held.

Unlike private business, shares in a co-operative do not have speculative value; that is, they cannot
be bought, sold or traded for profit. Members own shares in a co-operative, as a condition of
membership, to provide funds to allow the co-operative to operate. These funds are referred to as
share capital.
Reasons for Forming Co-operatives
Co-ops have been formed…
 To decrease the power that others hold against them in the marketplace, and increase their own
power; whether it is through purchasing or marketing co-operatives.

To provide a service that other forms of enterprise are not offering.

To keep a community or business alive. For example, many workers’ co-operatives are organized
when a private business is no longer able to maintain the industry within that community.
To keep profits and control of a business within the community. A co-operative is owned and controlled locally.
Therefore, the earnings of the co-operative stay in the community and are directed by members of the community
Day 2 Page | 8
Introduce Committees
OBJECTIVES
 To allow Participants to work together on a committee that helps run the CYL week

To achieve successes by working as a team

To take ownership of the CYL session by participating in the decision-making
MATERIALS
 One sign-up sheet per committee (on flipchart paper)

Markers
APPROACH
 One Facilitator guides and monitors each committee. If there are only four Facilitators, the
Sports committee is likely the easiest committee to run without a lot of Facilitator guidance.
The Facilitator’s role is to help the committee with decisions, monitor its progress and keep
it on track.

Committees have specific responsibilities each day. This will give Participants
opportunities for leadership, presentation and speaking in front of the group.

Each Facilitator will attempt to “sell” the Participants on his/her committee by describing
the duties. (This could make a short skit, such as a TV infomercial.) Stress that each
committee has a very important role. Encourage Participants to try “experimentation” (one
of the ROPES expectations) and sign up for something they normally wouldn’t.

Have the Participants sign up for their committee of choice by posting the sign up sheets at
the first break. The Snack Shack Committee will be formed by representatives being
elected from each of the five standard committees. (Limit number of sign-ups
appropriately. Once all the spots are filled, no more Participants can sign up for that
committee.)

Committee meetings are held daily, or as required. The first committee meeting will be
held later in the day.

THE SNACK SHACK: Provide an overview of the Snack Shack. (A co-operative store
selling candy, water and pop; requires a Board of Directors to guide the operation and
manage the workload, represent the members, etc.)

All committees elect one representative from their group to sit on the Snack Shack
Committee and form its Board of Directors. That person leaves the group permanently and
becomes part of the Snack Shack Committee.
Day 2 Page | 9
Lists of Committees
Rules Committee
 Become familiar with CYL and facility rules and regulations. Decide upon additional rules to cover
infractions such as missing or switched name tags, lateness for session, disrupting session, elbows
on table during meals, rude or inappropriate behaviour, etc.

Present the additional rules to the entire group; get input and consensus.
Sports Committee
 Organize and present the day’s recreational activity. Arrange in advance through the Facilitator any
equipment required (e.g. for Co-op Volleyball, Dodge ball, 3-Legged Soccer, Siamese Baseball,
Streets & Alley, Reverse Tag, Cat & Mouse, etc). Keep in mind that not all Participants have the
same athletic ability or desires.
Collective Memories Committee
 Collect daily Camp memories of events. Include photos, written notes, mementos. Obtain contact
information for all Participants and Facilitators. Use digital camera to take photos of events
throughout the day. Edit and compile daily using the on-site computer, scanner and printer.

Make copies of the file onto CD-ROM’s for Participant distribution on the last day. Important:
Daily vigilance is important so that the committee is NOT assembling the entire collection on
the last day (night??). History shows that if the CD is not distributed by the last day, Participants
probably will not receive a copy.
Social Committee
 Responsible for evening social activities such as CYL movies, talent show, a games night and
planning and organizing the banquet.
CYL Media Moments
 Responsible for presenting the agenda and menu for the day, covering any news or information that
needs to be recapped from the day before and presenting Housekeeping items.

See the Facilitators for additional information. Often begins the morning’s Shout-Out session.

Often presented as a TV show, could include weather, gossip (remember OUCH and SAD-V rules),
interviews on various Participants, a summary of the previous day’s activities, highlights of the
current day’s activities, colour group roles, etc.
Day 2 Page | 10
Shout Outs Explained
5 minutes
OBJECTIVES
 To begin and end the day by sending notes of encouragement, recognizing achievements,
spreading pearls of gossip, sending Secret Friend surprises, words of wisdom and other
expressions of youth and leadership

Positive reinforcement and self-esteem

Fun!
MATERIALS
 Shout Out container

Small pieces of paper; pens or markers
APPROACH
 Facilitators should encourage Participants to submit comments, notes, Secret Friend gifts
etc into the Shout-Out container. This is an excellent way for Facilitators to lead by
example.

The CYL Media Crew usually begins the Shout Out reading during morning housekeeping.
Shout Outs are usually repeated during the Evening Session as well.

Really good Shout Outs can be included in the CYL Collective Memories CD; otherwise
Participants usually keep their Shout Outs (some store them in their name badges).

Remind Participants of the OUCH rule and other CYL rules and regulations.
NOTES AND TIPS
 Good penmanship makes for easier reading!
Day 2 Page | 11
Warm Fuzzies Explained
20 minutes
OBJECTIVES
 To introduce Participants to Warm Fuzzies
MATERIALS
 The Warm Fuzzie Story

Secret Friend Examples and a Warm Fuzzie reminder Handout (Page 8 in Participants’
workbooks)
APPROACH
 Read aloud the Warm Fuzzie story, or have various Participants each read a paragraph

VARIATION: Performed as a skit, or by those Participants with dramatic flair.

Remind the Participants of the Warm Fuzzie bag that they decorated an attached to their
Rogues gallery poster

Discuss with Participants the concept of a ‘Warm Fuzzie’. How good it is to read
something nice written by others, especially when you’re having a bad day. Many people,
including Facilitators, keep their Warm Fuzzies and re-read them time after time

Warn Participants about the time it takes to write a Warm Fuzzie for every camper and
Facilitator, and that they should begin to use part of their free time to work on Warm
Fuzzies throughout the week. Good intentions aside, campers who say they will email or
mail the Warm Fuzzies they did not get completed or distributed during CYL rarely do.

Warm Fuzzie bags will be distributed later in the week for decorating and attaching to the
Rogues Gallery posters.

By Friday night or Saturday morning, Participants should have placed their Warm Fuzzies
in the decorated bags of all campers and Facilitators

It is a CYL tradition that Warm Fuzzies cannot be read until Participants are in their cars on
the way home from camp!
DISCUSSION QUESTIONS
NOTES AND TIPS
Day 2 Page | 12
The Warm Fuzzie Story – A Fairy Tale
Claude M. Stainer, Ph.D.
Activity suggestion: Have Participants each read one paragraph each of the story. Perhaps a
small group could take clothing from the tickle trunk and put on a ‘play’.
Once upon a time, a long time ago, there lived two very happy people called Tim and Maggie who had
two children called John and Lucy. To understand how happy they were, you have to understand how
things were in those days. You see, in those happy days everyone was given at birth a small, soft Fuzzy
Bag. Anytime a person reached into this bag, a Warm Fuzzie could be pulled out. Warm Fuzzies were
very much in demand because whenever somebody was given a Warm Fuzzie, it made that person feel
warm and fuzzy all over. People who didn’t get Warm Fuzzies regularly were in danger of developing
a sickness in their back that caused them to shrivel up and die.
In those days it was very easy to get Warm Fuzzies. Anytime that somebody felt like it, they might
walk up to you and say, “I’d like to have a Warm Fuzzie.” You would then reach into your bag and pull
out a Fuzzy the size of a little child’s hand. As soon as the Fuzzy saw the light of day it would smile
and blossom into a larger, shaggy, Warm Fuzzie. You then would lay it on the person’s shoulder or
head or lap, and it would snuggle up, melt right against their skin and make them feel good all over.
People were always asking each other for Warm Fuzzies, and since they were always given freely,
getting enough of them was never a problem. There were always plenty to go around and as a
consequence everyone was happy and felt warm and fuzzy most of the time.
One day a grumpy chemist became angry because everyone was so happy they didn’t need to buy his
potions and salves. The chemist was very clever and he devised a very wicked plan. One beautiful
morning he crept up to John while Tim was playing with John’s sister Lucy and whispered in his ear,
“See here John, look at all the Fuzzies that Tim is giving to Lucy. You know, if he keeps it up,
eventually he is going to run out and then there won’t be any left for you.”
John was astonished. He turned to the chemist and said, “Do you mean to tell me that there isn’t a
Warm Fuzzie in our bag every time we reach into it?” The chemist said, “No, absolutely not and once
you run out, that’s it. You don’t have any more.” With this, the chemist turned away, and shuffled
down the street, chuckling to himself.
John took this to heart and began to notice every time Tim gave up a Warm Fuzzie to someone else.
Eventually he got worked and upset because he liked Tim’s Warm Fuzzies very much and did not want
to give them up. He certainly did not think it was right for Tim to be spending all his Warm Fuzzies on
other children and on other people. He began to complain every time he saw Tim giving a Warm
Fuzzie to somebody else, and because Tim liked him very much, he stopped giving Warm Fuzzies to
other people so often, and reserved them for John.
(continued…)
Day 2 Page | 13
Warm Fuzzie story (continued)
The children watched this and soon began to get the idea that it was wrong to give up Warm Fuzzies
and time you were asked or felt like it. They too became very careful. They would watch their parents
closely and whenever they felt that one of their parents was giving away too many Fuzzies to others,
they also began to object. They began to feel worried whenever they gave away too many Warm
Fuzzies. Even though they found a Warm Fuzzie every time they reached into their bag, they began to
reach in less and less often and became more and more stingy. Soon people began noticing the lack of
Warm Fuzzies, and they began to feel less and less fuzzy. They began to shrivel up and, occasionally,
people would die from lack of Warm Fuzzies. More and more people went to the chemist to buy his
prescriptions and salves even though they didn’t seem to work.
Well, the situation got very serious indeed. The cranky chemist who had been watching all of this
didn’t really want the people to die so he devised a new plan. He gave everyone a bag that was very
similar to the Fuzzy Bag except that this one was cold while the Fuzzy Bag was warm. Inside of the
chemist’s bag were Cold Pricklies. These cold pricklies did not make people feel warm and fuzzy, but
made them feel cold and prickly instead. But they did prevent people’s backs from shrivelling up. So
from then on, every time somebody said, “I want a Warm Fuzzie,” people who worried about depleting
their supply would say, “I can’t give you a Warm Fuzzie, but would you like a Cold Prickly?”
Sometimes, two people would walk up to each other, thinking they could get a Warm Fuzzie, but one or
the other would decide not to, and they would wind up giving each other Cold Pricklies. So, the end
result was that while very few people were dying, a lot of people were still unhappy and feeling very
cold and prickly.
The situation got very complicated because, since the coming of the chemist, there were fewer and
fewer Warm Fuzzies around, so Warm Fuzzies, which used to be thought of as free as air, became
extremely valuable. This caused people to do all sorts of things in order to obtain them. Before the
chemist had appeared, people used to gather in groups of three or four or five, never caring too much
who was giving Warm Fuzzies to whom. After the coming of the chemist, people began to pair off and
to reserve all their Warm Fuzzies for each other exclusively. If ever one of the two persons forgot and
gave a Warm Fuzzie to someone else, guilt set in immediately because it was felt that the partner would
probably resent the loss of a Warm Fuzzie. People who could not find a generous partner had to buy
their Warm Fuzzies and had to work long hours to earn the money.
Another thing that happened was that some people would take Cold Pricklies – which were limitless
and freely available – coat them white and fluffy and pass them off as Warm Fuzzies. These counterfeit
Warm Fuzzies were really Plastic Fuzzies and they caused additional difficulties. For instance, two
people would get together and freely exchange Plastic Fuzzies, which presumably should make them
feel good, but they came away feeling bad instead. Since they thought they had been exchanging
Warm Fuzzies, people grew very confused about this, never realizing that their cold prickly feelings
were really the result of being given a lot of Plastic Fuzzies.
So the situation was very, very dismal, and it all started because of the coming of the chemist who
made people believe that some day, when least expected, they might reach into their Warm Fuzzie Bag
and find it empty.
(continued…)
Day 2 Page | 14
Warm Fuzzie story (continued)
Not long ago, a young woman born under the sign of Aquarius came to this unhappy land. She had not
heard about the chemist and was not worried about running out of Warm Fuzzies. She gave them out
freely, even when not asked. They disapproved of her because she was giving children the idea that
they should not worry about running out of Warm Fuzzies. The children liked her very much because
they felt good around her, and they too began to give out Warm Fuzzies whenever they felt like it. The
grown-ups became concerned and decided to pass a law to protect the children from depleting their
supplies of Warm Fuzzies. The law made it a criminal offence to give out Warm Fuzzies in a reckless
manner. The children, however, seemed not to care, and in spite of the law they continued to give each
other Warm Fuzzies whenever they felt like it and always when asked. Because there were many many
children, almost as many as grown-ups, it began to look as if they would have their way.
As of now it is hard to say what will happen. Will the grown-up force of law and order stop the
recklessness of the children? Are the grown-ups going to join with the Aquarian Woman and the
children in taking a chance that there will always be as many Warm Fuzzies as needed? Will they
remember the days their children are trying to bring back, when Warm Fuzzies were abundant because
people gave them away freely?
Source: © Claude M. Steiner, California, 1969.
Adapted in 1992 by the Canadian Co-operative Association.
Day 2 Page | 15
Secret Friends Explained
5 minutes
OBJECTIVES
 To practise Team Building

To make all Participants feel important and part of the group
MATERIALS
 Small, blank slips of paper; pens

Bag or container

Secret Friend Examples Handout (Page 8 included in Participants’ workbooks)
APPROACH
PART 1 – Day 2

Distribute the blank slips of paper to each Participant and Facilitator

Have each person write their name on the piece of paper along with things they like (e.g.,
type of snacks) and, optionally, some positive item that no one else at camp may know
about them. Include other items as discussed by the group.

Introduce the notion of “Secret Friend.” The Participants should perform little things for
their Secret Friends throughout the session (with emphasis on crafts and handmade items,
and doing small tasks for them, rather than purchased gifts) – all anonymously. Stress that
Participants should not reveal the name of their Secret Friend. This can be the most fun if
kept confidential!
Participants should have been told of the Secret Friend concept during their phone
calls/preliminary contact with the CYL Facilitators, so that some Participants may come
prepared with crafts, candy or other thoughts.

Ask each Participant to draw one person’s name from the bag (not their own!) Participants
are not to identify who their Secret Friend is until the last night of camp!
PART 2 – during the week

Facilitators to quietly monitor who has not received any Secret Friend recognition.

Through observation and comments, it will become quite apparent what Secret Friends are
doing for each other.
PART 3 – During the candlelight ceremony

Disclosure of your Secret Friend to the group. Very impactful if the secret is kept during
the week.
Day 2 Page | 16
Secret Friend Examples Handout
PARTICIPANT MANUAL: PAGE 7
…..and a Warm Fuzzie reminder
A REAL Warm Fuzzie is just like a hug, and there’s not many things that can make someone feel quite as good as
a hug. Ask a friend to ask a friend to give your Secret Friend a hug for you. But remember, your identity is secret
until the end of the week. You’ll reveal who you really are at the Candle Light Ceremony.
There’s lots of other stuff you can do for your Secret Friend
o
Write a special note to your Secret Friend.
o
o
Have someone pick up his or her dishes after a
meal.
Make a top ten list of why they are
special/important
o
Ask someone to get dessert or their meal for
them.
Leave a small gift under their pillow, or let them
know where it is using a Shout Out
o
Make a poster for all to see.
o
Take on a chore for them
o
o
o
Draw some pictures of things that are important
to them
o
Ask a group of your friends to sing them a song at
o
dinner – this is great; and it’s really embarrassing!
Write a poem about them or their achievements
Use your imagination and create something new!
A Note about Warm Fuzzies…




Think of how good it is to read something nice, written by others - especially when you’re having a bad
day. Many people, including Facilitators, keep their Warm Fuzzies and re-read them time after time.
Observe the people around you during the week so you’ll have some ideas to include in each person’s
Warm Fuzzie.
It takes a fair bit of time to write Warm Fuzzies for all campers and Facilitators. You may want to use
part of your free time to work on Warm Fuzzies throughout the week. Good intentions aside, campers
who say they will email or mail the Warm Fuzzies they did not get completed or distributed during CYL
rarely do.
By Friday night or Saturday morning, Participants should have placed their Warm Fuzzies in the
decorated bags of all campers and Facilitators.
It is a CYL tradition that Warm Fuzzies cannot be read until Participants are in their cars on the way
home from camp!
Day 2 Page | 17
Personal Career Journey
OBJECTIVES

To have Participants develop a personal vision for their careers

To develop mission statements reflecting personal career goals, objectives and overall vision
MATERIALS

Participants’ Journals

Note taking paper

Creative materials – pens, crayons, etc.
APPROACH
PART 1 (20 minutes)

Write these topics on the flipchart:
o Draw a picture of yourself as you appear now.
o Write down some words that describe your personality.
o Draw a picture of your ideal self in 10 years.
o Draw a picture of yourself in your ideal job or ideal career.
o Write down words that describe why you want this type of work?
o Draw the five most important things to you.
o Draw what success means to you.
o Write a list of your personal values.
o Draw a picture of your strengths.

Ask Participants to, working alone, perform those nine tasks in their Journals
(Allow about 2 minutes for each task.)
PART 2: (10 minutes)

Break into groups of 5-6 Participants. Discuss the following. One member for each group to take
notes.
o What would your ideal career be?
o Why are you interested in this career?
o What values, benefits and so on attract you to this career?
o What strengths, skills, knowledge, experience and education do you need for this career?
o What are the necessary steps toward gaining your ideal career? How will you get there?
Facilitator note: Mill around and be available to help with ideas regarding skills required for certain careers,
steps on that path, etc.
(continued…)
Day 2 Page | 18
(Personal Career Journey, continued)
PART 3: (5 minutes)
 Ask returning Participants to share with the group what they learned about mission statements in
previous CYL sessions.

