Navigating turnover in student groups: Difference between revisions

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Whether they want to or not, student groups are tied to the starts and stops outlined by their school's academic calendar. While this can lead to challenges in momentum building, it also provides campus organizers the opportunity to map the natural 3-4 year cycle onto a timeline [https://www.insidehighered.com/news/2019/01/03/student-activists-biggest-obstacle-often-rhythms-college-activism-itself]. It's important that we ingrain processes for training and leadership development into our groups. 
<span style="font-size: 11pt;" >
<span>Grassroots student groups face a high risk of dissolving, which creates challenges in momentum building. This is the result of an inability to turnover the group's resources and knowledge to the next generation of student organizers, as many lack a permanence of structure. More specifically, student groups struggle with the changes outlined by their school's semesters and length of studies. Frequent turnover provides campus organizers with a unique opportunity to map the natural 3-4 year cycle of a student onto a timeline</span></span>[https://www.insidehighered.com/news/2019/01/03/student-activists-biggest-obstacle-often-rhythms-college-activism-itself].'''<span style="font-size: 12pt;" >'''<span> These challenges can be avoided, and opportunities used, by strategizing before turnover happens.
<br>
<br>
We outline some of these strategies in the following guide, developed using existing organizer databases and resources by movement thinkers, and direct insight following a learning circle with student organizers on navigating turnover. This guide includes; challenges faced by student organizers, running effective student groups, strategies to support and guide new members and building institutional memory, plus further insight on student organizing best practices, organizing in a pandemic, wellbeing and motivation, and recruitment and [[retention]] strategies.</span></span>


==Types of Student Groups==  
<span style="background-color: rgb(209, 241, 238);"> Highlighted text is knowledge shared during our Learning Circle on this topic.
 
