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Group Leaders Handbook
Page history last edited by Matthew Scott 1 yr ago
HANDBOOK
FOR
GROUP LEADERS
January 2008
Introduction
This is a master copy of ‘The Handbook for U3A Group Leaders’
can copy as many times as you need, and bind as you see fit. It can also be
downloaded from the website (www.@u3a.org.uk).
Those who are responsible for interest groups in U3As are called by many
different names. ‘Group leader’ is used in this handbook because it is the most
commonly used name and is readily understood.
The Learning Support Committee of the Third Age Trust 2007, who worked on
this project, started with the belief that group leaders are the lifeblood of a U3A
without whom there would be no U3As, and the aim was to support their work by
providing something of practical use. The notion of the handbook was taken to a
number of meetings throughout the UK and the response was encouraging. The
working group wanted something that all could use, but were aware that some
group leaders are experts in their subject, some have experience in working with
adults in learning situations, while some are new to both the subject and the task.
They also recognised that subjects vary in content, objectives and method. It
would be too cumbersome and costly to produce handbooks for each subject and
level of experience, so this handbook has been designed to be of use to all, a
template which can be adapted to all subjects and types of group.
, which you
How to use the handbook.
The handbook is not intended as a book to be read once and then filed away, but
is designed to be an everyday working tool. So that the group leader may
understand the full benefit of using the book, it is suggested that it is launched
within each U3A, at a meeting of group leaders. Before the launch, enough
copies will have to be made so that each group leader has their own handbook,
and local information should be inserted. Please do not keep back the handbook
if local information is not ready to hand, but issue the handbooks and circulate
new material as available. When choosing the binding, please bear in mind that it
will need to be loose leafed, and robust enough to be used frequently for a
number of years. The cost of this to a U3A is very small compared to the value of
the work that group leaders do for their U3A.
It is expected that the group leader begins by customising the handbook,
recording contacts and assembling material relevant to their particular subject.
Once the group leader has made the handbook their own, they should have all
the information they need, readily accessible and in one place. As the group
develops so will the handbook, being added to and amended regularly, and will
grow into both a reference tool and also a record of the group’s activity. It will be
a working document. This will be an invaluable resource when the group is
reviewing itself and also when a new group leader takes over.
Feedback
The Third Age Trust wish to know how useful this handbook is, so please let us
have your comments at any time, either your first reactions or after a trial period,
so that your suggestions might be incorporated in future editions.
The prime purpose of this handbook is to be of practical use to
U3A Group Leaders.
The handbook is in three parts.
Part 1 Shared Learning
This is about groups working in an environment where the focus is
on shared learning. It includes information about the support
services available from the Third Age Trust, and contact details.
Part 2 Local Matters
This is where Group Leaders will insert their own U3As Information
Pack/Handbook. There is guidance for those who have not yet
produced such a guide. Some associations of U3As offer support to
group leaders, and information about this should be inserted here.
Part 3 The Logbook
This is where the group leader can record the group’s activities and
keep the many bits of information that accumulate and often are
lost, such as contacts, programmes, plans, ideas gleaned from
other group leaders or other U3As, articles from ‘Sources’ etc. This
will grow into a useful resource, both for planning ahead and for the
handover to a new group leader.
Section 1
Shared Learning
‘And gladly wolde he lerne, and gladly teche’
Geoffrey Chaucer of the Clerk of Oxenforde in The Prologue to the Canterbury Tales
Starting a new group
2
Sustaining a group
5
Problems
6
Support Services from the Third Age Trust
Resource centre 7
‘Sources’ Educational Journal
Subject Networks
Learning Support
Online Courses 8
Research Collection
Shared Learning Projects
Summer Schools
Aims and Guiding Principles 9
Contacts 11
‘Sources’ registration form 13
Resource Centre registration form 14
ALWAYS REMEMBER THAT SHARING LEARNING MEANS THAT, AS A U3A
GROUP LEADER, YOU ARE NOT ALONE.