Mission statement: It is typically a sentence or two, although can be quite a bit longer, that outlines
the vision of the person or organization, the values, why they do what they do, how they do it, how
they will reach their goals, as well as strengths and offerings/services. The statement should be
clear, active and easily understood. Provide an example, such as the Co-operative Young Leaders
mission or Facilitators’ missions.
PART 4: (5 minutes)
 Write this quote on the flipchart:
“You have got to own your days and name them, each one of them, every one of them, or else
the years go right by and none of them belong to you.”
- Herb Gardner, A Thousand Clowns
 Discuss the Gardner quote.
o Why is it so important for us to be active Participants in our lives?
o How can having a personal vision and mission help us in our personal lives?
PART 5: (7 minutes)
 Participants will create their own personal mission statement for their chosen career (or for their life
in general). Write this in their Journals.
 It should be active, and should outline your goals, your values and how you will reach your vision.
 Invite a few Participants to share their vision and mission statements with the group.
DISCUSSION QUESTIONS






Facilitators: Following are additional questions you can use at any time during the workshop or as
an additional discussion if you find you have extra time.
How did you decide what career you want?
What influenced your decision?
Do you think you'll try out different work along the way?
How will you determine whether or not you have succeeded?
How do you feel after this process?
NOTES AND TIPS
Based on material developed by Sophie Anne Edwards.
Day 2 Page | 19
Committee & Snack Shack Meetings
OBJECTIVES
 To give Participants the opportunity to develop and run a co-operative enterprise
 To allow Participants to take part in democratic members’ meetings
MATERIALS
 Revisit the What is a Co-op Handout (Page 8 in Participants’ workbooks)
APPROACH
 Participants operate a small co-op business. The Snack Shack co-operative includes a
membership (all of the Participants and Facilitators) and a Board of Directors (the Snack Shack
Committee).

If not already done, all committees are to elect one representative from their group to sit on the
Snack Shack Committee, and form its Board of Directors. That person leaves the group
permanently and becomes part of the Snack Shack Committee.

Each committee, and its Facilitator/Mentor, meets to plan and organize their areas of expertise.
Minutes should be kept – an Executive committee can be created if desired.

Committees may, from time to time, make a report to the large group, following basic meeting
rules. A mid-week Snack Shack Membership Meeting, and an AGM at the end of the week
will be held.

While the other committees continue to meet, the Snack Shack Committee will meet and
discuss such items as:
o Duties of the Board of Directors. (Who will become Chair, Secretary and/or Treasurer [the
Executive]; make plans and offer their recommendations to the membership; run the
operation, etc).
o The duties of the membership (to buy shares, and to purchase the goodies).
o The price of shares required to become members and purchase from the store (funds are
used to purchase the first round of candy, pop, etc.).
o Decide on the kinds of candy to be purchased, and then sold to the Members.
o The prices and the packaging (may not be known until a shopping trip).
o The hours of operation (during free time).
o Who will open, run and close the store; balance the cash, etc.
o The By-laws or any rules that the Participants would like the Members to follow.
o Possible suggestions for eventual use of the profits (buy more candy; donate to an
organization, subsidize the banquet, subsidize the cost of the candy or…)
NOTES AND TIPS
 The Members’ Meetings format can be utilized for other committee reports, as well as
other items requiring group approval or updates during the week
Day 2 Page | 20
Relaxation Exercise
OBJECTIVES


To help Participants relieve stress, conflict; and reflect and look inwards
To assist Participants in discovering relation and stress-reducing techniques
MATERIALS


Towels or mattresses
A quiet location and a Facilitator with a calm, relaxed demeanour and speaking voice
APPROACH
PART 1 (10 minutes)
 Lead a discussion into the types of stress that Participants face. Talk about how they reduce their
stress levels, and maintain control of their lives. Offer these exercises as alternatives to helping
reduce stress and regain a sense of inner peace.
PART 2 (25 minutes)
 Present one or two of relaxation/meditation exercises during this session as time and attention
spans allow. Read slowly, pausing often. Other relaxation exercises can be found in the Resource
Binder.
 Have Participants lie or sit on the floor, wearing comfortable, loose-fitting clothing. They may
remove their shoes.
 Follow with a discussion on stress, and methods of reducing stress and anxiety
JOURNEY THROUGH YOUR BODY
Introduction: During this journey through your body, you may feel a variety of physical and emotional
responses - tingling sensations or throbbing, lightness or pressure, irritability or bliss. You may sense a word
or have an image come up. Just allow it all to be, your body is showing you what it needs to. Like a movie
playing out, allow anything you see, sense or feel to slide across your screen and let it go.
Close your eyes and focus on your breath as you inhale deeply, releasing all tension and clearing the mind as
you exhale. Repeat this three or four times. State to your body that during this meditation you would like to
be made aware of any feelings or emotions it is currently holding.
Place your attention on the crown of your head and stay there for a few moments, getting used to the
sensation of feeling and sensing your body. Like a laser beam, start scanning your way down your
body. Make your way down your whole head, passing your forehead, eyes, ears, nose, mouth, jaw and
chin. Go as slowly as you can, giving each area time to reveal its message.
Move your attention down your neck, across your shoulders, and down your arms, hands and fingers.
Moving down from your neck, travel down your torso including your chest and back, heart area and spine,
navel, and lower back. Move through your abdomen, pelvic and hip area. Go down your legs, passing
through the knees, down through the ankles, feet and toes.
(continued…)
Day 2 Page | 21
(Journey Through Your Body, continued)
Once you have completed the scan of your body, bring your attention to your breath. Inhale deeply and
exhale, feeling your body as a whole, healthy being. When ready open your eyes. You may like to follow
this meditation by journaling about anything that came up - it is a complementary form of expression that
often clarifies and deepens your experiences.
Closing: This exercise can be done on a daily or weekly basis, benefiting the relationship between you, your
body and your feelings and emotions.
EMOTIONAL CLEANSE
Introduction: This meditation will assist you to cleanse your being of any energy that is not constructive
for your essence.
Close your eyes and begin to breathe in and out slowly and deeply, feeling yourself relax deeper with each
exhale. Imagine a cleansing blue light being poured over you. This light is going to wash through your
entire being. As it flows down and through your body see it clearing away any energy which no longer
serves you.
Imagine it pouring in through the top of your head. See it flowing down you, going down past your eyes,
nose, ears and mouth, down your neck, flowing across your shoulders, down your arms and out through
your hands and fingers. Next see it moving down the back of your neck, down your entire back and all
through the lower torso.
Now see it flow through your entire chest area, filling your torso and down through your abdomen and
pelvic area. Feel the light as it moves down through your legs, passing along your knees, calves, ankles and
feet including your toes, and see it emerging out through the soles of your feet.
Call upon your guides or any angels you may work with and ask them to take all that has been released and
take it to where it can be transformed into love. Take a moment now to relax in the energy of your cleansed
body. When ready bring your awareness to your breath and open your eyes.
PART 3 (10 minutes)
 Discuss and debrief
DISCUSSION QUESTIONS

What things stress you out now – how do you cope?

How do you feel now? Did these exercises make a difference?

Is this something that you could do on your own when you feel the need

What techniques for reducing stress do you already use?
NOTES AND TIPS

Helps Participants to realize they have some control over their lives and how they react to external
stimuli. Solutions could include physical activity and mental relaxation
Day 2 Page | 22
Journaling
OBJECTIVES
 To encourage use of journaling as a personal, creative, reflective tool in life-long learning.
MATERIALS
 Journals (distributed during Vision and Mission: The Career Journey)
 Crayons, pencil crayons, markers, etc.
 Journaling Handout (Page 14 in Participants’ workbooks)
APPROACH
PART 1 (2 minutes)
 Introduce the topic and begin discussion by asking:
o
o
o
Has anyone continued to use a journal over the last year?
What have you learned about journaling?
How has journaling helped you?
PART 2 (8 minutes)
 Ask Participants to think about learning situations they've been in:
o
o
How do you learn best? – active, hands-on, observation...
What kind of learning do you use most in different situations? – school, teams, clubs,
home...
 Discuss the learning process. There are four steps to the learning process. Present the topics, and
then encourage Participants to provide examples:
o Concrete experience:
Last year at CYL you had the chance to facilitate a part of a workshop for the first time.
o Observation and reflection:
After that experience and in the year since, you have had time for the experience to sink in;
you've thought about it, reflected on it; and observed how others do it.
o Formulation of concepts:
From your observations and reflections you have come up with generalized ideas about how
facilitation works.
o Testing:
This year you'll have new opportunities to test out your theories, get feedback and integrate
your understanding a little more, and as a result, you may come up with new reflections and
new variances on your theories... and round and round you go on the learning circle.
(continued…)
Day 2 Page | 23
(Journaling, continued)
 Full learning or understanding of a concept requires us to go through all steps. We may have
personal comfort zones or preferences which influence us to start at different steps of learning, but
eventually for the learning to become integrated, we must go through the full process.
 In learning, we move from concrete facts to abstract ideas. We move from active to reflective:
manipulating real objects to manipulating symbols, images and ideas.
PART 3 (5 minutes)
 The great power of journaling is that it allows us to be still and quiet with ourselves, with no outside
reflection or observation. It lets us tap into our intuition, our creativity, our insights and our dreams.
 This is why writers, designers, artists, architects and so many other people who are very creative in
their work use journals.
 Discuss: What other kinds of jobs or careers can benefit from using journaling and quiet
introspection? Answer: Journals don't have to be purpose driven for a particular career. They are
used by parents, teachers, students, by anyone wanting time to record, remember and reflect on their
lives and their learning.
PART 4 (15 minutes)
 Refer to the Journaling handouts in the Participants’ workbooks. Invite Participants to take their
journals, pens, crayons and handouts and get comfortable.
 Present this: Learning requires reflection. In our lives, however, we're often busy, active and don't
take time to sit down and consciously reflect. When was the last time you just sat still for a few
minutes and let yourself reflect on your day, or on a recent experience?
a) Close your eyes. Reflect on something that has been a completely new experience for you.
How did you feel? What did you learn? How did you approach the situation? I'll let you
know when two minutes have passed. When they have passed, quietly open your journals
and draw or write about what you have reflected on. (Allow about 2 minutes for
Journaling.
b) Close your eyes again. Reflect on the most significant thing that has happened to you in the
last year. How did you feel? What did you learn? I'll let you know when two minutes
have passed. When they have passed, quietly draw or write about what you have reflected
on. (Allow 2 minutes for Journaling.)
c) Close your eyes once more. Think about an idea, concept or theory that you have
developed recently. Where did it come from? What interests you about it? I'll let you
know when two minutes have passed. When they have passed, quietly draw or write about
what you have reflected on. (Allow 2 minutes for Journaling.)
(continued…)
Day 2 Page | 24
(Journaling, continued)
d) Close your eyes again for the last time. Reflect on yourself in general. How would you
describe yourself? How do you learn best? If you had to draw a symbol to represent
yourself what would it be? What colours do you associate with yourself? I'll let you know
when two minutes have passed. When they have passed, quietly draw or write about what
you have reflected on. Take some time to use your self-reflection to personalize your
journal. (Allow 2 minutes for Journaling.)
DISCUSSION QUESTIONS
 Did you enjoy this experience?
 What did you learn anything about yourselves?
 Was it difficult to sit quietly for a few minutes? Did it get easier or more difficult with each
exercise?
 Does anybody want to share anything?
NOTES AND TIPS
 Reflection is a great way to spend time with ourselves, assessing how we feel, and where we’re at so
we can know where to go next.
Based on material developed by Sophie Anne Edwards.
Day 2 Page | 25
Journaling Handout
PARTICIPANT MANUAL: PAGE 14
WHAT'S A JOURNAL
A journal is a private record of your life journey, which includes the journey of the mind, heart, body and soul.
Used effectively your journal can be an amazing life tool becoming a constant source of guidance, healing and
empowerment.
WHAT DO YOU USE A JOURNAL FOR?
There are an unlimited number of ways to use your journal. Use it to transfer your daily mental chatter from your
mind to the page. Clear away old emotional issues as you pen your past, or re-ignite dreams and goals as you
begin to re-connect with your inner self. A few minutes of writing each day is a little like checking your email,
you never know what you might find! Some people have a number of journals going at the same time; for daily
journaling, drawing and sketching, note-taking, list making, goal-setting. There are no rules.
WHAT WILL JOURNALLING DO FOR ME?
The more you write, the more you will find the journal almost writes itself as thoughts and insights come
tumbling out. Journaling keeps you conscious and connected to your life as the truth of who you are and what
you want (and don't want) appears on the page. Journaling is like holding up a mirror each time you write, and
it's hard to continue on the wrong path with such a visual reminder facing you.
WHAT'S THE DIFFERENCE BETWEEN A DIARY AND A JOURNAL?
Traditional diary writing is a record of daily events; what you did, who you saw, maybe how you're feeling in
general. This kind of writing deals mainly with your "on the surface" life.
Journaling goes beyond the surface. You may choose to write about your day, but rather than merely complain
about your job, you try to delve into the root of the problem. What exactly don't you like about it? What would
you rather be doing? Journaling not only allows you to express and acknowledge your frustrations, but also helps
you to discover why you are feeling a certain way and what you can do about it. Your journal is more than a
record of your life: It is a life tool.
A Note To First Time Journalers: Journaling can be like going through your attic. Especially if it's your first
time, the attic may have some dust and clutter, and old scrapbooks and photo albums that you haven't looked at in
a long time. The first time you start to clean, dust and memories are flying all around the place and the attic
might look in a worse state than when you first started! Eventually though, as you sort through it all and throw
out what you no longer need, and polish newly found treasures, it takes on a new look. The time it took and the
emotions experienced while in the process were well worth it. Such is journaling; stick with it and the benefits
will come.
(continued…)
Day 2 Page | 26
(Journaling Handout, continued)
STUCK ON A WAY TO START TODAY’S JOURNAL ENTRY?
Try these sentence starters:

















If my intuition could tell me one thing right now, it
would say...
If I had more time to play, the things I would do
more often are...
Right now I am feeling...
I sometimes choose to numb and distract myself
rather than feel my feelings because...
It is easier to go with the flow when I let go of...
It is easier to accept this situation when I...
One way to lighten up my life would be to...
My ultimate relationship would be...
If I had a year in which I could do anything I
wanted, I would...
Something I have wanted to do is...
I believe money is...
I believe love is...
If I had $1 million I would...
I deserve...
What I am most afraid of is...
What I love most about my life is...
If I could be granted three wishes right now I
would wish for...
















Five things I believe about life are...
Five things I believe about myself are...
On my journey thus far, three things I have learned
about life are...
On my journey thus far, three things I have learned
about myself are...
If I had to describe my ultimate self, I would be...
If I had to describe my ultimate life, it would
consist of...
What I would most to love to change about my life
is...
Five things that I love to do are...
Five things that I am really good at are...
Five things that I am grateful for are...
What I really need right now is...
What I really want right now is...
If I could do anything I wanted I would...
Today I...
Today I am...
Today I feel...
Today was
Journaling Tips:








Keep your journal out where you can see it
Set aside a regular time for picking up that pen
It’s ok if you miss a day!
Date your entries
Don’t worry about spelling, grammar, etc.
Write freely... Don’t edit yourself
Trust others not to read it (and don’t write it expecting it to be ‘found’)
Sometimes it feels worse before it feels better
Journaling is one of the simplest and greatest ways to develop an understanding of who you are, how you came to
be that way and where you want to head from here.
DID YOU KNOW?
The word "journal" comes from the French word "jour" which means day.
Summarized from material at www.wakimbo.com ©2003 wakimbo
Day 2 Page | 27
Wanted Poster
OBJECTIVES
 To develop self-awareness and to allow Participants to further get to know each other
MATERIALS
 Wanted Poster Handout (Page 18 included in Participants’ workbooks)

Pieces of paper to be used as Wanted Posters

Pens, markers and crayons

Masking Tape
APPROACH
 Give each person a piece of paper and a few pieces of tape.

Participants have 10 minutes to complete their Wanted Poster

Have a neighbour tape the poster to their backs.

Walk around the room, sharing posters with each other. Make sure everyone reads
everyone else’s poster.

VARIATION: Participants pair off and make posters for each other.
DISCUSSION QUESTIONS
 What new things did you learn about your fellow Participants?

How did you feel walking around with your Wanted Poster for all to see?
NOTES AND TIPS
 Group members will be introducing themselves through wanted posters they create about
themselves.
Day 2 Page | 28
Wanted Poster Handout
PARTICIPANT MANUAL: PAGE 18
Use this as an example of your own Wanted Poster.
Day 2 Page | 29
Miracle Workers
OBJECTIVES
 To help Participants get in touch with their feelings about what is important to them.

To help Participants realize that their values are unique.

To help Participants appreciate uniqueness in themselves and others.
MATERIALS
 Miracle Workers Worksheet Handout (Page 19,20 in Participants’ workbooks)

flipchart with prepared questions
APPROACH
 Refer to the Miracle Workers Worksheet handout
PART 1 (15 minutes)

Each Participant works alone and chooses the five miracle workers s/he values the highest.
(The five whose gifts s/he would most like to receive.)

Then the Facilitator then directs the Participant to pick the next five miracle workers s/he
most values. This leaves four “least desirable” miracle workers.
PART 2 (20 minutes)

Break into groups of three or four.

Have groups discuss their choices and see if they can discover any patterns.

Have discussion questions on the flipchart:
o What seems to link the five most desirable people together?
o What links the four least desirable?
o Are there any choices that seem out of place with others in the same grouping?
Still in the small groups, ask Participants to choose the one miracle worker they would
choose above all others.

PART 3 (25 minutes)

In the large group, ask for volunteers to share who they chose as “Number One” and why.