</span>
= Types of Student Groups =
&nbsp; The campus ecosystem is made up of four main types of student groups.&nbsp;<div>
&nbsp; The campus ecosystem is made up of four main types of student groups.&nbsp;<div>
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| style="width: 50.6719px; height: 85px;" |<p>'''Student Associations'''</p>
| style="width: 50.6719px; height: 85px;" | <p>'''Student Associations'''</p>
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Student Associations operate at the campus, faculty, and department level; and act as the '''democratic voice of students''' in their membership. These unions often have permanent funding which allows them to sponsor events, make donations, and sometimes offer paid roles, both as elected executives and hired staff.&nbsp;
Student Associations operate at the campus, faculty, and department level; and act as the democratic voice of students in their membership. These unions often have permanent funding collected through a fee-levy which allows them to sponsor events, make donations, and offer paid roles, both as elected executives and hired staff.&nbsp;
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*Elected executive positions (ex. [http://secmv.org/permanence-sociopolitique/ SECMV] : unpaid roles, ASFA: paid roles)
*Elected executive positions (ex. [http://secmv.org/permanence-sociopolitique/ SECMV] : unpaid roles, ASFA: paid roles)
*Hired work-study program of Concordia (ex: [https://www.csu.qc.ca/job/campaigns-researcher/ Campaigns Researcher], CSU)
*Hired work-study program of Concordia (ex: [https://www.csu.qc.ca/job/campaigns-researcher/ Campaigns Researcher], CSU)
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| style="width: 55px;" |<p style="text-align: left;">'''Fee-levy Groups'''</p>
| style="width: 55px;" | <p style="text-align: left;">'''Fee-levy Groups'''</p>
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| style="width: 55.8815%; height: 57px;" |<p>Other campus groups can get funded through fee-levy by gaining the support of the student body. Like Student Associations, these groups have recurring funds. Unlike student associations, they can focus on specific topics or needs, such as campus food security, grants for community projects, etc.&nbsp;</p>
| style="width: 55.8815%; height: 57px;" | <p>Other campus groups can get funding by gaining the support of the student body. Like Student Associations, these groups have '''recurring funds'''. Unlike student associations, they can focus on specific topics or needs, such as campus food security, grants for community projects, etc.&nbsp;</p>
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*[https://www.safconcordia.ca/ Sustainable Action Fund (SAF Concordia)]
*[https://www.safconcordia.ca/ Sustainable Action Fund (SAF Concordia)]
*[https://qpirgmcgill.org/ QPIRG Mcgill]
*[https://qpirgmcgill.org/ QPIRG Mcgill]
|- style="height: 23px;"
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| style="width: 10.7851%; height: 23px; text-align: left;" | '''Campus Clubs and Committees'''
| style="width: 10.7851%; height: 23px; text-align: left; background-color: #99E1D9" | '''Campus Clubs and Committees'''
| style="width: 55.8815%; height: 23px;" | Campus Clubs and Committees are funded by wither the student association of the university. Generally, clubs and committees are small groups of volunteers or participants who are sign-up, are appointed, or apply to participate. They can get their funding through funds allocated each semester by student associations to various projects sur as clubs and committeees, but also grassroots student groupes &nbsp;
| style="width: 55.8815%; height: 23px;" | Campus Clubs and Committees are funded by either the student association or the university. Generally, clubs and committees are small groups of volunteers or participants who sign-up, are appointed, or apply to participate. They can get their funding through funds allocated each semester by student associations to various projects such as clubs and committees, but also grassroots student groups &nbsp;
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*[https://debatingunion.ssmu.ca/ McGill Debating Union]
*[https://debatingunion.ssmu.ca/ McGill Debating Union]
*[https://www.csu.qc.ca/event/bipoc-committee-meeting-2/ CSU BIPOC Committee]
*[https://www.csu.qc.ca/event/bipoc-committee-meeting-2/ CSU BIPOC Committee]
|- style="height: 23px;"
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| style="width: 10.7851%; height: 23px;" | '''Grassroots Student Groups'''
| style="width: 10.7851%; height: 23px; background-color: #99E1D9" | '''Grassroots Student Groups'''
| style="width: 55.8815%; height: 23px;" | Grassroots Student Groups or Direct Action groups are informal collectives of students organizing within a given campus or a collection of campuses. While some student groups have a long history, many are emergent and exist to give a space for students to organize around a popular issue. These groups apply for funding on a needs basis.&nbsp;
| style="width: 55.8815%; height: 23px;" | Grassroots Student Groups or Direct Action groups are informal collectives of students organizing within a given campus or a collection of campuses. While some student groups have a long history, many are emergent and exist to give a space for students to organize around a popular issue. These groups apply for funding on a needs basis.&nbsp;
| style="width: 33.3333%; height: 23px;" |  
| style="width: 33.3333%; height: 23px;" |
*[https://www.divestmcgill.ca/ Divest McGill]
*[https://www.divestmcgill.ca/ Divest McGill]
*[https://www.facebook.com/coalitionceves Coalition Étudiante pour un Virage Environnemental et Social (CEVES)]
*[https://www.facebook.com/coalitionceves Coalition Étudiante pour un Virage Environnemental et Social (CEVES)]
|}
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</div><p class="mwt-heading">Grassroots student groups face the highest risk of dissolving as a result of an inability to property turnover the group to the next generation of student organizers. This is because they do not have the permanence of structure that is required of other types of student groups. While being informal gives these groups freedom and flexibility, the absence of a formal structure can lead to challenges when it comes time for one generation to hand the reins over to the next. These challenges can be avoided by working strategically&nbsp;''before'' turnover happens to create systems of support and guidance for new members, as well as developing institutional memory within your group.&nbsp;</p>


== Challenges faced ==
= Challenges faced =


''Those lived experiences were shared by learning circle participants. They portrait some consequences of not being ready for student turnover.''
''Lived experiences were shared by learning circle participants. They portray some consequences of not being ready for student turnover.''
* <span style="color: rgb(0, 0, 0); background-color: rgb(209, 241, 238);">Divestment organizers were concerned about groups who won and didn’t know where to go from there</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(209, 241, 238);">Groups have been struggling to navigate online organizing</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(209, 241, 238);">There are ongoing concerns related to general turnover and capacity when students graduate (particularly those who have been members of a group for a while)</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(209, 241, 238);">A lack of support from former members leads to more energy and time needed to restart after a high rate of turnover.</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(209, 241, 238);">Anger towards the school administration leads to forgetting about turnover periods, thus the workload for the next semester is larger.</span>


= Running effective student groups =


* <span style="color: rgb(0, 0, 0); background-color: rgb(251, 238, 184);" >Divestment organizers were concerned about groups who won and didn’t know where to go from there</span>
[https://drive.google.com/file/d/10gxDNtlCGVRXv4DYIfAKLjxoxuxV8AIe/view Momentum's Structure Report] suggests 5 key elements allow for groups to organize effectively, acting as an outline of what we should be striving for when developing student groups that navigate turnover:
*<span style="color: rgb(0, 0, 0); background-color: rgb(251, 238, 184);" >Groups have been struggling to navigate online organizing</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(251, 238, 184);" >There are ongoing concerns related to general turnover and capacity when students graduate (particularly those who have been members of a group for a while</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(251, 238, 184);" >A lack of support from former members leads to more energy and time needed to restart after a high rate of turnover.</span>
*<span style="color: rgb(0, 0, 0); background-color: rgb(251, 238, 184);" >Anger towards the school administration leads to forgetting about turnover periods, thus the workload for the next semester is larger.</span>
 