There are many sources of support available to you including the members of
your group; your Groups Coordinator, or person on the committee with
responsibility for groups; the extensive services of the Third Age Trust;
workshops and networks provided by local associations, to link you with group
leaders from other U3As and now this handbook.
This section of the handbook is addressed to those who nurture groups
is intended as a checklist for all, whether starting a new group, hoping to enliven
a group that has become stale, or working with a group that continues to thrive.
U3As are based on the belief that sharing learning is both effective and suitable
for those in the third stage of life, whose days are no longer given to full time
employment, and who wish to continue learning. A U3A provides the opportunity
to continue learning, by the sharing of knowledge and experience.
There is no common curriculum and no syllabus to follow, each U3A making its
own provision according to need and desire. Life in a U3A is therefore varied. It
may include formal occasions with lectures or speakers or activities, and there
will be social occasions which have grown out of the fellowship of people meeting
to pursue a common goal, but the heart of the universities beats in the groups
who meet to pursue specific interests. It is the responsibility of those who lead
these groups to provide the best possible environment for learning to take place.
The Aims and Guiding Principles are printed at the end of this section. It is useful
to read these from time to time to remind ourselves what we are about.
. It
WHAT’S IN A NAME?
Are you a tutor? Are you a facilitator? Are you a coordinator? Are you a
convenor? Are you a leader? These are the most often used titles in U3A and the
choice is only important in so far as they tend to indicate a function. A ‘tutor’ is
usually expected to teach, a ‘facilitator’ to provide, a ‘convenor’ may simply call
the group together, a ‘coordinator’ has expectations that the group members will
take an active role, and the group members expect a ‘leader’ to take the initiative.
Whatever you decide to call yourself, the important thing is that you and the
group arrive at a clear and shared understanding of how you intend to be and
what you intend to do, because the chances are that you will be all of these some
of the time.
1
STARTING A NEW GROUP
The practicalities of starting a new group, such as how it is advertised, how
venues are booked, how it is funded etc are matters for individual U3As though
guidance will be found in Section 2 of this handbook. This section is in response
to other questions that are often asked, and contains recommendations born out
of experience.
Groups start in a number of ways. Sometimes the group leader emerges first,
and the group forms around the enthusiasm and/or the expertise of an individual.
Sometimes the group starts with little more than a desire to learn about
something and there is no obvious leader at the beginning. Sometimes the
Groups’ Coordinator, or the person on the committee responsible for groups, has
been asked to form a group and convenes a meeting with no intention
themselves, of even being a group member, let alone becoming the leader. It
does not matter which way a group starts, but what does matter, is that it is made
clear what the group is going to do and what members of the group can
realistically expect of each other.
1. Prepare for the first meeting.
•
check-list. This focuses the group and encourages shared responsibility.
It is useful to have a handout for the first meeting in the form of a
•
you will realistically be able to offer and what you will expect of the group
members. Do not over-commit yourself because you will get tired and the
group will suffer.
As the potential group leader you should decide how much time/expertise
•
Coordinator. There may be study days planned and there may be
opportunities to meet with others to share experience.
1. Contact the National Subject Coordinator and register as an
emergent group with the subject network. It can be helpful to
have a selection of newsletters at the meeting.
2. Contact your local association of U3As. There may be a policy
and plan to support new group leaders which would be of
benefit.
3. Contact the Resource Centre and register as a borrower.
4. Register with ‘Sources’
Find out what help is available nationally and locally. Talk to your Groups’
2
2. At the first meeting :-
You will need to decide your purpose, find out the skills and resources at your
disposal, and then decide on a method. Agreement needs to be reached in the
area of content (what the group is going to do), the level at which the group will
work (beginners, improvers, advanced), the process (practical, theoretical), and
the delivery (discussion, instruction, presentation etc).