Lead a discussion using the points found in the Discussion Questions.
(continued…)
Day 2 Page | 30
(Miracle Workers, continued)
DISCUSSION QUESTIONS
 How many of you found it difficult to choose only one top miracle worker? Why?

What does the choice tell you about your values?

What links did you find between your most desirable and least desirable miracle workers?
What did you learn about yourself from this?

Are any of you working to achieve what your top five miracle workers could do for you?
Bridging:

It would be nice to wave a magic wand and have our problems instantly solved.
Unfortunately that rarely happens.

However, we do have our own “magic wand” which comes in the form of energy, time,
commitment and intelligence. We might not create “instant” miracles, but we can work
toward things that are important to us, that we value.

We might want to consider the miracle workers at the top of our lists and try to determine
ways we can become miracle workers ourselves. We can also consider who is at the
bottom of the list and make a conscious effort to not put our energy into those values.

Because we are human beings and not miracle workers, it is a slow and sometimes
frustrating struggle to work towards the things that are important to us. Valuing many
different things helps us keep a clear perspective during those times. For example, I might
value good friends and good grades (or good performance). At a time when my grades are
dropping (or my work is stressed), support from friends is important.

As we grow older the priority of our values change. For example, as teenagers you may
value peer friendships over family. This may change once you become parents yourselves.
And, in fact, your responses to this exercise will probably change in a few years’ time!
Adapted and expanded from Values Clarification,
A Handbook of Practical Strategies for Teachers and Students pp. 338–42.
Day 2 Page | 31
Miracle Workers Worksheet
PARTICIPANT MANUAL: PAGES 19, 20
1.
Dr. Dorian Gray
A noted plastic surgeon, he can make you look exactly as you want to look by means of a new
painless technique. (He also uses hormones to alter body structures and size!) Your ideal
physical appearance can be a reality.
2.
Baron VanBarrons
A College placement and job placement expert. The college or job of your choice, in the location
of your choice, will be yours.
3.
Jedediah Methuselah
Guarantees you long life (to the age of 200) with your aging process slowed down
proportionately. For example, at the age of 60 you will look and feel like 20.
4.
Drs. Bruce and Ruth Beddingford
Experts in the area of sexual relations, they guarantee that you will be the perfect male or female,
will enjoy sex and will bring pleasure to others.
5.
Dr. Zennings
An organismic expert, he will provide you with perfect health and protection for physical injury
throughout your life.
6.
Stu Denpower
An expert on authority, he will make sure that authorities never again bother you. His service
will make you immune from all control, which you consider unfair by the school, by the police
and the government.
7.
Pop Larity
He guarantees that you will have the friends you want now and in the future. You will find it easy
to approach those you like and they will find you easily approachable.
(continued…)
Day 2 Page | 32
(Miracle Workers, continued)
8.
Dr. Charlie Smart
He will develop your common sense and your intelligence to a level in excess of 150 IQ. it will
remain at this level through your entire lifetime.
9.
Rocky Fellah
Wealth will be yours, with guaranteed schemes for earning millions within weeks.
10.
Dwight D. DeGawl
This world famous leadership expert will train you quickly. You will be listened to, looked up to,
and respected by those around you.
11.
Dr. Otto Carengy
You will be well liked by all and will never be lonely. A life filled with love will be yours.
12.
Dr. Clare Voyant
All of your questions about the future will be answered, continually, through the training of this
soothsayer.
13.
Dr. Hinnah Self
Guarantees that you will have self-knowledge, self-liking, self-respect and self-confidence. True
self-assurance will by yours.
14.
Prof. Val. U. Clear
With this help, you will always know what you want, and you will be completely clear on all the
muddy issues of these confused days.
Day 2 Page | 33
Warm Fuzzie Bags
OBJECTIVES

To decorate Warm Fuzzie bags, which will be placed on everyone’s Rogues Gallery posters
MATERIALS

Small paper bags

Crayons and markers

Tape or staples

Paper for Warm Fuzzies
APPROACH

Participants and Facilitators are to creatively and expressively decorate their Warm Fuzzie bags.

Attach to Rogues Gallery posters with tape or staples.
DISCUSSION QUESTIONS

None
NOTES AND TIPS

Remind Participants that it takes a long time to write genuine Warm Fuzzies for all the Participants
and Facilitators

History has shown that, despite best intentions, Warm Fuzzies promised to be sent after camp rarely
are.

It is a CYL tradition that Warm Fuzzies cannot be read until at least the car ride on the way home
from camp.
Day 2 Page | 34
Did Well, Do Better
5 minutes
OBJECTIVES
 To capture Participant responses to daily activities
 To assess the effectiveness of CYL sessions
 To provide continuous improvement to the CYL program
MATERIALS
 Flipchart
 Markers
APPROACH
 Place two flipchart sheets up on the wall at the beginning of each day with a couple of flipchart
nearby.
 Encourage participants to provide feedback on the flipchart throughout the day. Tell them that they
may do so anonymously. Comments should be recorded throughout the day during free time and
before and after meals.
 Facilitators must record information from the chart at the end of every day and send a compiled list
to On Co-op to assist them with future Curriculum Reviews.
DISCUSSION QUESTIONS
 Favourite/least favourite activity.
 Pace and timing of the events and the day.
 Something they learned. Something they didn’t understand.
 How well the group learned; interacted; changed from previous day.
 Other activities they’d like included.
NOTES AND TIPS
 Facilitators to discuss this information at their evening meetings
 Keep master notes to provide On Co-op with feedback on improving the CYL program
Day 2 Page | 35
Day 3: Monday
 Remember to include downtime for Warm Fuzzies, journals and Secret Friends!
Today’s Theme: Communication.
Daily Quote: Good leadership should do more than attract followers.
It should produce more leaders. - CASAA
**Facilitators will need to set up for Earth 100, Ecological Footprint & Global Dinner
Day 3 Page | 1
Co-op Sponsor Presentations
OBJECTIVES
 To allow Participants to share information about their sponsoring credit union or co-op
 For Participants to share their reasons for coming to CYL, and their sponsors’ reasons for sending
them
 To increase Participants’ comfort levels at speaking in public
MATERIALS
 Participants are instructed by On Co-op to bring sponsor information (brochures, samples, research
material, etc) to CYL for this purpose.
APPROACH
 Group Participants together by sector (i.e.: housing co-ops, agriculture co-ops, credit unions, etc.) If
one sector is too large, divide it up into smaller groups.
 Have groups discuss the differences and similarities in their sponsors and how they were selected to
come to CYL. (5–10 minutes)
 Go around to each small group and have each individual present some information about their cooperative to the large group. (45-60 minutes)
 VARIATION: Have the small groups make a GROUP presentation on their sponsoring co-op
organization.
DISCUSSION QUESTIONS
 Facilitators should ask questions and further discussions about sponsors.
 What kinds of things do these co-op organizations have in common?
NOTES AND TIPS
 As most of the Participants have taken part in this exercise once or twice before, challenge them to
look at their co-op differently than they have before, and make a different kind of presentation.
Day 3 Page | 2
Panel Presentations
OBJECTIVES
 For Participants to make a formal presentation on a co-operative topic to a guest panel, (comprised
of representatives from the co-operator sector)
 To gain practice in formal presentations before peers and unknown audiences.
 To provide the opportunity to research a co-operative topic in detail
 To allow Participants to practice their presentation skills in front of a group of strangers.
 To have Participants explore problems that may be faced in a co-operative and apply problem
solving skills and presentation skills learned from CYL
MATERIALS
 Flipchart and markers
 Handouts: Planning Your Presentation; What’s In a Message? Beyond The Words; Constructive
Criticism; Using Visual Aids; Keys to Public Speaking; 10 Commandments of Public Speaking;
and Overcoming Nervousness (Pages 21-30)
 Refer to Group Self Evaluation Handout.
 Participants may ask for, and use, presentation materials, such as:
o Overhead transparencies (if an overhead projector is available)
o Props
o Flipchart paper and markers
APPROACH
 This is a project that challenges the Participants’ presentation and speaking abilities, not on their use
of presentation technologies.
 The research they are to do for their chosen topic is to be taken from their years of CYL experiences
and activities, school, clubs or committees they are part of, etc.
 The presentations will reflect the Participants’ opinions and ideas on the topic, not necessarily hard
facts. Facilitators may also provide guidance on the topics as required.
(Continued…)
Day 3 Page | 3
(Participant Presentations, continued)
PART 1: Introduction and Topic Selection
(20 minutes)
 Participants are to select co-op sector-related topics for presentations. In smaller groups, they will
research their topic and present their findings.
 As small groups, Participants will be making their presentations to a panel of four-five guests from
the co-operative sector (to be arranged by On Co-op).

The presentations should be about 10–15 minutes in length.

Participants will be given at least two hours throughout the week to work on getting the material
and organizing presentations. One Facilitator is assigned to each group as an Observer. Facilitators
should monitor each group’s progress.
 Have the large group brainstorm on possible co-op related topics. Topics can include:
o ways to involve youth in the co-operative sector
o future of housing co-operatives
o future of credit unions
o future of co-ops (Health Care Co-ops)
o marketing the co-operative advantage
o student co-ops
o worker co-ops
o other co-operative topics as proposed by the group
 Divide the Participants into groups of 5-7 participants. Facilitators should ensure that the groups are
evenly balanced and will be productive.
 Groups are to sign up for one of the topic ideas that they brainstormed, with Facilitator input and
guidance.
PART 2: Speech Making and Presentation Skills
(30 minutes)
 As the large group, but sitting together as the small groups, review various ways of making
presentations. Emphasize that this will be a formal presentation, which is different than some of
the casual presentations they’ve previously done at camp.
 Brainstorm the research, organization and presentation concepts that are required for a formal
presentation. Each of the small groups is to discuss one of those concepts. Have them discuss their
list with the large group.
o Review and discuss the Planning Your Presentation Handout.(continued…)
 As the large group, but sitting together as the small groups, discuss non-verbal communication, and
how it affects the delivery and reception of information.
o Review What’s In a Message? Beyond The Words Handout.
(Continued…)
Day 3 Page | 4
(Participant Presentations, continued)
PART 3: Constructive Criticism
(15 minutes)
 Discuss the importance of constructive criticism and feedback with the large group.
 List on the flipchart what they should look for when providing, and receiving, feedback.
o - Review and discuss the Constructive Criticism Handout.
PART 4: Icergizer
(15 minutes)
 A break in the middle of this activity is advised.
PART 5: Using Visual Aids
(15 minutes)
 Using the flipchart, have the large group list different types of visual aids.
 Brainstorm on the purpose of using visuals.
 Review and discuss the Using Visual Aids Handout. Summarize key points on flipchart.
PART 6: Making the Presentation
(15 minutes)
 Review and discuss the 10 Commandments of Public Speaking and Overcoming Nervousness
Handouts
PART 7: Working together as a Group
(10 minutes)
 Discuss leadership skills, effective teamwork and working together as a group
 Review and discuss the Group Self Evaluation Handout
(continued…)
Day 3 Page | 5
(Participant Presentations, continued)
PART 8: Beginning the Presentation
(15 minutes)
 Give the groups some time to begin their Presentations. (At least 2 hours will be formally allotted to
working on their presentations; groups may elect to spend some of their free time working.)
DISCUSSION QUESTIONS
NOTES AND TIPS
 Some Participants may already have strong presentation/facilitation skills. This is a good
opportunity for a Participant to facilitate, but remember, this is an important session for ALL
Participants to take part in.
 This session is very important. In addition to giving an impromptu speech and learning to give
constructive criticism, Participants as a group, will give a presentation on a predetermined topic
which will be presented to external guests.
Day 3 Page | 6
Planning Your Presentation
PARTICIPANT MANUAL: PAGE 21-23
When you leave here, we like to think that your next presentation will go perhaps a little smoother or a bit better,
by virtue of our reminding you about some things that you already probably know.
WORKING TOGETHER AS A GROUP
When researching and planning your presentations, be aware of…
Helpful Behaviours
Less Helpful Behaviours

















clarifying
summarizing
facilitating discussion
encouraging others to talk
keeping discussion on track
taking notes
pointing out missing information
providing information
making suggestions
keeping group goal in mind
interrupting
criticizing others or others' ideas
making disruptive noise
input unrelated to topic
personal discussions on the side-lines
personal biases
ignoring disliked points/or particular people
The group should know what their ultimate goal is. Make sure everyone knows the steps that must
be taken to reach that goal. Assign each group member a task. Have regular check in points to make
sure that everyone is. And… be aware of your time lines!
PRESENTING AS A TEAM

Organize as a whole
Questions to ask your group:

Provide clear transitions between speakers


Use visual aids consistently – including colours,
borders, headings and styles.

Rehearse as a group.

Deliver and answer questions as a group.

Evaluate yourselves. What are your individual
skills, leadership qualities and presentation styles?
Check in with each other during the week. As you near
the end, ask yourselves these questions:




Did you encounter any problems in your groups
and how were they solved?
Did anyone take leadership of the group?
Was all the work done together or were tasks
assigned to specific people?
How did you decide upon your presentation style
and who would be speaking?
How can this exercise help you in the future?
What are some of the advantages and disadvantages of
group work
(Continued...)
Day 3 Page | 7
(Planning Your Presentation, continued)
PREPARING FOR YOUR PRESENTATION
The most important tool is preparation. Prepare yourself; prepare your material; and prepare for the actual
presentation.



Preparing yourself.
o It is difficult to feel comfortable if you don't feel adequately prepared. Make sure you have done your
homework.
o Once you are certain that you know the subject matter, you can begin to concentrate on your delivery.
Preparing the material.
o Have a plan in mind. There should be a logical place to begin and a place to end, with other pertinent
material sandwiched in between.
o Outline and organize your points. Be certain that there is a flow to the material so that you can lead your
audience through it.
Preparing the presentation.
o What are the key points you will be making? What can you do to reinforce them? Add variety and
materials to reinforce your presentation when possible.
o Rehearse your presentation.
o Don't memorize: Committing the presentation to memory and performing it by heart, is not the way to
go. You need to present, not to recite. Use your notes very sparingly. Too much time spent reading
notes may convince your audience that you are unprepared.
KNOW YOUR AUDIENCE
Before you make a presentation, it is wise to analyze the group you will be speaking to. Here are some questions
that can help you do that.
 What does the audience already know about the subject you will talk about?
 What more do they need to know?
 How much can they absorb in one sitting?
 What's your audience's attitude toward your subject?
 What is the best way to present the material so that it will be understood by all?
 How many people will be in your audience?
(continued…)
Day 3 Page | 8
(Planning Your Presentation, continued)
THE STRUCTURE OF A PRESENTATION
1.
o
o
o
An Effective Opening…
Arouses your audience’s interest.
Shows how the topic relates to them.
Establishes your credibility as to why you are competent to talk about the subject.
o
Give Your Audience a Preview
Briefly highlight the main points you will be making
2.
3.
o
o
o
o
o
4.
o
State Your Main Points Clearly:
Follow your preview.
Limit your main points.
Use explicit transitions.
Provide internal summaries.
KISS - Keep It Simple Stupid
 Keep your presentation focused on the message, don't get carried away with special effects and
razzle-dazzle.
Use an Effective Closing:
Summarize your main points.
QUICK TIP: REMEMBER TO BREATHE
When we get nervous we tend to begin rapid, shallow breathing. And when you begin to breathe this way,
it is difficult to project your voice and speak clearly.
So, before that very first sentence, get a good lungful of air!
Day 3 Page | 9
What’s in a Message?--Beyond the Words
PARTICIPANT MANUAL: PAGE 24
The message that people get comes from more than just the words they hear. According to communication
studies, how the message is delivered has more impact on what we hear than the actual words themselves.

First, there are the words. A speaker needs to make sure that (s)he has chosen words that the audience
can understand and relate to.

Next there is how the words are said. No matter how good your material is, no one will want to listen if
the message is delivered in a monotone or with such low volume that it cannot be heard beyond the third
row. Your voice should express interest in what you are saying.