==Running effective student groups==
 
[https://drive.google.com/file/d/10gxDNtlCGVRXv4DYIfAKLjxoxuxV8AIe/view Momentum's Structure Report] suggests 5 key elements allow for groups to organize effectively:




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5. The ability to train and coach other leaders
5. The ability to train and coach other leaders


= Ways to navigate turnover =


''This is what we should be striving for when developing our student groups that navigate turnover effectively.''
== Support and Guide New Members: Training and Upskilling ==
 
=Ways to naviguate turnover=
 
== Support and Guidance for New Members ==
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| style="width: 100%; background-color: rgb(209, 241, 238); height: 28px;" | '''The Buddy System '''
| style="width: 100%; background-color: #bb91b7; height: 28px;" | '''HUB co-director <span>Jacqueline Tam</span> elaborated on 'the buddy system''''
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| style="width: 100%; background-color: #fffff; height: 211px;" | <p style="text-align: justify;">Many groups navigate turnover by pairing new members with someone who has more experience. This strategy encourages relationship building and offers a point of contact to new members to go to with their questions.&nbsp;Your group can do this in a number of ways:</p>
| style="width: 100%; background-color: #fffff; height: 211px;" | <p style="text-align: justify;"><span style="text-decoration: underline;"></span></p>
Many groups navigate turnover by '''pairing '''new members with someone who has more experience. This strategy encourages relationship building and offers a point of contact for new members to go to with their questions.&nbsp;Your group can do this in a number of ways:<br>
 
 
*Make being a ‘buddy’ to new members a specific role in your group;
*Make being a ‘buddy’ to new members a specific role in your group;
*Allow new members to choose their buddy;
*Allow new members to choose their buddy;
*Partner new members with existing members based on their area of interest, for example, if a new member is interested in communications pair them with the communications bottom-liner.&nbsp;&nbsp;<p>It’s important that those assigned to be buddies have a strong sense of the group's identity and activities, their role is to make themselves '''''replaceable''''' by training new members and activating potential leaders.&nbsp;</p>
*Partner new members with existing members based on their area of interest. For example, if a new member is interested in communications pair them with the communications bottom-liner.&nbsp;&nbsp;
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| style="width: 100%; height: 28px; background-color: rgb(209, 241, 238);" | ''In Practice...''
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In order to have a sustainable student group, veteran members need to take on the responsibility of building leadership and supporting people to learn and grow.&nbsp;


Below is a structure for skill-building from the book Exponential:
*I do. You watch. We talk.
*&nbsp;I do. You help. We talk.
*&nbsp;You do. I help. We talk.
*&nbsp;You do. I watch. We talk.
*&nbsp;You do. Someone else watches.&nbsp;
Learning circle participants...


<span style="background-color: rgb(251, 238, 184);">Emphasized that veteran members new people to do tasks that were taken care of by older members (ex : speak to media).&nbsp;</span>
It’s important that those assigned to be buddies have a strong sense of the group's identity and activities, their role is to make themselves '''''replaceable''''' by training new members and activating potential leaders.&nbsp;




<p><span style="background-color: rgb(209, 241, 238);">Older members can shadow new members. They can assist until the person feels comfortable doing the task at hand alone with minimal support from the older member.&nbsp;</span></p>




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| style="width: 100%; height: 28px; background-color: #bb91b7;" | '''HUB Project advisor <span>Amara Possian</span> on training/skilling up'''
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In order to have a sustainable student group,''' veteran members''' need to take on the responsibility of building leadership and supporting people to learn and grow. If you are building leadership and supporting people to learn/grow at every step, then this situation is much easier to navigate. Churches are really good at this. I've read a couple of books about how they grow and this approach to training an apprentice comes from a book called Exponential:
*''I do. You watch. We talk.''
*''I do. You help. We talk.''
*''You do. I help. We talk.''
*''You do. I watch. We talk.''
*''You do. Someone else watches.''
<br>
<span style="background-color: #d1f1ee;">Veteran members need to invite new people to do tasks that were taken care of by older members (E.g. speak to the media).&nbsp;</span>


==Institutional Memory==
<p>Having a strong base of institutional memory ensures the sustainability of your group by supporting new members to navigate turnover. A lack of institutional memory can lead to role confusion, lost vision, and copycat actions.</p>


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== Build Institutional Memory ==
<p>Having a strong base of institutional memory ensures the sustainability of your group by orienting new members when they join. A lack of institutional memory can lead to role confusion, lost vision, and copycat actions. Thus, building institutional memory as part of your strategic organizing practices helps new members thrive.</p>
 
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| style="width: 100%; height: 23px;" | '''Create a Blueprint'''
| style="width: 100%; height: 23px; background-color: #bb91b7" | '''Create a Blueprint'''
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| style="width: 100%; height: 109px;" |
 
Create a document that includes all the information that someone entering a new role would need to be successful.
Create a document that includes everything someone entering a new role would need to be successful.