•
Find out and make clear what the members expect of the group
A successful group will be clear about and share expectations. If there is a
wide variety of expectation, then consider forming more than one group. If
this is not feasible, then plan a programme in such a way that as many
approaches as possible are included. It is a useful exercise at the first
meeting to get agreement to a short description of what the group hopes
to do and how they hope to do it. This will subsequently form a statement
of intent which will help to keep the group on track and will inform potential
new members. This is particularly important when there is more than one
group offered in the same subject area.
•
Discover the expertise in the group
In order to share learning it is important to find out what knowledge and
experience exists in the group. Once this is known, it must then be
decided how the group is going to use such expertise as there is. It must
also decide how it is going to gain expertise if little or none is present. You
may be fortunate enough to have many group members able and willing to
share their expertise, or you may start with just one enthusiast. You may
also start with little or no obvious expertise. Shared learning does not
mean that a group cannot seek to extend its learning base by inviting
others to join them either permanently or for specific purposes. Shared
learning does not mean pooling ignorance. The ethos of U3A is that its
members share their knowledge and experience freely, but there may be
times when a paid external speaker or even a paid external tutor is
desired by the group. This has both financial and legal implications.
Please refer to Section 2, Local Matters for the arrangements made within
your U3A to ensure compliance with both national and local policy.
•
Decide the method & approach
Many methods are used in U3A including –
1 Lectures which are dependent on someone with lecturing skills.
2 Taught sessions with participation, which are dependent on
someone with teaching skills
3 Shared presentations, which are dependent on the commitment of
the members
3
4 Discussions, which are dependent on facilitators
5 Skills teaching, which is dependent on demonstrators
6 Fieldwork or trips, which are dependent on guides and any
combination of these.
All methods are legitimate, as part of the shared learning experience,
providing they are suitable for the topic, use the skills available, and are
accepted by the group. It is not necessary to choose one method for all
time, as different formats will be suitable for different purposes.
•
Decide practicalities
Try to approach this with a fresh eye bearing in mind what would be best
for your subject and your members, even if this is different from the norm
in your U3A.
Checklist:
Time
Length of meeting, time of day, frequency of meetings. Be
flexible at this stage and look at different models – regular
meetings over the whole year; regular meetings in term
time; meetings arranged as and when; short courses;
residential.
Type of venue
You will need to take into account the size of the group and
what the group needs e.g. type of chairs, tables, screens,
equipment. Think also about the subject matter and
whether it needs a neutral rather than a domestic setting, a
formal or an informal ambience.
Size of group
The manageable size of the group will be dependent on
subject, treatment and accommodation. The ethos of U3A
is that it seeks to meet the needs of the membership and
long waiting lists should be avoided. It may be necessary
to have more than one group.
Refer to Section 2 - Local Matters, to find out the procedure for advertising
and convening interest group meetings, booking times and venues,
insurance and financial matters.
4
SUSTAINING A GROUP
U3A interest groups are self motivating, on-going groups which are the most
difficult type of group to maintain, as there is no external impetus, no external
regulator, and no external mandate. They come into being, continue, and cease
as directed by members. The flexibility and fluidity that is their greatest
advantage, is also potentially their greatest disadvantage, the greater the
freedom, the greater the need for vigilance.
Although U3A interest groups can be robust and have been known to withstand
rough treatment, groups that are not well nourished will eventually fail. This is not
the place for a course in group dynamics, so the following is offered in the belief
that some behaviour is likely to be helpful and some is likely to be unhelpful.
The static group.
•
in the same place and does the same thing may last a long time, but it will
eventually become stale. It is useful to build variety into the programme, to
vary the form, the delivery, and the venue. If you usually have discussion,
occasionally invite a speaker, if you are usually tutored occasionally have
a discussion, if you usually sit indoors, plan a related trip away.
Because there is comfort in routine the group that meets at the same time,
•
unwittingly, and this is not healthy in the long run. Have the occasional
open meeting where non group members come for ‘an afternoon with the
(SUBJECT) group’.
Some groups bond too successfully and rebuff new members, often
•
new purpose.
Consider a ‘Shared Learning Project’. This can re-focus a group and give
The failing group
•
as easy as asking those who have left and also those who remain. There
may be a specific problem with which the group can deal.