Then there is body language, or the "nonverbal" part of communication. Body language includes your
gestures, posture and facial expressions. These have a major impact on how your message is received.
As you prepare your talk, think of all of the factors that make up the message. Try rehearsing so that you feel
comfortable incorporating them into your presentation.
DEVELOP AN AWARENESS
Body Language
 posture
 body movement
 hand and arm gestures
 facial expressions
 eye contact
Space and Objects Around You
 chairs
 podiums
 tables
 dress
Vocal Qualities
 inflection
 rate
 fillers
 enunciation
The Audience
 Face your audience
 Observe them – do they “get” it?
 Make eye contact - don't let your eyes wander
around the room,
 Don’t hide behind the computer or podium
Day 3 Page | 10
Constructive Criticism
PARTICIPANT MANUAL: PAGES 25-26
These are the items that the guest panellists will be using to evaluate the groups’ presentations:
Script
Notes or other supporting material
o organization
o appropriateness of language
o
o
Delivery
Voice
o pace
o pause
o pitch
o projection
o
o
Audience rapport
o eye contact
o gestures
o body movement
o posture
o
o
(continued…)
Day 3 Page | 11
Getting Feedback
Feedback is a way to let people know how effective they are in what they are trying to accomplish, or how they
affect you. If we know how other people see us, we can overcome problems in how we communicate and
interact with them. Of course, there are two sides to feedback: giving it, and receiving it.
It comes down to whether you believe feedback will harm you or benefit you. We all have the right to refuse
feedback, and we can expect feedback to be given in a respectful and supportive manner.
NEGATIVE/CLOSED STYLE
POSITIVE/OPEN STYLE
Defensive: defends personal actions, frequently objects
to feedback given.
Attacking: verbally attacks the feedback giver, and
turns the table.
Denies: refutes the accuracy or fairness of the
feedback.
Disrespectful: devalues the speaker, what the speaker
is saying, or the s
Inactive listening: makes no attempt to "hear" or
understand the meaning of the feedback, or the
speaker's right to give feedback.
Closed: ignores the feedback, listening blankly without
interest.
Rationalizing: finds explanations for the feedback that
dissolve any personal responsibility.
Patronizing: listens, but shows little interest
Open: listens without frequent interruption or
objections.
Accepting: accepts the feedback, without denial.
Respectful: recognizes the value of what is being said
and the speaker's right to say it.
Engaged: interacts appropriately with the speaker,
asking for clarification when needed.
Active listening: listens carefully and tries to
understand the meaning of the feedback.
Thoughtful: tries to understand the personal behaviour
that has led to the feedback.
Interested: is genuinely interested in getting feedback.
Sincere: genuinely wants to make personal changes if
appropriate.
(continued)
Day 3 Page | 12
Giving Feedback
How you deliver feedback is as important as how you accept it, because it can be experienced in a very negative
way. To be effective you must be tuned in, sensitive, and honest when giving feedback.
INEFFECTIVE/NEGATIVE DELIVERY
EFFECTIVE/POSITIVE DELIVERY
Attacking: hard-hitting and aggressive, focusing on
the weaknesses of the other person.
Indirect: feedback is vague and issues hinted at rather
than addressed directly.
Insensitive: little concern for the needs of the other
person.
Disrespectful: feedback is demeaning, bordering on
insulting.
Judgmental: feedback is evaluative, judging
personality rather than behaviour.
General: aimed at broad issues which cannot be easily
defined.
Poor timing: given long after the prompting event, or
at the worst possible time.
Impulsive: given thoughtlessly, with little regard for
the consequences.
Selfish: feedback meets the giver's needs, rather than
the needs of the other person.
Supportive: delivered in a non-threatening and
encouraging manner.
Direct: the focus of the feedback is clearly stated.
Sensitive: delivered with sensitivity to the needs of the
other person.
Considerate: feedback is intended to not insult or
demean.
Descriptive: focuses on behaviour that can be
changed, rather than personality.
Specific: feedback is focused on specific behaviours or
events.
Healthy timing: given as close to the prompting event
as possible and at an opportune time.
Thoughtful: well considered rather than impulsive.
Helpful: feedback is intended to be of value to the
other person
Based on material from: by Phil Rich, Ed.D., MSW, www.selfhelpmagazine.com
Day 3 Page | 13
Using Visual Aids
PARTICIPANT MANUAL: PAGE 27
Visual Aids are used to:
 Attract and hold attention
Preparing Visual Aids

Limit the wording of text visuals

Make meaning clear


Use lists in text visuals
Emphasize ideas


Use indentation or bullets in text visuals
Prove a point


Graphic visuals to show visual concepts
Impress the memory

Appropriate to the speech
Selecting Visual Aids
 Available equipment
Designing Visual Aids
 Avoid overload / chart junk

Appropriate to the audience

Use colour

Appropriate to the speaker

Be consistent (headings, borders, fonts)

Appropriate to the time limit

Choose a large and readable font
Use standard capitalization.
Technology is a great assistant
Many presentations lend themselves to a laptop and projector. In the last couple of years presentation products
have made tremendous strides.
It's the knowledge, not the graphics
This is probably a corollary of KISS: The purpose of your presentation is to communicate ideas and information,
not to dazzle people with fancy graphics. When the session is over, you want your audience walking out
discussing the ideas you set forth, not talking about the neat graphics, the special effects, etc.
TIPS FOR USING A MICROPHONE

Make sure you know how to work it ahead of time

Make sure it works and the volume is OK

Make clear notes on cue cards to help you

Rehearse over the microphone if you can

Have the microphone about 2–3 inches away from your mouth (voice not breathing)

Pause for silence / speak slowly and clearly

Be clear, efficient and to the point
Day 3 Page | 14
Keys to Public Speaking
PARTICIPANT MANUAL: PAGE 28
It’s possible for public speaking to be fun and hugely satisfying. Once you’ve enjoyed a presentation, your selfconfidence will get a huge boost and you'll be off and running!
Give yourself the best chance by using the exercises and tips on this page. Good luck!
1.
2.
Use eye contact with each member of the audience.
Remember that some people in the audience get nervous, too. Put them at ease.
3.
Use visual aids where useful. People like to look at things. Flipcharts, slides and props can all be used to
make the presentation more memorable. If you don’t have the use of visuals remember that ‘words paint
pictures in the mind.’
4.
Don’t think, "How can I survive this?” think, "How can I do this brilliantly?" Organize as well as you
can. Anticipate your next statement.
5.
Relate the talk to your experiences (talk in terms of what you know – you’ll be much more comfortable).
6.
Remember that, as with all things, you need to know where you’re going if you’re going to get there.
Rather than ‘I hope I don’t panic’, visualize how you would like things to be. .
7.
Vary your voice tonality and speed during your presentation. Convey energy when you need to, and
slow down to ‘draw them in close’ when it’s appropriate.
8.
Keep your remarks short and avoid pause words (“um”).
9.
Don’t move and fidget. Figure out what to do with your arms (don’t cross them, place them like a fig
leaf, or play with your hair or your keys). Use a lectern if available.
10.
Fill the allotted time, but don’t go over.
Final Tip: Public Speaking CAN be Fun! Relax and enjoy the experience!!
FUNDAMENTALS OF PUBLIC SPEAKING
a) State your viewpoint in the early stages and start strong.
b) Choose a specific illustration, experience or example.
c) Don't try to cover too much ground.
d) Absolutely never apologize.
e) Finish conclusively.
Day 3 Page | 15
Ten Commandments of Public Speaking
PARTICIPANT MANUAL: PAGE 29
 Thou shalt not commence thy speech with apologies.
 Thou shalt not fill thy speech with statistics.
 Thou shalt not be over-sentimental.
 Thou shalt not exaggerate.
 Thou shalt not be sarcastic or unfair.
 Thou shalt not be dull.
 Thou shalt not murder the Queen’s English.
 Thou shalt not wander from the subject.
 Thou shalt not steal time from the audience.
Thou shalt not be long-winded.
Apologize?
Never apologize if you make a mistake while giving a speech. Simply correct the mistake and move on. You
never want to draw attention to an error. Chances are most people will miss it anyway. Along these same lines
never make faces when you make a mistake. It is better to just keep going.
Use a script or follow your notes?
Reading your entire speech from a script may give you confidence and ensure that nothing is forgotten or
omitted. However it is the least desirable option for delivering your speech. You will find it more difficult to see
your audience, and reading makes it harder for the audience to get involved to you (which helps your flow,
confidence and pacing).
The use of notes is a much more desirable option than using a complete script. Your notes should consist of the
keywords or points of your speech - a skeleton of thoughts or words around which you can build your speech.
You may refer to your notes occasionally to maintain the thread of your speech, while for the most part of you
will be able to speak directly to the audience. You already know your subject matter – the keywords are just
hangers on which to place your words!
The “Tell-Em” Rule
When giving a speech, you should tell 'em what you're going to tell 'em; then tell 'em; then tell 'em what you told
'em. There is a lot of truth in this rule because your listening audience cannot go back to an earlier portion of the
speech if they get lost. They have to keep moving forward with you.
Day 3 Page | 16
Overcoming Nervousness
PARTICIPANT MANUAL: PAGE 30
o
Know your subject.
o
Know your speech – use your notes if you have to,
but don’t read it.
o
Practice.
o
Know your limitations, but always stretch your comfort zone.
o
Avoid unnatural gestures.
o
Be enthusiastic.
o
If you lose your place, take a pause and reorganize.
o
Scout out the place. Know your surroundings.
o
Take your time.
Feeling some nervousness before giving a speech is natural and healthy. It shows you care about doing well. But
too much nervousness can be a downfall.
o
Here’s how you can control your nervousness and make effective, memorable presentations:
Know the room. Be familiar with the place in which you will speak. Arrive early, walk around the speaking
area and practice using the microphone and any visual aids.
o
Know the audience. Greet some of the audience as they arrive. It’s easier to speak to a group of friends than
to a group of strangers.
o
Know your material. If you’re not familiar with your material or are uncomfortable with it, your nervousness
will increase. Practice your speech and revise it if necessary.
o
R e l a x. Ease tension by doing physical or mental exercises.
o
Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and assured. When
you visualize yourself as successful, you will be successful.
o
Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and
entertaining. They don’t want you to fail.
o
Don’t apologize. If you mention your nervousness or apologize for any problems you think you have with
your speech, you may be calling the audience’s attention to something they hadn’t noticed.
o
Be yourself, allow your own personality to come across in your speech.
o
Turn nervousness into positive energy. Harness your nervous energy and transform it into vitality and
enthusiasm.
o
Gain experience. Experience builds confidence, which is the key to effective speaking.
Remember… nervousness doesn't show one-tenth as much as it feels.
Day 3 Page | 17
Monster
OBJECTIVES

To foster team building, problem solving and decision-making.
MATERIALS

None
APPROACH

Participants are divided into groups of 5.

Each group’s objective is to form a monster capable of moving and talking.

The group is instructed to join themselves together to make a monster. This monster travels using both
its hands and feet. It also makes its own sound before and after it moves.

The group must form a monster that walks with one more leg than members of the group and one arm
less. (I.e. a group of 5 would form a monster with 6 legs and 4 arms.)

Each group will demonstrate their monster. It must make its noise, move 20 feet or so, stop, and then
make its noise again.
DISCUSSION QUESTIONS

How did this process work for your group?

What problems did the group have to deal with? And how were they dealt with?

What skills were developed by this activity?

How did you decide on the monster’s call?

What did you learn?
NOTES AND TIPS
Day 3 Page | 18
Earth 100 & Ecological Footprint
OBJECTIVES
 To demonstrate how much we personally impact the world (Pre-preparation is required)
MATERIALS
 A Brief Introduction to the Ecological Footprint Handout (Day 3 Page 20 in Facilitator Manual)




What Is Your Ecological Footprint? (Page 31-33 in Participant Manual)
Paper and pens (to write names on) & bucket to collect names
100 Styrofoam balls
Cut outs of all the continents (found in your week specific supplies)
APPROACH
 Brief small group discussions (15 minutes): What is leadership? Ask the participants to define it,
synthesize it into 3 key words. How far does your influence spread? How do you personally
impact the world? As a group look at where they feel they have power, can make a difference.
 Have everyone write his or her name down on a piece of paper and hold onto it.
 Introduce the concept of cowboy and astronaut worldviews (5 minutes):
 Cowboy= lots for everyone, more is better, the sky’s the limit, based on few people, many natural
resources.
 Astronaut= finite planet with many people, decreasing biodiversity, resources, therefore must reduce
our impact; share fairly. Requires leadership with vision and awareness.
 Explain that we are going to take a big picture snapshot of the world, from the astronaut perspective.
 Collect their names in a bucket as they transition. (Save names for Global Dinner activity)
 Earth 100 (25 minutes): Have Participants move to activity and stand in semi-circle. In front of
them are cut outs of all the continents with tennis balls scattered all over them. Explain that the
youth represent 100% of the human population on earth, and that the 100 tennis balls represent
100% of the world’s resources (everything from trees to water to their TV’s and running shoes).
 Explain that we are going to look at how these resources are divided. Have participants represent
the populations of Europe, Oceania (Japan, NZ, Australia), North America. I.e. Canada and the
U.S. make up about 5% of the world population, so 5 participants (if there are 100 participants or
close to, otherwise they’ll do the math and figure it out) will stand beside the continent. Once these
populations have been accounted for, we add them up= 20% of the population. This leaves 80%
still standing in the semi-circle, and we group them into Asia, Africa, South and Central America,
and Mexico (not included in North America for this exercise).
(continued…)
Day 3 Page | 19
(continued)
 Starting with Oceania, collect the amount of resources (Styrofoam balls) they consume from around
the planet and throw them to the participants representing those countries, followed by Europe and
N.A. and count up the tennis balls they have piled on their continents (=80%)
 Divide up the remaining tennis balls to the 80 world as they call out the names of countries from
their continent.
 Brief discussion about the 80/20 world, their thoughts and feelings.
 Ecological Footprint (25 minutes): Hand out worksheets and explain that this is a tool; a measure
to calculate how much land is needed to support our lifestyles. Guide them through the sheet
(What is your Ecological Footprint handout Page 31 in Participant Manual). It gives us ideas on
how to reduce their footprint. They will do this for a typical day at home, using the day before they
came to CYL as an example.
 Challenge them to measure it again in 6 months to see if they have reduced it.
 Spend some time wrapping up and taking about the discussion questions below.
DISCUSSION QUESTIONS
 What is leadership?
 How far does your leadership or influence spread?
 How do you personally impact the world?
 What can I do?
NOTES AND TIPS
Source: B.C. Camp Rainbow
Day 3 Page | 20
A Brief Introduction to the Ecological Footprint
The ecological footprint is a measure of sustainability: it measures what area of the Earth is required to keep a
population – be it a city, a nation, a planet full of people, or an individual – alive at a constant level. It represents
the "natural capital" necessary to provide renewable resources, such as food, water, and oxygen. It also represents
the natural resources necessary to eliminate our wastes, such as plants to absorb carbon dioxide.
Look at it another way: if you had to travel through space, what resources would need to be encapsulated with
you in order for you to survive? To survive forever? That quantity of resources is what your ecological footprint
attempts to measure: what is the area of the earth needed to supply what you need to survive at a constant level.
The very wealthy never need to worry about running out of money. That is because they have so much wealth
available to them, they can survive on the interest without spending their principle. Their wealth is
SUSTAINABLE. The Earth is like a fat bank account – it is able to support an amazing number of species off just
the renewable part of its resources: the interest. But when one species becomes too numerous or too profligate in
its resource use, it is spending not only the interest, but also the principle. And that is what humans are doing: we
are reducing our planet’s ability to supply resources to future generations, to say nothing of other species. As the
overall population increases, the planet will be less and less able to supply them all with what they need.
Let’s think about it geographically. The amount of area that the average American needs to support him or herself
is about 5.1 hectares. If there are six billion people in the world and each used resources at a rate equivalent to
Americans, the combined mass of humanity would require 30.6 billion hectares of land. The Earth has a land area
of about 13.1 billion hectares, of which only about 8.9 billion hectares are ecologically productive. Given that, it
is apparent that for everyone in the world to live as Americans do sustainably we would need about 4 Earth’s to
support us! And that is not even including the other species that we share the planet with.
Look at it another way. If there are 8.9 billion hectares of arable land on the planet, and about 6 billion
people, for the population of the Earth (and again, we are only talking about humans here) would need to
have an ecological footprint of about 1.5 hectares. This represents a reduction of more than a third for the
average American! So who out there is ready to make the sacrifice?
Source: B.C. Camp Rainbow
Day 3 Page | 21
What Is Your Ecological Footprint?
PARTICIPANT MANUAL: PAGES 31-33
Pick the answers that best apply to you
(Choose all that apply) 
WATER
Have you had a bath every day this week?
score 14
If you have a bath just on Sunday night - or twice a week,
score 2
Have you had a shower every day this week?
score 4
If you take a shower once a week,
score 1
If you or your family uses your dishwasher every day or every other day,
score 6
On summer days, do you or your family water the garden or wash the
car with a hose?
score 4
Your WATER Score __________
(Choose one) 
FOOD
When you or your family last went shopping, did they buy only
locally produced fresh products - such as bread, vegetables and meat
score 2
Alternatively, do you and your family buy more heavily packaged
and processed items and rarely look at where food comes from?
score 15
Or, do you search out food that comes from closer to home?
If you are successful at least part of the time,
score 5
(Choose one) 
And... What sort of food do you eat?
Do you eat meat with most meals?
score 85
Or do you eat mostly vegetarian dishes?
score 30
Your FOOD Score
_____________
WHERE YOU LIVE
(Choose one) 
If your home is...
A small apartment,
score 7
a large and spacious apartment,
score 12
a semi-detached house,
score 23
a detached house,
score 33
How many people live in your home?
__________
Divide your score for this ‘Where you live’ section
by the number of people and round up the answer.
Your HOUSING score: _______________
Day 3 Page | 22
HOLIDAY

(Choose all that apply)
If you took at least one airplane flight (ever)
score 85
If you drove or took the train for at least one long distance trip (ever)
score 25
If you stayed near home on your last holiday
score 10
Your HOLIDAY Score:
HEATING YOUR HOUSE

__________
(Choose all that apply)
The heat that keeps you warm probably comes from burning fossil fuel, which releases carbon dioxide. To soak
up this greenhouse gas, trees will have to be planted, using up land. So, start this section with a score of 45. On
the bright side, you get to subtract some points.
Do you or your family set the thermostat down low, preferring
to add another layer of clothing before turning it up?
subtract 5
If your home is well insulated,
subtract 15
Does your home have double-glazed windows?
subtract 5
Do you or your family only turn on the heating when absolutely
necessary rather than keeping it on the timer all year round?
subtract 10
Your HEATING Score: 45 minus your subtractions = __________
ELECTRICITY
a) If your power comes from only renewable sources, score 2 and skip to the next section.
b) For everyone else, generating your electricity releases carbon dioxide, so start this section with a score of 75
Do you always switch off the lights if a room is no longer in use?
subtract 10
Computers, TVs and stereos can now be left on standby.
If you shun the standby setting and switch these devices right off,
subtract 10
Your ELECTRICTY Score: 75 minus your subtractions = _________
DAILY TRAVEL
(Choose one) 
Ask yourself, to get to where you are going, do you or your parents drive on most days – then choose…
Is your car a modern, small-engine car (or hybrid)?
score 40
Or do you drive a big 4-by-4?
score 75
If your car is something between these two,
score 50
Do you take a bus, rather than travel by car?
score 25
If you cycle to work or school,
score 3
Your TRAVEL Score: __________
Day 3 Page | 23
PAPER
(Choose one) 
The last book you read, did you borrow or buy it?
If you always buy,
score 2
If you always borrow,
score 0
If it's half and half,
score 1
Do you or your family always share your newspapers and magazines?
score 5
If you or your family throw out your newspapers when
you have finished with them,
score 10
Your PAPER Score: __________
(Choose all that apply) 
WASTE
To dispose of waste, you're once again going to use up valuable land. Start this section with a score of 100
Do you recycle most glass bottles?
subtract 15
If you separate out waste paper for recycling,
subtract 17
If you keep used cans apart and recycle them,
subtract 10
Do you recycle your plastic containers?
subtract 8
Do you or your family compost the organic waste left
over from the kitchen and garden?
subtract 5
If you avoid generating waste by, say, buying less
or reusing things.
subtract 15
Your WASTE Score: 100 minus your subtractions = __________
Now Total All The Sections _________
AND FINALLY...
Many of the amenities you use every day, from roads to shops and buildings, make their own demands on land.
People who consume more tend to rely more on these amenities. So, to take account of this, double your score!
FINAL TOTAL ________
Each "point" in your score is equal to one-hundredth of a hectare. So, for example, a score of 350 is equal to
about 3.5 hectares.
Total Hectares That You Require __________
Total Number Of Worlds Needed If Everyone Consumed Like You:__________
Your Total Hectares ÷ 1.5:__________ =
Day 3 Page | 24
Global Dinner
OBJECTIVES
 To creatively demonstrate how resources are distributed around the world
 To show how participants can reduce waste
MATERIALS
 Flipchart, markers, paper, pens
 Global meal- bread or rice, water
 Regular meal- whatever is on the menu for that evening
 Tablecloths, candles, cutlery, glasses, etc.
 Food waste bucket collected from Sunday evening’s meal
APPROACH
SETUP:

The meal should be one that can be easily kept warm or reheated, preferably with rice as part of it, but
otherwise something that would be part of the week’s menu.