''Be sure to include:''
''Be sure to include:''
*Essential responsibilities
*Essential responsibilities
*Best practices
*Best practices and general tips
*Passwords
*Passwords
*Contacts
*Contacts <span style="background-color: rgb(209, 241, 238);">(internal and external ; include roles and ressources linked to each contact)</span><br>
*Brief how-to explainers
*Brief how-to explainers<span style="background-color: rgb(209, 241, 238);">&nbsp;(tasks, school boards, permission to publish on school boards, creating pamphlets, printing posters)</span><br>
*General tips
*<span style="background-color: rgb(209, 241, 238);">For Divest Campaigns : board of directors document with pictures/names/information to familiarize with the targets</span>
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|-
|-  
| style="width: 100%;" | '''Have Strong Onboarding and Outboarding Processes'''
| style="width: 100%; background-color: #bb91b7" | '''Have Strong Onboarding and Outboarding Processes'''
|-
|-  
| style="width: 100%;" |<p>''Onboarding process should include:&nbsp;''</p>
| style="width: 100%;" | <p>''[[Onboarding]] should include:&nbsp;''</p>
 
*An overview of the group's mission, values, and structure
*An overview of the group's mission, values, and structure
*Introductions to key group members
*Introductions to key group members
*Opportunities to questions
*Opportunities for questions
*A concrete action of next step for prospective members, ie. ask them to join an action, invite them to the next meeting, or plan a social activity<p>''Offboarding process should include''&nbsp;</p>
*A concrete action of next step for prospective members (E.g. ask them to join an action, invite them to the next meeting, or plan a social activity)


*Request feedback from outgoing members on ways to improve the group (i.e. a google form, a meeting)
 
''Outboarding should include:''&nbsp;
*Requesting feedback from outgoing members on ways to improve the group (E.g. a google form, a meeting)
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'''Navigating turnover is strongly linked to other subjects upon which Learning Circle participants shared knowledge such as...'''
*<span style="background-color: rgb(209, 241, 238);">[[Student organizing best practices]]</span>
*<span style="background-color: rgb(209, 241, 238);">[[Organizing in a pandemic]]</span>
*<span style="background-color: rgb(209, 241, 238);">[[Wellbeing and motivation]]</span>
*<span style="background-color: rgb(209, 241, 238);">Knowledge included in our wiki on [[Mobilizing and activating members: recruitment and retention 101]]</span>
If you have any suggested revisions or additional resources to share related to the above content, please email them to kenzie@lehub.ca.
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Latest revision as of 20:57, 27 February 2023

Grassroots student groups face a high risk of dissolving, which creates challenges in momentum building. This is the result of an inability to turnover the group's resources and knowledge to the next generation of student organizers, as many lack a permanence of structure. More specifically, student groups struggle with the changes outlined by their school's semesters and length of studies. Frequent turnover provides campus organizers with a unique opportunity to map the natural 3-4 year cycle of a student onto a timeline[1]. These challenges can be avoided, and opportunities used, by strategizing before turnover happens.

We outline some of these strategies in the following guide, developed using existing organizer databases and resources by movement thinkers, and direct insight following a learning circle with student organizers on navigating turnover. This guide includes; challenges faced by student organizers, running effective student groups, strategies to support and guide new members and building institutional memory, plus further insight on student organizing best practices, organizing in a pandemic, wellbeing and motivation, and recruitment and retention strategies.

Highlighted text is knowledge shared during our Learning Circle on this topic.

Types of Student Groups

  The campus ecosystem is made up of four main types of student groups. 

Student Associations



Student Associations operate at the campus, faculty, and department level; and act as the democratic voice of students in their membership. These unions often have permanent funding which allows them to sponsor events, make donations, and sometimes offer paid roles, both as elected executives and hired staff. 