If a group is losing members the first thing is to find out why. This may be
•
group, then action must be taken. There are strategies for handling
inappropriate behaviour, but there is not a single one that will cure all ills.
You might benefit from sharing your thoughts with other group leaders, or
attend a study session on ‘facilitating a group’, or ‘understanding group
behaviour’. Contact someone responsible for supporting groups e.g. your
U3A Group Coordinator, your Regional Contact, the National Education &
Development Officer.
If you identify the problem as unhelpful behaviour of a member of the
•
speaker, a special outing, a short course. If this project is then opened to
the U3A as a whole, the group might also gain new members.
If a group is simply lacklustre, then it may respond to a treat, a special
•
action may be to close it, wait a while, and then re-launch it.
It may be that the group, in that form, has run its course and the best
5
PROBLEMS
Group leaders sometimes have very high expectations and it should be
remembered that learning and sharing takes place each time the interest group
meets. You might have before you the ideal of every member teaching and
learning in equal measure, but this is not going to happen within every group
every time. The most that can realistically be expected is that it happens over the
broader map of the movement and over a longer time scale. Rather, keep before
you the ideal of providing a learning situation where each individual is
encouraged to contribute as much or as little as they are able at a given time. If
everyone feels comfortable enough to contribute, or indeed not to contribute,
then it is a good learning environment. They also learn who listen quietly.
If you do have a problem with your group do not despair and remember that you
are not alone. There is, unfortunately, no one solution that fits all, and in most
cases it is a matter of trying different things until one succeeds.
The first place to look for help is to the group itself
have the problem, the group has the problem. Often the solution is there, and a
healthy organic group will self heal, but this can only happen if the members of
the group are made aware of any concerns, and are encouraged to address
them together.
. The leader does not
The next place to look for help is to your group co-ordinator
on your committee who has responsibility for groups.
, or the member
After this, there is your association
learning support, or have plans in place for the support of group leaders that will
help you. This may involve sharing your experience with a group leader in
another U3A.
If your problem does not respond to the advice gained in this way
the National Education & Development Officer
by telephone or email, may be able to visit you, or may know someone who can!
He will record problems brought to him and refer them to the Education and
Development Committee so that they can respond centrally. It is likely that if you
have a problem, so do others.
Look out for Development Issues 3 which will be ‘Guidelines for Working with
Interest Groups.’
, who may have a person nominated forthen contactwho may be able to help you
6
SUPPORT SERVICES FROM THE THIRD AGE TRUST
These learning support services are available centrally, they are free, or charged
at cost, and are only a telephone call or email away.
Resource Centre
The Resource Centre, in the National Office at Bromley, has a collection of
material (other than books) available for all U3A groups to borrow free of charge
except for the cost of return postage. There are slides, videos, audio cassettes,
CDs and DVDs available in many subject areas. Lists are free and available on
request. There is a registration form at the end of this section or you may
register online. You will be issued with a user number that will allow you to
search the catalogue online. Loans are for a period of three weeks and may be
renewed on request if not needed elsewhere. Items will be sent, in strong but
light packaging, by post with a return date. If you are able to obtain a certificate of
posting when returning items then please do so but it is not essential. There is no
need to use registered post.
If they do not have what you need, it may be possible to obtain it.
‘Sources’
‘Sources’ is the educational journal of U3As. Although each issue has a subject
focus, items on any matter relevant to education in the third age are welcomed.
For advice on suitability contact the chair of the editorial panel and for details
about length, format etc contact the editor. It is published three times a year and
is included with U3A News if your U3A subscribes to the Direct Mail scheme. If
not it can still be obtained by any U3A member, by completing a registration
form, a copy of which is included at the end of Section 1 or you can register
online on the website.
