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Module 1 | Levels of impact storytelling

Session 0

30 minutes

Theme

Listening with intent

Methodology
  • Establish why intentionally listening is important. 
    - What is a conversation? A conversation is a talk between two or more people where news, thoughts and ideas are exchanged. There was a time when conversations only happened face to face. We have now moved away from that mode of conversation to conversations that are taking place all the time, on different apps, through calls, text, video calls, etc. Explain how conversations have gone from an act of both talking and listening to people talking without really listening. You can use examples of the old string cup-telephone toy or the walkie-talkie to talk about this. With the example of the walkie-talkie, for instance, only one person can speak at a time while the other person listens. Only once the person talking finishes and says, Over, can the other person start talking.

  • Now, people are so busy reacting to things or getting ready to react or respond even as they are reading texts and emails that there is no real listening.
    - Listening is important. Listening with intent, empathy.
    This builds trust, helps you deeply understand the other's experiences and perspectives, builds better relationships, and perhaps, most importantly, creates a safe space for honest communication because it shows that the listener cares and respects for the other person's experiences and concerns. This is very important in life, particularly in the impact work that we do.
    -Note to facilitator: You may bring in examples from your experience to reinforce this concept, if needed.
  • The next activity is an exercise in activelyactive listening. Reinforce the idea that listening with intent is learned by practice and we can practise this every day in our conversations with colleagues, friends, family, etc.
  • Split up the cohort into groups of two each. The team gets 15 minutes each; within this time, both the participants need to get introduced to each other. Then they have to come back and introduce the other person to the group.
    • Instructions for the introduction:- In the first five minutes, one person asks their partner questions to know more about them, and allows them to speak as much as they want to. The first person's job then is to listen carefully. No taking notes or anything. Just listening.
      - In the next five minutes, the roles are reversed.
      - They have five minutes for follow-up questions and to gather back at the table.
      - Each person then has to introduce their partner to the rest of the group, in under 2 minutes.
Learning outcomes
  • Understanding that listening with intent, empathy is a skill that can be learned.
  • Understanding that this is a skill that will come in extremely handy when working in social impact. 
Session 1

1.5 hours

Theme

Four levels of impact storytelling, from discoverability to visibility and engagement to impact.

levels.png1.png

Methodology

Ground rules to set for all sessions:
- Bring only the devices you need to the session. Note to facilitator: Explain here what is needed for this particular session
- Mute mobile phones before you put them away
- Encourage the participants to take space and make space. To take up space is to speak up and participate actively in discussions and putting their ideas and perspectives across. It is equally important to make space for others to do the same. Note to facilitators: Ensure you check in about this throughout the sessions, especially by making space for those who are not used to taking up space or struggling to do so.
- This is a safe space, and we encourage everyone to check their privilege and ensure that we do not discriminate in speech or action.
- Do remember there are no right or wrong answers. Note to facilitator: Repeating this during the sessions and activities helps participants speak up more freely.

  • Introduce the example of a university. Ask open questions about what a university needs in order to run. Allow participants to answer and discuss.
  • Establish that the university needs students and teachers to run. Ask the participants to openly discuss what could possibly be the best ways to reach out to students and teachers.
  • Once it is established that the website is a great medium for reaching out to students, teachers and parents, explain the term discoverability.
  • Start drawing the Levels of Impact Storytelling ladder on a chart paper or whiteboard, with Discoverability as the first step, L1.
  • Ask the cohort questions like, 'How will people know that the website exists?', 'If the school wants to make a hiring announcement, what happens after the JD is put up on the website?', 'What should the school do to ensure more people see the JD?'
  • Build up to the concept of Visibility. Add it to the ladder as L2.
  • Give an example about a JD for a math teacher, that lists experience and all details except for expected salary. Explain the concept of Engagement when potential candidates comment on the post asking for more details, or asking whom they can contact for more details. Mark Engagement as L3 in the ladder.
  • Use this example to show how levels are interconnected. Explain how the comments on the post point to a lack of detail in the JD, which means one has to go back to L1 level (updating the JD with all details)
  • Explain how doing L1, L2, and L3 consistently leads to L4, Impact; in this case, hiring the right faculty.
Learning outcomes
  • Introduction to the idea that there are different levels of storytelling
  • Understanding why each level is important, and how they are all interconnected and important.
  • Understanding why the work on each level has to be consistent to achieve impact.

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