  • Elected executive positions (ex. SECMV : unpaid roles, ASFA: paid roles)
  • Hired work-study program of Concordia (ex: Campaigns Researcher, CSU)

Fee-levy Groups



Other campus groups can get funding by gaining the support of the student body. Like Student Associations, these groups have recurring funds. Unlike student associations, they can focus on specific topics or needs, such as campus food security, grants for community projects, etc. 

Campus Clubs and Committees Campus Clubs and Committees are funded by either the student association or the university. Generally, clubs and committees are small groups of volunteers or participants who sign-up, are appointed, or apply to participate. They can get their funding through funds allocated each semester by student associations to various projects such as clubs and committees, but also grassroots student groups  
Grassroots Student Groups Grassroots Student Groups or Direct Action groups are informal collectives of students organizing within a given campus or a collection of campuses. While some student groups have a long history, many are emergent and exist to give a space for students to organize around a popular issue. These groups apply for funding on a needs basis. 

Challenges faced

Lived experiences were shared by learning circle participants. They portray some consequences of not being ready for student turnover.

  • Divestment organizers were concerned about groups who won and didn’t know where to go from there
  • Groups have been struggling to navigate online organizing
  • There are ongoing concerns related to general turnover and capacity when students graduate (particularly those who have been members of a group for a while)
  • A lack of support from former members leads to more energy and time needed to restart after a high rate of turnover.
  • Anger towards the school administration leads to forgetting about turnover periods, thus the workload for the next semester is larger.

Running effective student groups

Momentum's Structure Report suggests 5 key elements allow for groups to organize effectively, acting as an outline of what we should be striving for when developing student groups that navigate turnover:


1. The capacity to coordinate teams

2. The capacity to facilitate group deliberation and decision making processes

3. The ability to distribute work into roles on teams

4. The ability to set up systems and design programs to recruit people from your target constituencies

5. The ability to train and coach other leaders

Ways to navigate turnover

Support and Guide New Members: Training and Upskilling

HUB co-director Jacqueline Tam elaborated on 'the buddy system'

Many groups navigate turnover by pairing new members with someone who has more experience. This strategy encourages relationship building and offers a point of contact for new members to go to with their questions. Your group can do this in a number of ways:


  • Make being a ‘buddy’ to new members a specific role in your group;
  • Allow new members to choose their buddy;
  • Partner new members with existing members based on their area of interest. For example, if a new member is interested in communications pair them with the communications bottom-liner.  


It’s important that those assigned to be buddies have a strong sense of the group's identity and activities, their role is to make themselves replaceable by training new members and activating potential leaders. 


Older members can shadow new members. They can assist until the person feels comfortable doing the task at hand alone with minimal support from the older member. 


HUB Project advisor Amara Possian on training/skilling up

In order to have a sustainable student group, veteran members need to take on the responsibility of building leadership and supporting people to learn and grow. If you are building leadership and supporting people to learn/grow at every step, then this situation is much easier to navigate. Churches are really good at this. I've read a couple of books about how they grow and this approach to training an apprentice comes from a book called Exponential:

  • I do. You watch. We talk.
  • I do. You help. We talk.
  • You do. I help. We talk.
  • You do. I watch. We talk.
  • You do. Someone else watches.


Veteran members need to invite new people to do tasks that were taken care of by older members (E.g. speak to the media). 


Build Institutional Memory

Having a strong base of institutional memory ensures the sustainability of your group by orienting new members when they join. A lack of institutional memory can lead to role confusion, lost vision, and copycat actions. Thus, building institutional memory as part of your strategic organizing practices helps new members thrive.

Create a Blueprint

Create a document that includes all the information that someone entering a new role would need to be successful.

Be sure to include:

  • Essential responsibilities
  • Best practices and general tips
  • Passwords
  • Contacts (internal and external ; include roles and ressources linked to each contact)
  • Brief how-to explainers (tasks, school boards, permission to publish on school boards, creating pamphlets, printing posters)
  • For Divest Campaigns : board of directors document with pictures/names/information to familiarize with the targets
Have Strong Onboarding and Outboarding Processes

Onboarding should include: 

  • An overview of the group's mission, values, and structure
  • Introductions to key group members
  • Opportunities for questions
  • A concrete action of next step for prospective members (E.g. ask them to join an action, invite them to the next meeting, or plan a social activity)


Outboarding should include: 

  • Requesting feedback from outgoing members on ways to improve the group (E.g. a google form, a meeting)


Navigating turnover is strongly linked to other subjects upon which Learning Circle participants shared knowledge such as...


If you have any suggested revisions or additional resources to share related to the above content, please email them to kenzie@lehub.ca.



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