The tables need to be set up beforehand. One group of tables to reflect the 20% world population with
table cloths, candles, full place settings, juice and water, condiments etc. Meals will be brought out to
them by Facilitators, once everyone is seated.

Another group of tables to reflect the 80% world population with a stack of plates and pile of cutlery,
glasses for everyone, water in varying amounts from half full to full, with varying amounts of pepper
sprinkled in it. Bowls of rice (bread if rice is not do-able?) in varying amounts will be delivered to tables
during the introduction of the meal.

If possible, the kitchen will close up their window and door for the first part of dinner. Facilitators will
bring any seconds.
JUST BEFORE DINNER:

Explain that we are going to live the 80/20 experience for one meal.

Draw names from container and tell these chosen people that there are special tables for them to sit at.
Send them in first, and seat them. Their tables should have tablecloths, candles, and place settings. Ask
everyone else to go into dinner, but to wait for instructions before beginning.

Welcome everyone to the Global Meal, where 20% will enjoy their regular meal, and the other 80% will
eat as the rest of the world does.

Explain that all of the food for the evening’s meal has been served, and except for the 20% world there
will be no seconds.

Present that, although the 20% world would like to share, think about how easily you could mail your
plate of dinner to another country. If the groups are determined, both tables may agree on 1 table that
they will “give aid to” and share food with.
Day 3 Page | 25

After a moment of silence, everyone begins eating. After about 15 minutes ask both groups to discuss
their thoughts and feelings and elect a spokesperson to speak for each table.

Debrief; discuss the issues that come up. Usually anger, right to be fed, jealousy, not fair, makes them
think, not like this in the real world because 80% world doesn’t get to see what the 20% world has etc.
Facilitator to take notes

Only then, tell them they will all eat the full-night’s meal.

Food, juice etc. will have been made ready, and should be presented about 10 minutes before wrap up.
Facilitator’s should help deliver everything to the tables so it happens quickly and efficiently.
PRESENT THE FOOD WASTE CHALLENGE:
Here is something you can do about it: 25% of all food in North America ends up as food waste. From this point
on, all food waste will be collected after every meal, and, if by the end of the week a Facilitator can touch the
bottom of the bucket with his/her pinkie finger and touch clear plastic the group has passed the challenge.

“Take what you need, but eat what you take”
DISCUSSION QUESTIONS


What does this exercise have to do with leadership?
What can you do in your everyday life to help?

Beyond guilt, what can WE do to help?
NOTES AND TIPS

Hold discussion at the first session immediately after dinner
Source: B.C. Camp Rainbow Curriculum
Day 3 Page | 26
Day 4: Tuesday
Today’s Theme: Team Building.
Daily Quote: Never give up on what you really want to do. The person with big dreams is more
powerful than the one with all the facts. H.Jackson Brown Jr.
Day 4 Page | 1
Introduction to Group-Led Activities
OBJECTIVES
 To have Participants plan and Facilitate a CYL activity
 To utilize the communication, leadership and organization skills learned at camp
MATERIALS
 Portable Skills, Team and Self Discovery, Frozen Stiff and Team Charades activities and related hand
outs (distributed to the various groups during the session)
APPROACH
 Break into colour groups. Hand one of the exercises to each of the groups
 Assign a Facilitator to each group. Monitor and guide as required, but encourage Participants to obtain
guidance from reviewing related session material contained in their workbooks.
 Have Participants review the materials and plan how they will implement the activity.
 Discuss with each small group how having objectives allows the organizers to monitor the success of the
activity.
 After the groups have begun their plans, call the large group back and discuss the planning, organization
and monitoring processes required.
DISCUSSION QUESTIONS
 Were Participants surprised at the amount of planning and organization that must go into a successful
activity?
 What were the goals of each team?
 How did they organize their teams to achieve their goals?
 What specific leadership, communication and presentation skills are required to plan their activity.
 What skills will be required to implement the activity?
 How will the activity be monitored and evaluated? What is the definition of success for this activity?
NOTES AND TIPS
Day 4 Page | 2
Reporting Back to Sponsors
OBJECTIVES

To develop a series of presentations for Participants’ sponsors

To acknowledge the contributions of sponsors to the CYL program
MATERIALS

Writing a Thank-You Letter to Your Sponsor Handout (Page 35 in Participants’ workbook)

Refer to the various presentation and constructive criticism handouts (in Participants’ workbooks)

Pens and paper

Any materials Participants choose to use for presentations
APPROACH
PART 1 (30 minutes)
 Divide Participants into four groups. Assign one of the following topics to each group. Each group
is to prepare a real life example and present it to the full group.
1. A 3–4 minute speech to the Co-op’s Board promoting Co-operative Young Leaders and why it's
a great program for the Co-op or Credit Union to sponsor.
2. A 3–4 minute presentation to the Annual General Meeting of the Participant’s sponsoring co-op.
3. A short article (approximately 300 words) for the co-op’s newsletter explaining CYL, and
telling members about the Participant’s CYL experience.
4. A thank-you letter to the Board of Directors of your sponsoring Co-op.
PART 2 (30 minutes)
 Each group to share their presentations with the large group (speech, article, letter)

The other groups will provide feedback and constructive criticism, and add their own suggestions.

If possible, include copies on the CYL Collective Memories CD for all Participants to use as
reference.

NOTE: Most Participants have done this exercise before. Challenge them to come up with
something new for their thank you presentations.
DISCUSSION QUESTIONS

What would some of the benefits of sending a thank you note to your sponsor be?

What else can you do to recognize the support of your sponsor?
Based on materials developed by Sophie Anne Edwards.
Day 4 Page | 3
Snack Shack Membership Meeting
OBJECTIVES


To give Participants the opportunity to develop and run a co-operative enterprise
To allow Participants to take part in democratic members’ meetings
MATERIALS

Motions & Parliamentary Procedure, and Chairperson’s Checklist Handouts (in Participants’
workbooks)
APPROACH





Participants operate a small co-op business, which allows them to purchase various items during
their week of camp. The Snack Shack co-operative includes a membership (all of the Participants
and Facilitators) and a Board of Directors (the Snack Shack Committee).
The entire group gathers for the Snack Shack General Membership Meeting.
Facilitators will summarize the basic points about co-ops, if required. (Including, how they are
member owned and member-focussed; that they get people working together for their common
goals and needs; how profits are shared; social and economic links to the community, etc).
The Board of Directors of the Snack Shack, with assistance from their Facilitator/Mentor, will lead
the group through a Members’ Meeting.
o The Chair introduces the Board of Directors and explains their roles.
o The Chair presents an agenda that includes: recommendations on share purchase price [explain
membership shares]; recommendations on what candy to purchase; an overview of the hours of
operation, and other items requiring the Members’ attention.
o The Chair and the Facilitator/Mentor will explain basic meeting guidelines, which will be
followed during this, and all subsequent Members’ Meetings. Members must raise their hands
and be recognized by the Chair before speaking. Motions will require a mover and a seconder.
After a discussion, the vote will be held. You must be a member to vote or speak. The secretary
should take notes during the meeting.
During the second Snack Shack Interim Members’ Meeting (scheduled for Day 4) and the Snack
Shack Final Members’ Meeting (scheduled for Day 6), more and more control of the meeting can be
exercised by the Chair, with the Facilitator/Mentor providing guidance.
NOTES AND TIPS

The Members’ Meetings format can be utilized for other committee reports, as well as other items
requiring group approval or updates during the week.

Robert's Rules of Order is the basic handbook of operation for most organizations from
congresses to clubs, so it's important that everyone know these basic rules .
Day 4 Page | 4
Motions & Parliamentary Procedure
PARTICIPANT MANUAL: PAGE 16
PARLIAMENTARY PROCEDURE according to Robert's Rules of Order
Parliamentary procedure is a set of rules of conduct at meetings that allows everyone to be heard and to make
decisions without confusion.
Parliamentary procedure is important because it's a time-tested method of conducting business at meetings and
public gatherings. It can be adapted to fit the needs of any organization. Today, Robert's Rules of Order is the
basic handbook of operation for most organizations from congresses to clubs, so it's important that everyone
know these basic rules.
Members express themselves in a meeting by presenting (or ‘moving’) motions. A motion is a proposal that the
entire membership take action on. Once a subject has been moved and seconded, it can be discussed. Motions
can also be amended. If a motion is not seconded (approved by another member) it is dropped.
During a meeting, members can:
 Make motions
 Second motions
 Debate motions
 Vote on motions
TERMS USED WHEN MAKING A MOTION
1. Moved
a proposal from a member
2. Seconded another member’s interest
3. Stated
by chair or secretary
4. Discussed each member can speak once to
each motion
5. Amended changing the motion by:
 Adding or deleting words
 Replacing with different words
(Each amendment has the same 9 steps)
6. Called
Time to Vote
7. Restated
8. Voted
ensures everyone’s understanding
of motion
All in favour? Opposed? Abstain?
9. Declared
Carried or Defeated
Source: Ontario Ministry of Agriculture, Food and Rural Affairs, 1994
Day 4 Page | 5
Chairperson’s Checklist
PARTICIPANT MANUAL: PAGE 17
A STANDARD MEETING AGENDA
1.
Call the meeting to Order
2.
Check-in with the members
3.
Approve the Agenda for this meeting
4.
Read & Approve the Minutes from the previous meeting
5.
Officer’s Reports (Treasurer, President, etc.)
6.
Standing Committees’ Reports
7.
Special Committees’ Reports
8.
Unfinished Business
9.
New Business
10.
11.
Wrap Up & Evaluation, Next Meeting Agenda, Date, Place
Adjourn
Source: Adapted from Ontario Ministry of Agriculture, Food and Rural Affairs, 1994.
ROBERT’S RULES…FUNDAMENTAL MEETING PRINCIPLES
1. Only one subject at a time.
2. Equal rights for each member.
3. Full and free debate.
4. Teamwork.
ROBERT’S SIX STEPS TO A MOTION
1. Motion. "I move that...[motion wording]"
 One motion at a time (not including amendments). Keep the wording short and simple.
2. Second. "I second that..."
3. Motion announcement. "It's been proposed that… [repeat motion wording]"
4. Discussion on the motion (or amendment).
5. Call the question (call for vote on motion).
6. Decision announcement (motion passed or motion defeated).
*The maker of the motion has first right to speak during discussion.
*The Chair has power over how the debate or discussion is run.
Day 4 Page | 6
Strategic Tic-Tac-Toe
OBJECTIVES

To enable Participants to practice co-operation and team building.
MATERIALS

Strategic Tic–Tack-Toe Game Sheet Handout (3 or 4 sheets per group) (distributed during the
session)

Pens
APPROACH

Participants are divided into groups of 4 or 5. Each group is given a copy of the game sheet handout

Give instructions clearly and quickly before too many questions can be asked in front of the whole
group. Instructions are on the game sheet.

Ask everyone to select a symbol. Emphasize the scoring system, especially that four-in-a-row is
four victory points and ends the game.

The idea for the first round or two is never to say the Participants are in competition, but usually they
are. After the second round, ask for the scores from each set of players and announce the total score.
Tell them a score like 124 is a benchmark. You will see the teamwork light bulbs go off if they
haven’t already.
DISCUSSION QUESTIONS

Did everyone assume that because it was titled Tic-Tac-Toe that it was a competition because of the
way the original Tic-Tac-Toe game is played?

Observe the language used by the group during the first two rounds and the rounds after. Was there
a change?
NOTES AND TIPS

The highest score (according to the book this came from) is 270.
Day 4 Page | 7
Strategic Tic-Tac-Toe Game Sheet
OBJECTIVE: SEE HOW MANY POINTS YOU CAN SCORE.
BE SURE TO STOP WHEN 4 LIKE SYMBOLS ARE PLACED IN A ROW
Each time a symbol is placed on the grid = 1 point.
3 in a row = 2 bonus points. 4 in a row = 4 victory points and ends the game.
Get into groups of 2–5 people. Each person should choose a symbol. Each person should take turns writing a
symbol in an empty square on the grid.
Day 4 Page | 8
The Forum
OBJECTIVES
 To provide a communication arena where issues relevant to the Participants lives are discussed openly
and without fear of judgement or criticism.
 To help bridge any gap which may exist between the Participants and the Facilitators.
 To help us examine the beliefs and perceptions that we hold.
 To build trust, acceptance and understanding between the Participants
 To allow the sharing of knowledge and create a feeling of community.
 To make clear to the persons involved that in many situations where they may feel isolated, they are not
in fact “the only one.”
 To demonstrate how people of very different backgrounds and beliefs can relate to, and learn from, one
another.
 To provide people with the opportunity to ask questions and verbalize ideas that they may never have
discussed before.
MATERIALS
 Flipchart and markers
 Conversation controller (e.g. baseball, towel, etc)
APPROACH
 To be successful, a Forum needs at least 2 hours. (15 minutes for introduction and getting the group
settled, 30 minutes for segregated discussions, 15 minutes for a break and assembling as a large group,
and 60 minutes (plus) for the unsegregated discussion).
 At least one Facilitator is needed to lead this exercise, (plus one per group). All of the Facilitators should
be involved, especially in the large group.
 Set the tone of this activity, which will enable Participants to openly share their opinions during the
Forum, remain on topic and give all Participants and their questions/comments honest thought and
respect.
 Have the entire group choose a Topic. Participants are encouraged to choose a topic related to previous
discussion or issues arising from sessions. Have the group brainstorm topics and narrow the list by
consensus. **Recommendations include steering away from “sex” and focussing on concepts such as
cliques, parents, or relationships.**
 Remind Participants of the objectives of the exercise. (See Objectives above.)
 Ground Rules. In the large group, everyone is encouraged to express their opinions. No argument or
criticism is allowed, only discussion. Questions are permitted to the group, but not directed to
individuals. The only person who may speak is the person with the conversation controller. To speak,
raise your hand when the speaker has finished. Participants are encouraged to their communication
skills, including active listening.
(continued…)
Day 4 Page | 9
(The Forum, continued)
Segregated Forum:
 Segregated into 3 groups of mixed genders. Facilitators must ensure that the ground rules are followed
and that Participants remain focused. Facilitators are encouraged to ask generalized questions of the
group.
 One person from the group will summarize the discussion and begin to formulate questions to ask the
other group.
 Approximately 10 minutes prior to the end of this section, a Facilitator from each group should check
with the others to confirm that the groups will be ready to merge on schedule. The last few minutes of
the session may be spent getting in touch with what the Participants would like to discuss with the other
group, and formalizing some questions on flipchart paper.
Unsegregated Forum:
 Have the Participants form a large circle. Each segregated group will explain through a spokesperson
what topics their group covered during the segregated session. Once this exchange has been completed,
the Forum may proceed, following the Ground Rules and all CYL and session Rules and Regulations
(including the OUCH and SAD-V rules).
 Questions to either gender are allowed during this portion of the Forum, but direct questions to
individuals are still off limits.
DISCUSSION QUESTIONS
NOTES AND TIPS
 Any Facilitator, especially the two who are leading this particular session, must be ready to take control
of the conversation at any time if there is a real danger that the topic, or aspects of the way the topic is
being dealt with, could offend or hurt anyone. Otherwise, Participants can only speak when they hold
the conversation controller.
 Use the tickle trunk to lighten the mood!
Source: B.C. Camp Rainbow, A Leadership Program
.
Day 4 Page | 10
Day 5: Wednesday
 Remember to include downtime for Warm Fuzzies, journals and Secret Friends!
Today’s Theme: Friendship and Consensus building
Daily Quote: You can complain because roses have thorns, or you can rejoice because thorns have
roses. –Author Unknown
Day 5 Page | 1
Co-op Careers
OBJECTIVES
 To help Participants discover career paths in the co-operative sector

To introduce the co-operative ways of doing business

To consider the requirements and qualifications for employment within the co-operative
sector
MATERIALS
 Co-op Careers Handout (Page 36 in Participants’ workbooks)

Co-operative Careers Options Handout (Page 37 in Participants’ workbooks)

Map of Ontario Co-operatives (reference only)
APPROACH
 Discuss the Co-op Careers handout, pointing out the diversity in employers, locations, size
of organization and types of jobs.

Lead a discussion on the qualifications and benefits of working for a co-op.