Subject Co-ordinators and Networks
This is a subject advisory service. A subject coordinator is a subject specialist
who is willing to share their knowledge and experience. They may offer all or
some of the following - ‘Start Up’ leaflets, telephone or email consultation,
networks, newsletters, study days. Contact the Subject Coordinator for details. If
there is no Subject Coordinator for your subject, and you think that you could
contribute in this way, please contact the National Subject Networks Coordinator.
Learning Support
The Third Age Trust is always seeking ways to support learning in U3As. The
most recent initiatives have included this handbook and the directory. The Third
Age Trust also encourages local networks to plan for the support of group
leaders and offer support to help them fulfill these plans. If you have any
suggestions for the development of existing services, or the provision of new
services, please contact us (The Education and Development Panel of the
Standing Committee for Education at the Third Age Trust).
7
Online Courses
A list of courses is available on the website. Some have been written by U3A
members in the UK, some are from Australia. Although these courses may be
followed individually, the material may also be used by groups. Tutored courses
cost £15 and run for eight weeks with the work done via email or online.
Untutored courses cost £8 and can be downloaded and printed for group study.
Courses offered by the Open University on ‘Open Learn’ are being tried and
moderated, as necessary, for U3A use. Comment on their usefulness is
welcomed and volunteers to write or trial courses are always needed. U3A online
courses are of a high standard. They were awarded the Fred Moore Trophy
for contribution to the ‘Older and Bolder’ project in 2007 by the National Institute
for Adult Continuing Education.
Research Collection
The research collection is a reference point for :-
a) research about older learners
b) research by older learners, including U3A members, on any subject
This is currently being built up and information would be welcomed. Some U3A
members have undertaken research as part of higher degrees or as part of their
professional work and access to their papers would be particularly welcome. In
the first instance please send details (i.e. title, author, any public source and
date) to the Resource Centre Manager, marked clearly ‘Research Collection’.
Shared Learning Projects
A Shared Learning Project is bounded by neither individual U3As nor by any
single institution. A typical Shared Learning Project is based on an institution, a
gallery, museum etc. Members from many U3As meet with a representative of
the institution, often the Education Officer, and agree a project of mutual benefit.
Timing, method and outcome are agreed. The result of this team research is
presented as appropriate, which might mean orally or in written form, and to the
institution or to the public. Reports on some of the projects to date can be read in
‘Sources’ and on the website. These cooperative opportunities offer an exciting
future for sharing expertise and learning. In the first instance contact your local
Third Age Trust trustee to see what is happening in your area and then the
trustee (or if in London the contact) for Shared Learning Projects. If you start a
Shared Learning Project please remember to register it at National Office.
Summer Schools
The Third Age Trust offers members a chance to spend four days studying in a
residential setting. National Summer Schools have been run for nine years and
they have proved popular. The courses are usually subject based, and many
group leaders attend on behalf of their group and return to them with material
and a fresh outlook. They are, typically, on a college campus and the tutors are
themselves U3A members. A list of courses available at Summer Schools is
published each year in the preceding autumn, both as a direct mailing, in U3A
News and on the website. The cost is dependent largely on accommodation.
8
The Aims and Guiding Principles
Preamble
The Universities of the Third Age (U3As) in the United Kingdom are autonomous,
self help organisations run by the voluntary efforts of their members. All U3As are
members of the Third Age Trust (a Registered Charity) which is their national
support and advisory body. The word ‘university’ is used in its original sense of
people coming together to share and pursue learning in all its forms. U3As have
the following aims and guiding principles:
Aims
1. To encourage and enable older people no longer in full time paid employment
to help each other to share their knowledge, skills, interests and experience.
2. To demonstrate the benefits and enjoyment to be gained and the new horizons
to be discovered in learning throughout life.
3. To celebrate the capabilities and potential of older people and their value to
society.
4. To make U3As accessible to all older people.
5. To encourage the establishment of U3As in every part of the country where
conditions are suitable and to support and collaborate with them.
Guiding Principles
1. Programmes
a) U3As offer activities which reflect members’ wishes and which aim to satisfy
the widest possible range of interests: educational, cultural, recreational, physical
and social.
b) U3As seek resources appropriate to their learning; from their own
memberships; from the Trust’s National Support systems; and from outside
organisations, both local and national.
c) U3As make use of new technologies as they become available.
