“Developing and Monitoring an Empowerment Plan”-Dr. Misfer bin Mohammed Al-Malki

 

Introduction to the Application Story

Based on the contract signed with Arweqah Company, which includes facilitating training toolkits as part of the project of developing case management skills for empowerment specialists (case managers) under the Social Insurance and Empowerment Agency in the Kingdom of Saudi Arabia, I embarked on the journey to qualify as a facilitator for the Active Deep Learner eXperience (FIRST-ADLX Facilitator).

After eXperiencing FIRSTADLX Facilitator , I gained many insights, but the main challenge was translating what I learned into tangible, real-world performance and applying the framework in the learning journeys I design or facilitate.

I began preparing early for the journey titled “Developing and Monitoring an Empowerment Plan” by reviewing the framework’s domains and all the activities included.

When the scheduled date and time for the journey arrived, I prepared the trainees a day in advance through a WhatsApp group.
The next day, we gathered in the designated room a little before the scheduled time. We welcomed the learners and got to know each other before engaging in the various activities, including both experience and learning activities.
The learners interacted and engaged with activities of all kinds and energy levels (low, medium, high). They participated in all activities, as they were suitable for both genders and aligned with the culture and values of the community.

Basic instructions were also given to the participants regarding the training program, including the schedule for the training day, designated break times, and prayer times, along with necessary reminders to ensure focus during the session for the best possible learner experience.

It was taken into account that this training covers the necessary knowledge and skills to qualify the participant in accurately analyzing the needs of the beneficiary, using tools such as personal interviews, questionnaires, and personality assessment tests. These tools help in understanding strengths and weaknesses, as well as setting measurable and realistic goals that the beneficiary aims to achieve. An individual plan for the beneficiary is developed, which includes the necessary steps and procedures, monitoring the implementation of the empowerment plan, tracking the beneficiary’s progress, adherence to the specified timeline, and regularly evaluating the progress based on specific performance indicators. Continuous support and guidance are provided to the beneficiary throughout the implementation of the plan.

During facilitation, I ensured the application of FIRST-ADLX Framework as outlined in the facilitator’s guide, adhering to the guidelines and the specified time, which resulted in a professional and high-quality experience.

Learning Outcomes

The learning outcomes were achieved excellently, as proven by the discussions, as well as the pre- and post-assessments.

Main Learning Outcomes

By the end of this learning journey, every learner will be able to:

Attitude Outcomes

  • Recognize the importance of communicating confidently and without embarrassment
  • Value participation and not being afraid of making mistakes
  • Appreciate the significance of expressing their emotions comfortably
  • Realize the importance of giving and receiving constructive positive feedback

The principles of FIRST, such as individualization, positive spirit, motivation and attention, and reviewing actively, helped facilitate the achievement of these outcomes.

Skills Outcomes

  • Engage in effective discussions, dialogues, and negotiations
  • Take initiative in decision-making and develop empowerment plans through training and application
  • Consider individual differences among learners

Once again, the framework’s principles—individualization, reviewing actively, readiness increase, activity facilitation, structuring and sequencing, and repetition without boredom—were crucial in achieving these outcomes.

Knowledge Outcomes

  • Define effective communication
  • List the benefits of dialogue without embarrassment
  • Identify the characteristics of meaningful discussion
  • Outline the steps for developing empowerment plans

The concept of balancing between “pull” and “push” played a major role in achieving these outcomes.

Parallel Learning Outcomes

In addition to the main topic-related outcomes, my journey also addressed parallel outcomes:

Attitude Outcomes

  • Recognize the importance of using a microphone when speaking in front of an audience.

Skills Outcomes

  • Develop the skill of conducting interviews.
  • Improve their skill in drafting and preparing reports to and from the case manager.
  • Gain the ability to handle impact measurement models and other related forms.

Knowledge Outcomes

  • Define certain concepts, metrics, and the matrix for determining standards and alternatives.
  • Explain how to work with the impact measurement model and other similar forms.

Performance Outcomes:

  • Learners will adopt and develop effective empowerment plans.

Applying the Domains of FIRST-ADLX Framework

Throughout this journey, I was keen to implement the principles and domains of FIRST-ADLX framework in all activities and procedures. The practices I carried out to apply the framework were numerous, and some occurred spontaneously without prior planning. I will share one example of one action I took to apply each principle.

 

1- Focusing on the Learner Behavior Domain

Individualization

A communication channel was opened with each trainee individually to clarify any confusion they had regarding the concept of “need.”

Probing and Assessing

The learners’ understanding of the importance of assessing the beneficiary was verified by asking them to reiterate their understanding of the significance of evaluation, along with discussing the concept and key points.

 

Trust the Learner

The learners were provided with opportunities to express their previous experiences and achievements in case management and decision-making.

 

2- Interacting within Positive Group Dynamics Domain

Social Event

In the personal interview’s activity with the beneficiaries, I ensured that the case manager engaged in a pleasant dialogue and discussion with the beneficiary, avoiding interrogation or investigation, which made the learners feel as though they were in a social event.

 

Positive Spirit

I maintained a smile and a positive spirit while studying the beneficiary’s case (health, educational, and social aspects).

Motivation and Attention

Using encouraging and motivational phrases, I motivated the case managers, enhanced their drive and ability to work with the assessment tools, and strengthened their skills in understanding the DICS assessment to identify the personality type of the beneficiary, facilitating the decision-making process.