Ask Participants to brainstorm types of careers that are available in the co-op sector.
NOTES AND TIPS
 Co-op employees require all the same education, ability and skills as in any other business.

People who work in co-ops should be committed to co-operative business practises and
principles.

Co-op employment provides people with the satisfaction of participating in an economic
process that provides individuals with a certain amount of control over their economic
destiny and environment.

Co-operatives offer an opportunity for continual learning and personal growth, as well as
service to the community.

The career possibilities in co-operatives and credit unions are vast, wide-ranging and
international in scope. Almost every possible job and type of work may be found within
the various co-operative organizations.
Day 5 Page | 2
Co-op Careers Handout
PARTICIPANT MANUAL: PAGE 36
Need a job? Consider adding co-operatives and credit unions to your list of job search potentials. Co-ops are
organizations dedicated to principles of co-operation and democracy. They combine this outlook with the daily
practice of running a business. Opportunities within the co-op sector are meaningful and financially rewarding.
Find a job that matches your personal values. Working for a co-op offers you a community-oriented business
experience. Co-op employment offers you the chance to play a role in the ongoing social and economic
development of your own community People just like you control the company and will influence your life as an
employee. In turn, your work and ideas will influence the Board, which sets the co-op's direction.
Your options in the co-op sector include…
 Full time; part time; contract; volunteer; internship


In a big city, or a small town
Big company or small

Ontario. Throughout Canada or almost any where in the world

In English, French or almost any language

Entry level, employee, supervisor, manager or specialist

A large company, a small company or one owned by its employees

Ethical, caring to staff and customers, and a contributor to the community
Surprised? Don’t be. Co-ops are in every imaginable sector of the economy. Collectively, there are over
10,000 co-operatives and credit unions in Canada, providing products and services to over 10 million Canadians.
Worldwide, some 750,000 co-operatives serve 730 million members.
This means you can find a job in whichever field interests you.
Cooperatives may be organized to provide just about any good or service such as:


Business services, such as personnel and benefits
management and group purchasing of goods and
services
Childcare

Insurance, credit and personal financial services

Employment

Equipment, hardware and farm supplies

Electricity, telephone, Internet and satellite and
cable TV. Services

Food and food services

Funeral and memorial service planning

Health care

Health Insurance

Housing

Financial Services and Trust companies

Retail services

Legal and professional services
Marketing of agricultural and other products
Day 5 Page | 3
Co-operative Career Options Handout
(PAGE 37 IN PARTICIPANT MANUAL)
When thinking about career opportunities in co-operatives, most people would list only the careers or jobs of
people in co-operative organizations they have dealt with (like a manager at a credit union). The following list is
not exhaustive, but provides an idea of the wide scope and range of occupations within the various co-operative
sectors.
Marketing/Producer
Consumer: Supply and Retail
Financial
Health Care
Co-operatives
food technologists
agricultural engineers
accountants
administrative clerks
fishers
managers
computer
programmers,
analysts and
operators
grain buyers
truckers
human resource
personnel
marketing personnel
graphic designers or
artists
communication
specialists
laboratory technicians
researchers
public relations
officers
sales personnel
policy analysts
receptionists
buyers
scientists
shipping and receiving
clerks
grain handlers
lobbyists
machine operators
accountants
computer
programmers,
analysts and
operators
sales clerks
shipping and
receiving clerks
order clerks
truckers
buyers
lawyers
public relations
officers
communications
personnel
graphic designers
and artists
photographers
book-keepers
scientists
petroleum engineers
mechanics
trainers and
educators
service station
attendants
cashiers
“carry-out” staff
bakers
meat cutters and
wrappers
cooks
waitresses
pharmacists
produce clerks
stocking clerks
warehouse
personnel
travel agents
mechanics
gas station
attendants
hardware clerks
geologists
drillers
oil rig workers
artisans
janitors and
building
maintenance staff
mail room workers
consumer
counsellors
printers
vehicle operators
environmental
engineers
geophysicists
resource analysts
pipe fitters
equipment
installers and
repairers
economists
community
development
officers
managers
lawyers
computer
programmers,
analysts and
operators
tellers
loans officers
credit union
managers
office clerks
data processors
members service
representatives
finance managers
administrators
researchers
insurance sales
personnel
insurance adjusters
claims officers
marketing staff
trainers and
educators
statisticians
economists
lobbyists
human resources
personnel
financial analysts
economists
planning officers
lawyers
community
development officers
managers
collections officers
file clerks
administration
assistants
receptionists
accounting clerks
doctors
nurses
birth attendants
(midwives)
therapists
laboratory
technicians
dentists
dental hygienists
receptionists
X-ray technicians
pharmacists
physical and
occupational
therapists
educators
opticians
podiatrists
medical
administrators
daycare workers
nutritionists
social workers
policy analysts
Day 5 Page | 4
Co-ops vs. Other Business Models
PARTICIPANT MANUAL: PAGE 34
Co-operative businesses are:
 great places to work

great places to be a member (customer) of

great supporters of their communities
Starting any business requires taking risk. Almost eighty percent of small businesses fail. There
are many reasons for failure including, poor planning, being overly optimistic, lack of adequate
investment and cash, poor cost control, personal illness and plain bad luck.
Co-operatives generally fare better and have twice the survival rate – 40%. This is significantly
better than other business models (sole proprietorship, partnership, and corporation), but it still
means over half of start-up co-ops fail. Some of the reasons for the better survival rate for co-ops
include more cautious and thoughtful decision-making, the emotional support members provide
each other, pooling resources and talents, and support from other co-ops and federations.
The main difference between a co-op business and a regular company is democracy. This is both
the strength and potential weakness of the co-op structure. It’s a strength because it offers people
(members) more control over their lives and the potential for making better decisions collectively
than individually. It’s a weakness because democratic decision-making requires more time; more
discussion and the ability to listen and even change one’s mind. This doesn’t mean that every little
decision has to be made by the group. Usually, only long-term policies are determined this way,
while day-to-day business operations are clearly assigned to various employees, just like any
business.
How does a traditional business compare to a co-op business?
 Co-operatives are business organizations owned by the members who use their services

Control rests equally with all members ("one member, one vote") and surplus earnings are
shared by members in proportion to the degree they use the services

Co-ops are structured in a democratic way that allows members to have a say in their
actions

The members elect the board of directors and decide what should be done with any surplus
that is generated in the co-ops

In co-operatives, the board is responsible to the members - the people who need and use the
co-op services.
Day 5 Page | 5
Mid-Week Membership Meeting
OBJECTIVES
 To reinforce effective meeting techniques

To update the large group on the happenings of the Snack Shack committee (and other
committees, if desired)
MATERIALS
 None
APPROACH
 The entire group gathers for a Snack Shack General Membership Meeting.

The Board of Directors, with less assistance from their Facilitator/Mentor than in the
preliminary meeting, will lead the group through an interim Members’ Meeting.
o The Chair will introduce the Board of Directors, the Executive Committee and any
other resource people.
o He/she will present an agenda that includes: Financial statistics (how much money
raised; how much spent; profit to date (if any), etc. Update on the amount of candy left;
will any more be required; a heads-up on the possible uses for the profits, if any; and
other items that the Board wishes to bring to the Members’ attention.
o The Chair and the Facilitator/Mentor will review basic meeting guidelines, which will
be followed during this, and all subsequent Members’ Meetings.
o Members must raise their hands and be recognized by the Chair before speaking.
Motions will require a mover and a seconder. After a discussion, the vote will be held.
Only members can vote. The secretary should take notes during the meeting.

Other committees may have pre-arranged to make their report to the large group at this
time.
NOTES AND TIPS
 Facilitators and Participants may wish to review the Motions and Parliamentary
procedures and Chairperson’s Checklist handouts used during the first Snack Shack
meeting on Day 2.
Day 5 Page | 6
Introduction to the Helping Exercise
OBJECTIVES
 Introduce the Helping Exercise to the group so that the Participants begin to think about
topics for tomorrow’s session
MATERIALS
 None
APPROACH
 Begin discussion with: We've been talking about communications in terms of knowing
what's happening in the process, how things can be misinterpreted, the need for accepting
differences of values and priorities, and how we can be more effective.

Every day, you've gotten to know each other better. This whole week is designed around
getting to know new people, becoming comfortable interacting with them, and with new
situations.

Tomorrow, you’ll all be taking part in a “Helping Exercise.” This is an opportunity for you
to talk in small groups and get some feedback from other members of the group. Maybe
there is something that you would like help deciding, to bounce an idea around, to find out
someone else's opinion about a situation or discuss something that might be bothering you.
It can be difficult to both give and receive help in a relationship, and this is a safe
environment in which to use some of the skills we've been building this week.

You will be working in very small groups. Each person taking turns talking about his or
her problem, listening to someone else's problem, and observing. You will not be asked to
share what you've talked about in these groups with anyone else – and we'd ask that any
confidential discussions that go on in the groups are kept confidential. We will let you
know who's in each group tomorrow.

We’re letting you know about this activity NOW, so that you can start thinking of a
situation (regarding family, school, friends, etc.) that you’re not happy with and would like
to change when you return home. Try to select a problem of real concern to you. We're
telling you this now so that you have a chance to think about something, and get
comfortable with the idea of sharing it. You may wish to think of two situations (one
serious/personal, one different), so that you can choose the one you feel better talking about
when the time comes.

Past Participants have found the Helping Exercise to be very beneficial, and a great chance
to really get to know somebody. For many, it was the highlight of their week.

SO REMEMBER – for tomorrow’s session, think of a situation you’d like to discuss.
And review some of the communication tips we’ve discussed to help you listen and help
somebody else.
Day 5 Page | 7
Time Management
OBJECTIVES
 To introduce Participants to the concept of Time Management
MATERIALS
 Time Management Tips Handout (Pages 40, 41 in Participants’ workbooks)
APPROACH
 Lead a brief discussion into the need for Time Management skills
o Balancing school assignments with other commitments
o
Getting tasks done at work, school or clubs
o
Getting all activities completed during this CYL week
NOTES AND TIPS
 This is included because Participants routinely struggle to complete the Panel Presentations and the
planning for Participant-led activities within free time allotted.
Day 5 Page | 8
Time Management Tips
PARTICIPANT MANUAL: PAGES 40, 41
THIRTEEN TIPS FOR PERSONAL TIME MANAGEMENT
1. SPEND TIME PLANNING AND ORGANIZING. Using time to think and plan is time well-spent.
In fact, if you fail to take time for planning, you are, in effect, planning to fail. Organize in a way that
makes sense to you. If you need colour and pictures, use a lot on your calendar or planning book. Some
people need to have papers filed away; others get their creative energy from their piles. So forget the
"shoulds" and organize your way.
2. SET GOALS. Goals give your life, and the way you spend your time, direction. Set goals which are
specific, measurable, realistic and achievable. Your optimum goals are those which cause you to
"stretch" but not "break" as you strive for achievement. Goals can give creative people a much-needed
sense of direction.
3. PRIORITIZE. The Italian economist Vilfredo Pareto noted that 80 percent of the reward comes from
20 percent of the effort. The trick to prioritizing is to isolate and identify that 20 percent. Once identified,
concentrate your work on those items with the greatest reward. Prioritize by colour, number or letter —
whichever method makes the most sense to you. Flagging items with a deadline is another idea for
helping you stick to your priorities.
4. USE A TO DO LIST. Some people thrive using a "running" To Do list which is continuously being
updated. Another method is the ABC list. This list is divided into three sections; a, b, or c. The items
placed in the A section are those needed to be done that day. The items placed in the B section need
completion within the week. The C section items are those things that need to be done within the month.
As the B, C items become more pertinent they are bumped up to the A or B list. Try it or come up with
your own method, but do it.
5. BE FLEXIBLE. Allow time for interruptions and distractions. Time management experts often suggest
planning for just 50 percent or less of one's time. With only 50 percent of your time planned, you will
have the flexibility to handle interruptions and the unplanned "emergency." When interrupted, ask this
question, "What is the most important thing I can be doing with my time right now?" to help you get
back on track fast.
6. CONSIDER YOUR BIOLOGICAL PRIME TIME. That's the time of day when you are at your
best. Are you a "morning person," a "night owl," or a late afternoon "whiz?" Knowing when your best
time is and planning to use that time of day for your priorities (if possible) is effective time management.
7. DO THE RIGHT THING RIGHT. Doing the right thing is effectiveness; doing things right is
efficiency. Focus first on effectiveness (identifying what is the right thing to do), then concentrate on
efficiency (doing it right).
(continued
Day 5 Page | 9
(Time Management, continued)
8. ELIMINATE THE URGENT. Urgent tasks have short-term consequences while important tasks are
those with long-term, goal-related implications. Work towards reducing the urgent things you must do so
you'll have time for your important priorities. Flagging or highlighting items on your To Do list or
attaching a deadline to each item may help keep important items from becoming urgent emergencies.
9. PRACTICE THE ART OF INTELLIGENT NEGLECT. Eliminate from your life trivial tasks or
those tasks which do not have long-term consequences for you. Can you delegate or eliminate any of
your To Do list? Work on those tasks which you alone can do.
10. AVOID BEING A PERFECTIONIST. Yes, some things need to be closer to perfect than others, but
paying unnecessary attention to detail, can be a form of procrastination.
11. CONQUER PROCRASTINATION. When you are avoiding something, break it into smaller tasks
and do just one of the smaller tasks or set a timer and work on the big task for just 15 minutes. By doing
a little at a time, eventually you'll reach a point where you'll want to finish. Another suggestion is to
combine several activities into one time spot. While commuting to school, listen to taped notes. While
showering make a mental list of the things that need to be done.
12. LEARN TO SAY "NO." Such a small word — and so hard to say. Focusing on your goals may help.
Blocking time for important, but often not scheduled, priorities such as family and friends can also help.
But first you must be convinced that you and your priorities are important — that seems to be the hardest
part in learning to say "no." Once convinced of their importance, saying "no" to the unimportant in life
gets easier.
13. REWARD YOURSELF. Even for small successes, celebrate achievement of goals. Promise yourself a
reward for completing each task, or finishing the total job. Then keep your promise to yourself and
indulge in your reward. Doing so will help you maintain the necessary balance in life between work and
play. As Ann McGee-Cooper says, "If we learn to balance excellence in work with excellence in play,
fun, and relaxation, our lives become happier, healthier, and a great deal more creative."
Advantages of Time Management
gain time
motivates and initiates
reduces avoidance
promotes review
eliminates cramming
reduces anxiety
Day 5 Page | 10
Presentation of Group-Led Activities
Four teams of Participants each facilitate one thirty-minute activity for the rest of the group.
In presenting their activities, the Participants are to use all of their CYL leadership, communication and
presentation skills
APPROACH

Activities were assigned and discussed earlier in the week.

Throughout the day teams have discussed and organized their activities

Each team will introduce, present, facilitate and wrap-up all aspects of their activity.

Facilitators will monitor and assist as required.

The activities being presented are:
o Portable Skills
o Team & Self Discovery
o Frozen Stiff
o Team Charades