2. Purpose, styles and methods of learning
a) The pleasure of learning is a driving force in the work of U3As.
b) U3As neither require nor award any qualifications.
c) By sharing their learning U3A members help one another to develop their
knowledge skills and experience.
9
d) U3As arrange and support their own programmes as appropriate to their
chosen learning activities.
e) U3A members regard themselves as both learners and teachers.
3. Funding
a) U3As are funded in the main by the subscriptions of their members. Funding
from outside sources may be sought on occasions and is accepted only if there
are no conditions attached which might conflict with the Trust’s aims and guiding
principles
b) Members undertake themselves, without payment, the many and varied tasks
necessary to run their U3A. Usually, paid tutors are engaged only when special
expertise is necessary to ensure the health and safety of members taking part in
certain activities, and when U3As do not have an appropriately qualified member
available.
4. Reaching out
a) U3As take every opportunity to promote the benefits of learning later in life and
the attractions and advantages of the U3A way of learning. They make
membership available to the whole spectrum of older people in their community.
b) U3As keep in touch with members and former members who, for a variety of
reasons, can no longer take part fully in U3A activities; in order to maintain their
interest in learning and to offer friendly support which is a fundamental part of
U3A life.
c) As appropriate, U3As offer voluntary assistance in learning activities to
educational and cultural bodies in their communities.
d) U3As collaborate with institutions such as museums, galleries, libraries, in
learning partnerships in which both U3As and the institutions themselves may
benefit through research, advancement of knowledge and mutual respect for
capabilities.
e) U3As engage with local and national government departments and other
agencies that formulate lifelong learning policies and practices in order to
influence those that relate particularly to learning in later life.
f) U3As are ready to collaborate with institutions undertaking research into
ageing and the position of older people in society.
5. Association
a) U3As collaborate with each other to share expertise and facilities and offer
systems of support. They may form themselves into regions or neighbourhood
associations
b) U3As work, individually or together, to establish and support new U3As. 10
Contact details
These are correct at January 2008. Please consult the Directory of Services available from
Third Age Trust for updates.
LEARNING SUPPORT
Chair of the Education & Development Panel of SCE National Education & Development
Margret Shaw
Officer
Tel: 01200 426103 Mike Long
Email: margretshaw@fsmail.net Tel: 01827 269049
Email: m.long69@btinternet.com
ONLINE COURSES
Alan Morris
Tel: 0115 937 3954
Email: alandbev.morris@tiscali.co.uk
RESOURCE CENTRE Research Collection
Open Tuesday to Thursdays
Glenys Tuersley
9.30 am to 4.00 pm
Tel: 020 8950 3030
Resource Centre Manager
Elizabeth Gibson
Tel: 020 8315 0199
Email: resource.centre@u3a.org.uk
Website: www.u3a.org.uk
Email: glent@tesco.net
SHARED LEARNING PROJECTS
Jenny Clark (In London) Jennifer Anning
Tel: 020 8346 3751 Tel: 020 8330 6931
Email: jenmal@talktalk.net Jennifer.anning@btopenworld.com
‘SOURCES’ EDUCATIONAL JOURNAL
Editor Chair of ‘Sources’ Editorial Panel
Tony Thornton Glenys Tuersley
Tel: 01228 670403 Tel: 020 8950 3030
Email: tony.thornton@virgin.net Email: glent@tesco.net
SUBJECT NETWORKS
Subject Coordinator National Subject Networks
(copy from U3A News/website) Coordinator
Name: Name: Fran Elkin
Tel: Tel: 01749 670735
Email: Email: fran.elkin@btinternet.com
11
SUMMER SCHOOLS
Administration & Students Educational Content & Tutors
Philippa Bassett Keith Richards
Tel: 020 8466 6139 Tel: 020 8446 1946
Email: philippa@u3a.org.uk Email:
k.richards924@btinternet.com
12
SOURCES
An Educational Bulletin
PLEASE USE BLOCK LETTERS
I am a new subscriber
SUBSCRIPTION FORM
Title (Mr, Mrs, etc.) Initials
LAST NAME
ADDRESS (up to 6
lines)
POSTCODE
(Essential) !!