3- Reviewing Activities within RAR Model Domain

 

Readiness Increase

I ensured the trainees were prepared before the start of the training day and at the beginning of each activity, both mentally and physically. I also set them up for the required energy level to ensure their engagement in the facilitation stage and their readiness for it. For example, in the learning activity related to the factors for the success of the empowerment plan (participation, continuous support, and feedback), there was a readiness phase where the learners received the necessary cognitive and psychological support to focus on the activity.

 

Activity Facilitation

In the “Spider Web” activity, for example, after the readiness increase stage, during which I divided the trainees into two groups and asked each group to create a spider web in just one minute without thinking or planning, we moved on to the activity facilitation stage. Two balls of silk were brought in, and the groups worked together to build the web. After the time was up, I asked them to stop and reflect on the activity (describing it and evaluating the outcome). Then, I requested that they repeat the experiment after giving them time to think as well as time to execute, and the web was created professionally. At that point, I used the principle of reviewing actively to draw out the differences between random and organized planning, along with the lessons learned and future steps. I also used the “pull” and “push” techniques while facilitating the learners’ work in all activities, such as preparing, drafting, and summarizing reports, without disrupting the overall narrative that conveys the idea.

Reviewing Actively

To implement the reviewing actively stage, I invited the learners at the end of each activity to extract its outcomes and the lessons learned, helping the learners connect these insights to their reality and suggest practical steps based on the lessons learned. I also recommended that the learners use an A4 sheet to take notes during the interview with the beneficiary, making it easier to refer back to the information for documentation in the case file and to recall what was conducted during the activity.

4- Sequencing within the Session Flow Domain

Structuring and Sequencing

There is no doubt that organizing information and maintaining a logical sequence of activities helped the learners stay focused. Additionally, applying this domain across topics—not just activities—facilitated the acquisition of outcomes. For example, it is not possible to present the matrix of criteria and alternatives before discussing the steps for evaluating options and their concepts. Likewise, case study processes cannot be presented before discussing the first process, which involves gathering as much information, data, and knowledge about the beneficiary as possible. After that, we can move on to the diagnosis process, through which we identify the beneficiary’s strengths and weaknesses. Based on the thorough study and diagnosis, an appropriate treatment plan is developed, followed by continuous evaluation and monitoring of the case. This chronological sequence of stages was respected in presenting the concepts, which helped connect them with wisdom and objectivity and achieve this principle.

Repetition without Boredom

To avoid feelings of boredom, I made sure to repeat the core concepts using various activities such as stories, scenarios, past experiences, sign language, and both verbal and non-verbal methods. Additionally, I used paper cutouts, such as emotion expression cutouts, which were distributed to the learners.

Linking and Summarizing

I used numerous linking and summarizing activities to connect the activities and highlight the relationship between them and the importance of each to the others. For example, the concept of follow-up was explained through the “Healthy and Decayed Plants” activity, and I connected it to the previous activities by inviting the learners to summarize what had been covered and share what they learned from each one.

 

5- Transforming Learning into Performance Domain

Reflecting on Reality

Throughout the session, I repeatedly invited the learners to share stories and real-life examples to clarify certain concepts. Real models used in their context were also employed, and they practiced using them (such as the impact assessment model, participant assessment model, and performance measurement model). After sharing these models and discussing their content, I provided them with sufficient time to engage with them, which would save time and effort when used by the case manager later on.

Practicing and Experiencing

I ensured that this principle was carried out through role-playing and acting using the sample case study models provided with the toolkit. Each learner represented both the role of the case manager and the role of the beneficiary, and this role was evaluated to demonstrate their ability to apply it in real life with professionalism and expertise.

 

Continuity and Follow-Up

I received a commitment from the case manager to play a positive role, maintain what has been gained in terms of knowledge and skills, and continue the process of development and empowerment while benefiting from previous experiences. Additionally, there was a focus on providing emotional and psychological support to the beneficiaries, offering information and resources, and equipping them with tools and professional and psychological guidance to ensure continuity.

The Impact of Applying FIRST-ADLX Framework

On the Facilitator:

It is undoubtedly a rich experience filled with knowledge, especially as it included active, interactive, and practical learning, which had a positive effect on me personally. I developed my skills in designing and facilitating Active Deep Learner eXperiences.

I believe that the framework is suitable for Saudi Arabia at this time, as it aligns with the Kingdom’s Vision 2030, which is an ambitious vision. Those working in service sectors, whether governmental or private, should engage with and apply this framework, moving away from traditional rote learning. The experience of engagement allows the trainee, trainer, and customer to be in a state of active emotional involvement, facilitating the measurement and evaluation of learning with neutrality and objectivity.

Before adopting FIRST, I had provided many training and academic experiences and used various training methods; however, FIRST-ADLX Framework is entirely different. I felt as though I was living the experience, and at the same time, it becomes difficult not to use this framework in the future, as it leaves a deep and everlasting impact on you.

 

On the Learners:

The positivity and enthusiasm were clearly evident among the learners as they aimed to present their best. The experience was new and enriching for them, and they were engaged throughout the journey, acquiring knowledge and skills without feeling bored. One of the trainees reached out to me after the journey ended, praising what was presented and mentioning that she felt shy to express her gratitude in front of everyone. She shared that she had never experienced anything like this before and noted that she had already begun to apply everything she learned in real life. I thanked her for that and encouraged her to continue.

I will share some photos from the journey that I facilitated…

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