Use an Icergizer between activities

Hold a meaningful discussion after the completion of all activities
o Were these activities successful? Define “success” (for the Participants and for those
facilitating).
o
How much did “luck” have to do with the success of their activity?
o
o
What challenges did the teams have to overcome?
How would they do it differently?
o
Did they have enough time to properly organize themselves? Why or why not??
o
What CYL-learned skills did Participants use to facilitate their activity?
o
What did Participants learn from taking part in this exercise?
o
What did they learn today that they can apply to the work they are doing on their Panel
Presentations?
Day 5 Page | 11
Portable Skills
OBJECTIVES
 To create team identity and build team spirit by helping Participants to learn more about each other
 To establish self-disclosure as a team norm
MATERIALS
 Blank 3 x 5 cards
 pins or tape
APPROACH
 This activity will help Participants to discover individual strengths that will make a productive team.
 Explain that skills are portable (transferable) and that every member of the team is bringing a briefcase
or box full of knowledge and skills to the team.
 Distribute the 3 x 5 cards.
 Ask Participants to write their names on the cards. Below their names they are to list two specialties or
skills that they bring to the team; e.g., knowledge of team work, communication, facilitation,
organization, conflict management, etc.
 When Participants have completed the cards, have them pin, tape or hold the cards up in front of them as
they circulate about the room
 Discuss the skills that you read on others cards to learn more about their strengths and skills.
DISCUSSION QUESTIONS
 What were some of the skills identified? Were there many duplications?
 What were some of the more unique skills?
 Did you learn anything new about your fellow Participants?
 How can these skills be added together – and what would the result be?
 Was it difficult to determine – and then promote - your strengths?
NOTES AND TIPS
 This activity illustrates: there is always something new team members can learn about each other that
will increase rapport and make the team members aware of each other’s strengths and applicable
experiences.
Day 5 Page | 12
Team and Self Discovery
OBJECTIVES
 To create team identity and build team spirit by helping members to learn about each other
 To establish self-disclosure as a team norm
 To practise Impromptu speaking
MATERIALS
 flipchart
 markers
 pen
 paper
 hat (or other container)
APPROACH
PART 1 (10 minutes)
 Ask the group to brainstorm a list of provocative questions they would like to have each other answer
(and that they would be willing to answer). [Remember the SAD-V and OUCH rules!] List them all on
the flipchart.
 Have the group screen the list to delete those in questionable taste, and select the two or three questions
that everyone feels most comfortable with. Write them on pieces of paper and place in a hat. Make
more than one copy of each question.
PART 2 (15 minutes)
 Choose one person to begin. He/she picks a question from the hat and answers it. Answers are to be
one-minute or less. Have the person to the right pick a question from the hat and answer it. Continue
around the circle, making sure everyone has answered a question at least once.
DISCUSSION QUESTIONS
 Did the answers vary from person to person, even if the same question was asked?
 How would you organize this activity differently next time?
 What new things did you learn about your fellow Participants?
 Why is this activity called TEAM and SELF Discovery?
NOTES AND TIPS
Day 5 Page | 13
Impromptu Speaking Exercises
Use these quick Impromptu speaking exercises to help Participants gain confidence in their speaking abilities.
They can be used at any time, including as Icergizers.
Here are some activities that could be incorporated into any session - they can be done in about five minutes.
They are all based on one person starting the activity (this could be a Facilitator or a Participant) and then
everyone else standing in turn and adding their 10-30 seconds worth.
1. Pick the Word
The first person starts by standing and speaking for 10 seconds. They will finish on a particular word and the
next speaker will have to start with that word. It is not a continuous story - speakers are encouraged to be as
creative as possible with the application of their 'start word'. For example: "So, as I was leaving school yesterday,
I decided I would…" NOMINATED WORD = 'would' . Next speaker "Wood comes from trees, and I just love
trees.” The first speaker controls the exercise around the room by stopping one speaker (a 'sounder' e.g. a bell can
help), nominating the word, and, if necessary, naming the next speaker.
2. Name that Star
This exercises both the imagination and the impromptu speaking skills. Each student speaks in turn for 10-30
seconds on the subject of his or her special (imaginary) movie character. This character has a name that is a
combination of the student's pet's name (or the name they would give a pet if they had one) and the name of their
street. In their allotted time they have to say the name of their 'star' and the role he or she would play in a movie.
For example - "My star's name is Goldie Bayview, and she is a sophisticated lady of the Confederate South of the
USA last century. She says 'ya'll' a lot." or "I want to tell you about Butch Forbes - the meanest, toughest criminal
in 1920's Sydney. You could always pick him by the tattoos on his arms and the scars on his face."
3. Spaceship
The world is about to be destroyed by an asteroid. One spaceship is being prepared to leave in a short time
carrying the small number of people who will hopefully ensure the survival of the human race. This classroom
contains the candidates for that flight - but only one in five can be selected. Each successful candidate will be
allowed to take one thing on board - and the selection is based on what thing the student nominates. The exercise
is to have each student speak for 10-30 seconds, nominating what he or she would take.
4. Progressive Word
Have the Participants stand in a circle. One by one, they tell a story one word at a time. Variation: Tell the story
one sentence at a time.
The main advantage of these exercises is that the Participants get to their feet and say a few words regularly.
(This is very important - allowing them to sit compromises theeffectiveness.) Mostly, the exercises are a lot of
fun and the Participants are eager to participate.
Day 5 Page | 14
Frozen Stiff
OBJECTIVES
 To give Participants practice in conflict resolution
MATERIALS
 Flipchart and markers
 Frozen Stiff – Group Worksheet Handout (included in Participants’ workbooks)
 Frozen Stiff – Traps in Problem Solving Handout (included in Participants’ workbooks)
APPROACH
PART 1 (5 minutes)
 Break the group into teams of 4 to 6 members.
 Explain the purpose of the exercise, using a simplified objective statement such as “This exercise will
help you understand some of the traps that occur when a group of people get together to solve a
problem.”
 Explain the basic process. Each group will be given a problem to solve. One person in each group will
be given the solution. The groups must solve the problem by asking the person with the solution “yes”
or “no” questions. Only one solution per group is allowed, so everyone must work collaboratively
towards a common solution.
PART 2 (3 minutes)
 Present the Frozen Stiff activity to the entire group. Ensure the problem is visible throughout the
exercise by writing it on the flipchart.
o Problem:
An explorer was found frozen to death on the ice in the Antarctic. Next to him on the ice lay a
bundle. His death could have been prevented if he would have opened the bundle. What did it
contain?
o Solution: DO NOT REVEAL THIS UNTIL THE END!
A parachute. (Don’t show this until Part 5 of this activity.)
 Ask if anyone in any of the groups recognizes the problem, or already knows the solution. If so, have
them be an observer in their group. If there is more than one person who knows the solution, adjust the
groups so there is an observer in each group.
(continued)
Day 5 Page | 15
(Frozen Stiff, continued)
PART 3 (7 minutes)
 Ask the groups to break off, out of earshot of each other, and ask them to begin tackling the problem.
Suggest that they keep their voices low so as not to disrupt other groups.
 Once they have come up with an answer, direct the groups to keep the solution to themselves. They are
to simply announce that they have arrived at a group solution.
PART 4 (10 minutes)
 Once everyone has reached a solution, or the time limit is up, announce that the exercise is over. Provide
a copy of the Frozen Stiff Group Worksheet Handout to each Participant. Ask everyone to identify: A)
Two actions or behaviours that helped the group arrive at the solution; and B) Two actions that hindered.
(5 minutes)
 Ask the group to share and discuss what they’ve written. Put their answers on the flipchart. (5 minutes)
Answers may include…
Possible Helping Actions
Possible Hindering Actions

Carefully listening to questions asked.

Lack of interest or involvement.

Use other ideas to generate new ones.

Distracting the group with non-related ideas

Thinking creatively and non-linearly.

Linear thinking

Asking good clarifying questions.

Jumping to quick, convenient solutions

Carefully analyzing the problem.

Not recognizing subtle clues in the problem
statement (e.g. the word “opened”.
PART 5 (5 minutes)
 Lead a brief discussion to help the group link this exercise to the workplace. Begin by asking, “You’ve
seen some of the helping and hindering actions in group problem solving. How can you use this?”
 Look for similar ideas and themes from the group contributions, and refer to the Traps of Problem
Solving Handout.
(continued…)
Day 5 Page | 16
(Frozen Stiff, continued)
o
Key points to emphasize:
a) Jumping to conclusions or quick assumptions does not solve problems effectively. People will
often assume that death is due to freezing, and quickly ask questions like “Was it a 2-way radio”?
or “Was it a blanket or sleeping bag?”
b) Biases or filters will affect what people envision the bundle to be. Some may assumed it is
small, others large.
 Ask people if groups they work with stumble into these traps, and what they might do to prevent it from
happening.
 Give each group members a copy of the Traps of Problem Solving Handout. Suggest its use as an aid to
help avoid falling into some of the traps.
 Only now do you reveal the solution to the puzzle.
DISCUSSION QUESTIONS
NOTES AND TIPS
 Group Problem Solving is a valuable process, but one with common pitfalls. This exercise helps
improve a team’s problem-solving ability by increasing awareness of the unproductive nature of making
assumptions, being swayed by personal biases, and not engaging in behaviour which supports the
problem-solving process.
 Participants should now have a better awareness and understanding of some of the components of
effective group problem solving. They should also complete the exercise with a desire to contribute to
better problem solving in the workplace.
 VARIATION: You can use observers to hold the solutions and respond to group questions, or you can use
another Participant, leaving the observers to note group behaviours.
 You may conclude the solution discussions as soon as one group has the correct answer, provided the
other groups have had 5 minutes or more of discussion time.
Four Stages of Problem Solving
1.
Understand and explore the problem;
2.
Find a strategy;
3.
Use the strategy to solve the problem;
4.
Look back and reflect on the solution.
Day 5 Page | 17
Frozen Stiff - Traps in Problem-Solving
Group problem solving loses its effectiveness as a result of the following:
 Lack of interest or involvement
 Distracting the group with non-related ideas or not allowing to contribute
 Linear thinking
 Jumping to quick, convenient solutions
 Not recognizing subtle clues in the problem statement (e.g. missing the word “opened” in the problem)
PROBLEM SOLVING STRATEGIES
If you are having some trouble solving problems, these ideas might get you going.
UNDERSTAND THE PROBLEM
It is easy to jump straight into solving a problem before
you really understand it. Read the problem carefully
two or three times if necessary.
MAKING MISTAKES!!
You may have heard the expression : learn from your
mistakes. Try things out, make mistakes, then try some
other way of attacking the problem.
DO NOT GET FRUSTRATED
Problem solving is all about coming up against things
you don't quite understand. That is why it is a problem.
So accept that fact and take it easy.
KEEP A RECORD
If you do not keep a record of what you have done
(your rough working & notes), you might end up
repeating some of your work without realizing it.
DRAW A DIAGRAM or DO A SKETCH
It is often the best thing to do when starting.
MAKE A LIST, then LOOK FOR A PATTERN
Often in mathematical problems, there are patterns to
be looked for that will help in their solution.
START WITH THE EASIER PARTS OF THE
PROBLEM or MAKE THE PROBLEM
SIMPLER
Understanding a simple version of a problem often is
the first step to understanding a whole lot more of it.
CHECK YOUR ANSWERS
You might think you've got it but you'd better check,
just in case. This is the vital and final (hopefully) part
of solving a problem. And if it is not the final part, it is
just as well you checked - isn't it?
Day 5 Page | 18
Frozen Stiff Group Worksheet
Think about the discussions that evolved in the group as you were trying to solve the problem.
 List at least two actions that helped the group solve the problem or progress towards the solution.
 Also list at least two actions that hindered arriving at the solution or distracted the group from the right
direction.
Actions that Helped
1.
2.
3.
4.
5.
Actions that Hindered
1.
2.
3.
4.
5.
Day 5 Page | 19
The Bedpan Factory
OBJECTIVES

To foster group co-operation and team building.
MATERIALS

Bedpan handouts (distributed during the session)

Flipchart and markers

Watch, stopwatch or timer

1–2 rolls of tape per group

1–2 marking pens per group

2 pairs of scissors per group
APPROACH
PART 1 (30 minutes)

Divide Participants into groups of 8

Explain that a local hospital has developed a severe shortage of bedpans and patients are beginning
to complain. Each group will build as many bedpans as possible within a single shift at their factory.

In 15 minutes, each group must create a name for their bedpan company and design a promotional
commercial to promote their bedpan company. Explain that the appropriate acronym for this name
must be “engraved” (written) on each bedpan produced.

Have each group present their commercial to the entire group. (10 minutes)
PART 2 (5 minutes)

Demonstrate the proper technique for construction of a bedpan. Cut the bedpan sheet along the
dotted lines, fold sides up, then fold the ends up and wrap the corners around the sides. Tape the
sides and check for leaks!!!

Allow each group to practice making one bedpan.

Explain that the groups will be in competition with each other, and the hospital will select the vendor
that produces the greatest number of high quality bedpans. Bedpans will be rated as follows:
o
o
o
o
4 = Top grade, evenly folded and neatly taped
3 = Average quality, folding or taping somewhat messy
2 = Poor quality, folding or taping way off
1 = Not complete, incorrectly manufactured (LEAKY)
(continued…)
Day 5 Page | 20
(The Bedpan Factory, continued)
PART 3 (5 minutes)

Give each group 25 sheets, from which to make bedpans.

Each group will serve as quality control inspectors to evaluate the bedpans produced by another
group and determine the final tally. Teams will be scored on the total number of pans produced
using the above rating scale. Teams have 3 minutes to complete this task.

Based on the 3-minute trial period, have groups set a goal for the number of bedpans they believe
they could produce in a 5-minute period now that they know what they are doing. Each group will
announce their goal to the group. Record these goals on the flipchart.
PART 4 (5 minutes)

Just before the groups begin the next round of bedpan construction, announce that every worker in
the factory has been injured and cannot use their dominant hand.

Give each group 25 more sheets and let them begin their five-minute task.

After two minutes announce that one of the scissor operators has just gone blind. That individual
must keep his/her eyes closed for the remainder of the activity. The group cannot switch scissor
operators. (VARIATION – use blindfolds.)

After two more minutes, tell them that 2 group members must stand up because their sciatic nerve is
acting up.
PART 5 (20 minutes)

Conduct a quality control check and determine the tally for each group. Announce the winner of the
competition.

Debrief and discuss
DISCUSSION QUESTIONS

What manufacturing technique did your group use?

What did this activity require for your group to achieve success?

Why were some groups more successful?

Emphasize the fact that the most successful groups tended to be those in which each person had a
specific job to do, and in which a spirit of cooperation and assembly line technique was utilized.

How did your group feel when obstacles were put in your way after you had already set production
goals?

Draw a parallel between this situation and the absence of a committee chairperson on the day of a
major activity, or the failure of key supplies to arrive in time, etc.
NOTES AND TIPS

Depending on how the groups are doing, you may want to limit the number of obstacles you throw
at them (blindness, sciatica, etc). If Participants are doing really well, then you may want to throw
more obstacles at them, and if not, you may want to limit the number.
Day 5 Page | 21
The Bedpan Factory Handout
A representation of the
original.
Made in
Lake St. George
Day 5 Page | 22
Team Charades
OBJECTIVES
 To establish a group identity and high level of cohesiveness in a work team.
MATERIALS
 None
APPROACH
PART 1 (5 minutes)
 Divide the group into four or five teams. Have them spread out in the meeting room.
 Ask each team to choose a name for the team that best identifies it – one to which they could easily
relate.
PART 2 (15 minutes)
 Call upon each team to act out (mime) its name in charades fashion, while the remainder of the
Participants try to guess the name of the group that is on stage.
 Have the large group decide by consensus which name best identifies which team.
 Discuss the reasons how and why the decision was reached.
 If time permits, have each team develop, and then demonstrate, a group cheer they will commit to using
every time they succeed at something
PART 3 (10 minutes)
 Lead a discussion on the benefits of having a group identity.
DISCUSSION QUESTIONS
 How did your group select its name?
 How comfortable are all of you with it?
 How important is it to have a group identity?
NOTES AND TIPS
Day 5 Page | 23
Day 6: Thursday
 Remember to include downtime for Warm Fuzzies, journals and Secret Friends!
Today’s Theme: Presentation and Facilitation.
Daily Quote: The bends of the road are not the end of the road… unless you fail to make the turn.
– Author unknown
Day 6 Page | 1
The Journey
An all-day activity primarily facilitated and lead by Lake St. George Centre staff.
Day 6 Page | 2
The Helping Exercise
OBJECTIVES

To utilize the communication and leadership concepts Participants have learned about

To provide an opportunity to both give and receive help and feedback

To develop a support network
MATERIALS

Flipchart and markers

List of Participants, organized into their helping groups of up to 3 people

The Helping Exercise Handout (Page 38- 39 included in Participants’ workbooks)
APPROACH

Facilitators are to discuss the aim of the Helping Exercise with the Participants, as outlined in the
Objectives, above.

Review the concepts from The Helping Exercise handout with the Participants; flipchart key ideas
for emphasis. Participants may already have an idea of a topic or area of concern they’d like to
discuss. Present these concepts:

The aim of our Helping Exercise is to constructively assist another person. This is achieved by
increasing the independence, understanding, effectiveness and skills of a person so that they can take
control and manage their own affairs. You are to assist the individual to identify and examine
alternatives and consequences.

Helping is not intimidating, persuading or forcing acceptance of ideas or a set of beliefs. The role
of advice giver is not what we are encouraging in the helping process.

There are many different factors that affect communication, and the responses people make.
Sometimes it's hard not to try to influence somebody by what you feel is right.

Everyone has a right to feel the way they do. Being upset or emotional about an issue is that
person's response to a situation; just because you or somebody else might not react the same, doesn't
mean one is right and one is wrong.

Over the past few days, Facilitators have been observing the Participants to see who could be paired
with whom for this activity. (When making up groups for the helping session, pay attention to the
personality mix, gender mixes and group dynamics.)

After all discussion on the exercise has taken place, announce the groupings and let them disperse
throughout the property. They must remember all of the CYL rules and regulations! Have them
remain in view of others, but not within hearing distance.

Groups must remain together for the entire 90 minutes; they may stay together longer if they are not
required at the next activity. Helping and trusting takes time to develop, which is why 90 minutes
has been allotted. Facilitators will wander around the groups to monitor, but not close enough to
hear what is being discussed
Day 6 Page | 3
The Helping Exercise Handout
PARTICIPANT MANUAL: PAGES 38-39
 The aim of our Helping Exercise is to constructively assist another person. By increasing your skills
in the areas of communication, leadership and empathy, you will become able to help others take control
and manage their own affairs. To assist the individual to identify and examine alternatives and
consequences. Sometimes it's hard not to influence somebody by what you feel is right. The helper
cannot tell the person being helped what he/she should do; only an individual can decide upon that
course of action.
 Helping is not intimidating, persuading or forcing acceptance of ideas or a set of beliefs. It is not
trying to make a person conform to another's version of what should be. By giving an “answer” you are
doing nothing to strengthen the individual's ability to deal with his/her problems. The role of advicegiver or reprimander is not what we are talking about in the helping process.
 There are many different factors that affect what type of communication takes place how well people
know each other, how both feel about the situation, values, etc.
 Everyone has a right to feel the way they do. Being upset or emotional about an issue is that person's
response to a situation. Just because you or somebody else might not react the same, doesn't mean one is
right and one is wrong.
 The helping process is complex. It involves the needs, values, feelings and attitudes of both the helper
and the person being helped. At the core of the helping process is the relationship between the helper
and the person being helped. That relationship must have certain characteristics:
o Mutual acceptance. The individual being helped must feel he/she is understood and valued as a
person. If he/she feels judged, he/she will not speak freely, and the response will be to find ways
to defend the actions.
o The helper must be: genuinely concerned and interested; encouraging but at the same time
objective; neither condemning or praising. The helper recognizes the demands and the
requirements of the situation, and assists the individual being helped to develop and evaluate
options.
o The helper must be sensitive to his/her own feelings, attitudes and responses, as well as to those of
the person being helped. Most of the interaction is verbal, but non-verbal body language also
conveys meaning.
 When answering questions, there is no “right” or “wrong” response. When someone seeks help on a
particular issue, they do so for varying reasons: reassurances, to talk it out, find solutions. It's important
to listen to find out what the person is looking for.
 Everyone has a right to feel the way they do. Being upset or emotional about an issue is that person's
response to a situation. Just because you or somebody else might not react the same, doesn't mean one is
right and one is wrong.
(continued...)
Day 6 Page | 4
(The Helping Exercise, continued)
Why it is difficult to receive help:
 We think of ourselves and our problems as unique. We think our difficulties are so different from those
of other people that no one else could ever understand them.
 We are concerned as to whether the helper can really be trusted. Sometimes, past experiences can make
us cautious in trusting people.
 We are afraid of what people will think of us.
 We are looking for sympathy and support, rather than wanting to search for a way to solve our
difficulties. We don't see that we must change as well as others. When the helper tries to have us look at
this, we stop listening.
 We want to avoid thinking about some aspects of ourselves, and want someone else to give us an “easy,”
or “right” answer.
 We may be very independent and find it difficult to ask for help.
Why it is difficult to give help:
 We like to give advice; we feel competent and important. Helpers can fall into a telling role without
finding out whether the advice is appropriate to the other person or their situation.
 We are insensitive to the other person. When they deny any difficulties; are unable or refuse to talk;
explain that it is someone else's fault; deny what has happened; and so on, the helper may try to argue or
exert pressure.
 We can confuse the situation by over-praising to establish the relationship. We may fail to help the
person look at their role in the situation.
What we need to do:
 Trust. Unless there is trust, facts will be withheld and there will be no real exploration of the problems
of the person to be helped. Developing trust takes time. Trust does not come quickly. Trust grows as the
individual to be helped talks about him/herself and situation, and the helper does not condemn.
 Recognize that this is a joint exploration. Both the helper and receiver must be willing to examine
problems, attitudes and feelings.
 There must be active listening on both sides.
 The helper must allow the other person to speak freely. Listen attentively, give occasional support or
encouragement and accept what is said. By assisting the other person to speak more freely, the helper
reduces anxiety and furthers acceptance of solutions.
 The helper is obligated to respect the confidence that has been placed with him/her.
Phrases and words:
You can show you are listening, encouraging and accepting by the use of phrases such as:
 Tell me more …
 People have done the same before …
 What ideas or solutions have you thought about …
 How do you feel about…
Day 6 Page | 5
Day 7: Friday
 Remember to include downtime for Warm Fuzzies, journals and Secret Friends!
Today’s Theme: Leadership.
Daily Quote: Each friend represents a world in us, a world possibly not born until they arrive, and it is only by
this meeting that a new world is born. – Anais Nin
Day 7 Page | 1
Select the Youth Rep
OBJECTIVES

To choose a youth representative for the week.
MATERIALS

Pens and paper

Hat to collect votes

What Makes a Leader Handout (Page 44 in Participants’ workbooks)

Refer to the Youth Representative Information page
APPROACH

Describe the duties and purpose for choosing a youth representative of the week. Refer to the Youth
Representative Information page (next page in the Facilitator manual) for some of the past activities
(exchanges, representatives at working group, AGM’s, various youth centres, etc.)