Name of U3A
Completed forms should be returned to:
Third Age Trust, The Old Municipal Buildings, 19 East Street,
Bromley, BR1 1QE
SOURCES
An Educational Bulletin
PLEASE USE BLOCK LETTERS
I am a new subscriber
SUBSCRIPTION FORM
Title (Mr, Mrs, etc.) Initials
LAST NAME
ADDRESS (up to 6
lines)
POSTCODE
(Essential) !!
Name of U3A
Completed forms should be returned to:
Third Age Trust, The Old Municipal Buildings, 19 East Street,
Bromley, BR1 1QE
13
The Old Municipal Buildings,
19, East Street,
Bromley, BR1 1QE
THE THIRD AGE TRUST
Telephone: 020 8315 0199
website: www.u3a.org.uk
email: resource.centre@u3a.org.uk
RESOURCE CENTRE
REGISTRATION FORM
As a U3A member you can register to use the Resource Centre. By
completing this form you will be registered as a user on the Resource Centre
system, which allows you to search the catalogue of resources online through
the U3A website and to borrow material. We will allocate you a user number
which will be sent with a small information pack.
.........................................................
Please register me with the Resource Centre
(USE CAPITAL LETTERS)
NAME:
U3A GROUP:
HOME ADDRESS:
TELEPHONE NUMBER:
DATE:
10 YEARS SUPPORTING U3A LEARNING 1998 - 2008
14
Section 2
Local Matters
Your U3A Guidelines
Your local association (region etc)
Your U3A may be a member of a grouping of local U3As which meet to
provide mutual support and encouragement, to share ideas and
information, and to organise events.
There are many names used by these associations e.g. link, network, accord,
forum, cluster, region etc. They offer support to interest group leaders in a variety
of ways, e.g. they may offer opportunities to share ideas and experience with
other group leaders, they may run workshops or study days, they may have a
person designated to help with learning support.
Name of association
Contact details
Name(s)
Address
Telephone:
Email:
Regional Contact
Name
Address
Telephone:
Email:
(or other person responsible for learning support)
Insert: Policy and plan of the association on supporting group leaders
Study days/workshops etc
You need to know about arrangements within your own U3A.
Group coordinator
Name
Address
Telephone:
Email:
(or person responsible for groups)
Insert: U3A handbook or guidance notes.
………………………………………………………………………………………………
Checklist for Group Leader Operational Guidance
Role of the Groups Coordinator (or person on the committee responsible for
groups)
Procedure for starting a new group
Support offered for group leaders including attendance at study days
Operating a group
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finding and booking a venue
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keeping registers, a note of visitors & operating waiting lists
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booking and care of equipment (include a list)
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advertising (including use of the website)
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Visits
Financial Matters
how to deal with emergencies (include an accident report form)
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(October 2006)
Please refer to the leaflet from the Third Age Trust ‘Handling Money’
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Insurance (include a copy of the U3A liability insurance note)
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banking and accounting arrangements
Procedures for the financing of groups including expenses, speaker fees,
Section 3
Log Book
The Logbook
it will be to you and your successors.
There follows a list of suggestions for what you might include :-.
is your own section. The more that you put into it the more useful
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Statement of the group’s intent
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with evaluation and recommendation
Contacts e.g. subject group leaders in other U3As, useful speakers
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Registers
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Programme of study days, summer schools etc
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Accounts
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Programmes and material used in the group
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Booklists
Articles from ‘Sources’
Subject Network Newsletters
Online courses
Shared Learning Project reports
Research papers
Material from study days/group leaders meetings etc
For reference and stimulation –
THE THIRD AGE TRUST
Group Leaders Handbook
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