Have Participants review what they believe are qualities of leadership. Revisit the What Makes a
Leader handout in the Participants’ workbooks and other leadership information discussed earlier in
the week.

Each Participant gets four votes. [Variation – 1 member, 1 vote.] Collect the votes in a hat.

Announce the top four representative choices. Ensure that they understand the role and are willing
to accept the responsibilities of the position. Have them leave the room, with a Facilitator.

Narrow the choices to two by consensus. The second Participant will be the alternate youth
representative.
DISCUSSION QUESTIONS

Relate this activity to the qualities and styles of leadership learned during the week
NOTES AND TIPS

Make it clear to the Participants that this is not a popularity contest. There is work and responsibility
which comes with the position. By accepting the nomination, the Participant is committing to
carrying out the duties of the role. For example there are meetings to attend, places to be, and
workshops to deliver.

A Participant with an already high number of commitments at home should consider not taking the
position.
Day 7 Page | 2
What Makes a Leader?
PARTICIPANT MANUAL: PAGE 44
Leaders influence others to accomplish a task, or objective. They direct the group in a way that makes it more
cohesive and coherent.
A person carries out this process by applying leadership attributes:
* belief *values *ethics *character *knowledge *skills
Although your position as a manager, supervisor, etc. gives you the authority to accomplish certain tasks and
objectives, this power does not make you a leader...it simply makes you the boss.
Leadership makes people want to achieve high goals and objectives, while, on the other hand, bosses tell people
to accomplish a task or objective.
How people become leaders
o Some personality traits may lead people naturally into leadership roles.
o
A crisis or important event may cause a person to rise to the occasion, which brings out
extraordinary leadership qualities in an ordinary person.
o
People can choose to become leaders. People can learn leadership skills.
To inspire people into higher levels of teamwork, there are certain things you must be, know and, do. These do
not come naturally, but are acquired through continual work and study. The best leaders are continually working
and studying to improve their leadership skills.
When a person is deciding if he respects you as a leader, he observes what you do so that he can know who you
really are. He uses this observation to tell if you are an honourable and trusted leader, or a self-serving person
who misuses her authority to look good and get promoted.
A respected leader concentrates on what he/she is (beliefs and character), what he/he knows (job, tasks, human
nature) and what he/she does (implement, motivate, provide direction). Self-serving leaders are not as effective
because their employees only obey them, not follow them. They succeed in many areas because they present a
good image to their seniors at the expense of their people.
What makes a person want to follow a leader?
o People want to be guided by those they respect and who have a clear sense of direction.
o
To gain respect, they must be ethical.
o
A sense of direction is achieved by conveying a strong vision of the future.
So essentially, to be a leader, you must be trustworthy
and you have to be able to communicate a vision
of where you are going.
Day 7 Page | 3
Youth Representative Info
On Co-op will be in contact with the Youth Representatives from all CYL sessions during the year. Youth Reps
will be invited to become involved in various events promoting the co-operative movement.
Examples of events the Youth Representative may be invited to attend include, but aren’t limited to:

Helping run the silent and live auction at the Ontario Co-operative Association’s “Co-op Gala” in
October

Be a panel member at the Co-operative Gala to help inform industry leaders about youth
involvement

Give presentations about CYL to potential sponsors, new co-ops and credit unions

Attend Credit Union Central of Ontario’s AGM in April and participate in a panel presentation on
CYL

Help facilitate a workshop about youth involvement at the Co-operative Housing Federation
national AGM

Agree to be quoted and have their photo in the CYL newsletter and On Co-op materials

Attend the GROWMARK AGM in Chicago, meet other youth from across Canada and the USA
that are involved in the co-op movement and rural leadership

Attend CYL sponsor’s AGM’s or board meetings to encourage them to continue sponsoring CYL,
let them know what you get out of the program

Meet and work with the youth representatives from other CYL sessions

Network with industry leaders in the co-op and credit union sector

Senior youth reps. may return and be Intern Facilitators the following summer

Attend the Advanced CYL session (dates and times to be determined)

Involvement in various fundraising activities

Involvement in your their community to promote leadership and co-operatives

Participation in CYL youth communication and leadership initiatives
Day 7 Page | 4
Large Group Evaluation
OBJECTIVES

To evaluate the success of the CYL week from the Participants’ viewpoints

To serve as closure for the CYL session
MATERIALS

CYL Evaluation Forms (distributed during the session)

Markers and Flip Chart
APPROACH

Lead a brief discussion to wrap up the CYL week. Review the objectives created by participants
and Facilitators early in the week during the Introduction to R.O.P.E.S.

Discuss what went really well during the week and what lessons were learned from some of the
activities and events that were not as successful.

Hand out the large group CYL evaluation forms.

Collect evaluation forms when completed and return to On Co-op
Day 7 Page | 5
Snack Shack AGM
OBJECTIVES

To reinforce effective meeting techniques

To decide how to divide the profits (if any) of the Snack Shack
MATERIALS
 Any financial notes from the Snack Shack

Previous committee notes or minutes
APPROACH
 The entire group gathers and the final Snack Shack Membership Meeting is held.
(AGM = Annual General Meeting.)


The Board of Directors, with less assistance from their Facilitator/Mentor than in previous meetings,
will lead the group.
o
The Chair will introduce the Board of Directors, and the executive committee and any other
resource people.
o
Based upon items raised during the last Snack Shack committee meeting, the Chair will present
an agenda that includes: Financial statistics (how much money raised; how much spent; how
much profit is available. The committee will present possible uses for the profits, if any (which
could include extra funding for the banquet; a donation to CYL; a donation to an organization
which sent a Cameo, a donation to the Credit Union Charitable Foundation, a current
international relief effort, etc.) and other items that the Board wishes to bring to the Members’
attention.
o
The Chair reminds members of meeting rules and etiquette. Only members can vote. The
secretary should take notes during the meeting, including what happens to the Snack Shack
profits.
Other committees may also wish to make their final report to the large group at this time.
NOTES AND TIPS
 In Senior, the final Snack Shack Meeting may occur before the CYL session is over. The committee
may recommend continuing the Snack Shack until, for example, Friday afternoon.
Day 7 Page | 6
Life After CYL
OBJECTIVES

To have Participants develop ways to promote the CYL program to their co-op and other
organizations

To demonstrate contributions Participants can make when they return to their communities

To leverage the skills and energy created by CYL into action all year long

To encourage Participants to see the ‘big picture’ of their CYL experience
MATERIALS

CYL Follow-Up handout (Page 45 included in Participants’ workbooks)

Flipchart and markers
APPROACH

Break Participants into groups. Have two groups brainstorm ideas for promoting CYL to other
youths, co-ops (sponsors) and organizations. The other two groups will brainstorm ideas for
promoting CYL to their sponsoring co-op.

Participants will also review the CYL week and talk about what they want to use their new
leadership and communication skills. Discuss creating an “Action Plan.”

All groups to fill in the CYL Follow-Up handouts (use more paper if required)

In full group, discuss some of the Participant suggestions. Provide feedback, ideas and possible
resources (people, organizations, programs) to allow the ‘What’s Next’ ideas to be successful.
Assist Participants in finding solutions for some of their follow-through challenges. Capture their
ideas and forward to On Co-op!!

Put in a plug for the next Co-op Young Leaders program (returning as Participants, or interns – the
path to becoming a Facilitator, etc).

Encourage Participants to become involved in their community and their co-operative beyond the
CYL program. Remind them that they have an opportunity to show appreciation to their sponsors
for the investment made in themselves as individuals.

Encourage them to take some action within three days of returning home.
NOTES AND TIPS

Most Participants have taken part in this activity before. Challenge them to come up with new and
innovative ideas: Initiate a brainstorming session!
Day 7 Page | 7
CYL Follow-Up & Action Plan Handout
Come up with at least three ways to complete these sentences. Use the back of the page to list some ways of
reaching these goals.
(PARTICIPANT MANUAL: PAGE 45)
I will use the skills, contacts and energy I developed at Co-operative Young Leaders camp to
1) Volunteer at my co-op, or elsewhere in the community.
2) Make a presentation on co-operatives to my school, youth group or other organization (I can ask the Ontario
Co-operative association to send someone to make a presentation along with me!)
3) ______________________________________________________________________________________
______________________________________________________________________________________
4) ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
5) ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
I will promote the CYL program at my sponsoring co-op by:
1) Attending an AGM or other meeting to discuss my CYL experience.
2) Using my Leadership skills to assist the co-op in an activity I have discussed with them.
3) ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
4) ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
5) ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Day 7 Page | 8
Panel Presentations
Participant groups make their formal presentations to a panel, comprised of representatives from the cooperative sector.
APPROACH
PART 1 (120 minutes)
 Panel members will introduce themselves and their co-op at the start of the activity. If there is time
at the end, panel members may talk more about their co-op and their roles within their organization.

Each group makes their presentation in front of the panel, with the remainder of the Participants as
the audience. Presentations should take from 10-15 minutes. Groups may volunteer to go first, or
use a lottery.

Using the Constructive Criticism form, the panel will provide feedback to each group, immediately
after their presentation. (Variation: Feedback is given after a five-minute break for panellists to
discuss the presentations among themselves.)

15-20 minutes is allotted for each group’s presentation and another 5-10 minutes for the feedback
session.

A break (or Icergizer) will be held between the second and third presentation.
PART 2 (30 minutes)
 Material required: Group Self Evaluation Handout (in Participants’ workbooks)

After the panel has reviewed all of the presentations, each group breaks out and completes their
Group Self Evaluation form (included in the Participants’ workbooks).

The evaluation forms are completed individually, and then discussed together in the small groups.

Finally, the large group meets and discusses the presentations, the feedback and the evaluations.
Day 7 Page | 9
Group Self-Evaluation
PARTICIPANT MANUAL: PAGE 46
Circle the appropriate number on the rating scale.
High
Average
Low
We made certain that all members of our group
understood the work.
5
4
3
2
1
We listened to the ideas and contributions of all
group members.
5
4
3
2
1
We were patient when explaining difficult material
to members within the group.
5
4
3
2
1
We attempted to develop a clear presentation.
5
4
3
2
1
We shared the workload within the group.
5
4
3
2
1
What was your group particularly effective in doing? Explain your answer.
What would you like your group to be more effective in doing in the future? Explain fully.
______
Day 7 Page | 10
Letter To Self
OBJECTIVES

To allow Participants to set goals and objectives - and a time line for their plans

To evaluate their experience, and to look at their achievements from a historical perspective

To reinforce the concepts learned at CYL, and to start Participants thinking of participating in CYL
again in the next year

To provide an “entry ticket” into the evening’s banquet
MATERIALS

Envelopes

Pens

Writing paper
APPROACH

Have the Participants write a letter to themselves, to be received in the mail close to December 25th.

In the letter they may want to set some goals or make some plans for the next few months. They
may wish to write about what is going on in their lives right now (CYL and other fun things), and
what they expect to happen next. Participants’ journals or workbooks may be of help.

After they have finished the letter, Participants place it in an envelope (provided), and write their
home address on it and seal it. The Ontario Co-operative Association will take care of the return
address, the postage and the mailing in December. This way CYL Participants will receive their
letters for the December 25th holiday. It’s fun to read this letter because most people completely
forget about writing it.

The letters are to be handed in as the Participants’ “ticket” to the Friday night banquet. (Facilitators
will collect the envelopes and include them in the box of material returning to Ontario Co-operative
Association at the end of Session.)

Facilitator note: Try this too. It’s a lot of fun and a nice reminder of the fun and friends from CYL.
Day 7 Page | 11
Sponsor “Thank You” Letter
PARTICIPANT MANUALS: PAGE 35
All Participants who are sponsored to attend CYL should write a thank-you letter to their sponsor. After all,
sponsors invest a lot of money and other resources to send you here! Writing a letter is one of the things you can
do to show your appreciation. You may also do other things for your sponsor (attend a meeting, make a
presentation, etc), but a written thank you letter is always a very good idea.
Whom To Send It To?
 Contact the person whom you contacted or who contacted you about coming to CYL camp. They
will be able to answer this question. They’ll tell you the name and address to send your letter to. It
could be a Manager, the Board of Directors, a committee or someone else associated with the cooperative.
What To Put In Your Letter?
 Your first paragraph should be fairly short. It could include some background on you, and/or your
relationship to the co-op. You may also want to explain what CYL is, assuming not everyone who
reads the letter will know. Be sure to include a sentence or two such as, “Thank you so much for
sponsoring me …”

The second and third paragraphs should describe some of the things you learned and found valuable
during your week at CYL. Go into some detail about specific sessions you found worthwhile and
how you benefited from them. Describe how you brought this new information and enthusiasm
home with you, and were able to (or plan to) apply it at school, at home, in your community or in
your co-op. Explain how CYL helped you as a person: leadership, confidence and team attitude.
Sponsors want to know that they have made a wise investment.

Somewhere near the end, perhaps in the last paragraph (if you want), describe some of the “fun”
things you did. For example, swimming, meeting people your own age from across Ontario, social
events, etc. Remember that many people haven’t been to CYL (yet), so you may have to explain
some of the history, if you haven’t already.

If you are interested in getting involved with your co-operative organization and/or would like to
return to CYL next year, mention this in your closing paragraph. Thank your sponsor again. If you
have a photo of you doing something special at CYL, that would be nice to include.

You should mail your letter within two weeks after your CYL session.
Please note: You are responsible for sending any letters
or organizing any presentations with your co-op.
Day 7 Page | 12
Candlelight Ceremony
OBJECTIVES

To serve as a closing activity for the group

To reveal Secret Friends to the group
MATERIALS

Candles, matches
APPROACH

When it is dark enough outside, move the group into a circle. Each person has a candle.

One person is chosen to begin. He/she slowly walks towards his/her Secret Friend. As the one
candle lights the next, he/she tells the Secret Friend “Three Nice Things” he/she has observed about
this person. The same ritual is followed until all candles are lit.
DISCUSSION QUESTIONS
NOTES AND TIPS

Remind Participants to make notes about their Secret Friend throughout the week so that they will
have three nice things to say. (This also helps with writing Warm Fuzzies!)

Facilitators may choose to wrap up the comments, or provide a summary of their thoughts and
experiences during the week.
Day 7 Page | 13
Day 8: Saturday
Today’s Theme: Wrap up.
Daily Quote: Coming together is a beginning. Keeping together is progress. Working together is success
Day 8 Page | 1
Remaining in Contact
OBJECTIVES

To have Participants remain in contact with other CYL Participants and Facilitators

To ensure that On Co-op has the correct contact information for each Participant

To keep the CYL magic “alive” and foster networking, by allowing Participants to develop
relationships outside of their session
MATERIALS

Flipchart

Markers
APPROACH


Have Participants brain storm on methods of them remaining in contact, and keeping the CYL spirit
alive all year long
o
Past suggestions include: MSN groups, Messenger, On-line youth caucus, CYL Excel
formatted contact sheet (on Participants’ CYL collective memories CD), letters, conferences etc.
o
Session Reunions or field trips
o
Verify that the contact information sheet is correct for each Participant before adding the
information to the Collective Memories CD.
Discuss On Co-op’s various youth-oriented leadership programs and opportunities: CYL,
Advanced CYL, Youth In Schools programs (workshops, Co-op activities, Co-op Internship
Program, etc.)
DISCUSSION QUESTIONS
NOTES AND TIPS

Send any innovative tips to On Co-op for inclusion in their communications strategies
Day 8 Page | 2