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Global Leadership Summit. The Adult Learner and Change A Leadership Seminar February 2, 2011 Sao Paulo , Brazil Dr . Ella S. Simmons. People and Organizations. David Swanson Story. The Focus. Not authority, force, or coercion us versus them But rather, all for Quality - PowerPoint PPT Presentation

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The Adult Learner and Change

The Adult Learner and ChangeA Leadership SeminarFebruary 2, 2011Sao Paulo, Brazil

Dr. Ella S. Simmons

Global Leadership Summit

1People and OrganizationsDavid Swanson Story

2The Focus3Not authority, force, or coercion us versus them

But rather, all for QualityChange for improvementTransformation

The Focus4The development of an organizations core skills and capabilities, such as leadership, management, finance and fund-raising, programs and evaluation, in order to build the organizations effectiveness and sustainability

assisting an individual or group to identify and address issues and gain the insights, knowledge, and experience needed to solve problems and implement change

capacity building through the provision of support activities, including coaching, training, specific technical assistance, and resource networking Assurances5Human Capital: Assets that are available for on-going needs to produce desired outcomes toward mission

Buy-in: Acceptance by key stakeholders of a proposed plan or stakeholder ownership to the extent the stakeholders are willing to champion the plan to other individuals or groups.

Task/Project Logic - A clear model that aligns resources, activities, and goals of a project to allow the relationships to be clearly viewed and understood

Leaders6Leaders act as change agents in the organization by:Promoting mission to create and sustain value.Recognizing and relentlessly pursuing new opportunities to serve that mission.Engaging the organization in a process of continuous innovation, adaptation, and learning.Acting boldly without being limited to resources currently in hand.Exhibiting a heightened sense of accountability to the constituencies served and for the outcomes created.

Reasons for Training and Development71. Challenging processes.

Instead of being satisfied with the status quo, leaders make things happen.

They continually push the limits of the organization by innovating and by taking initiative and risks.

They question the status quo and find new ways to accomplish their mission.

Reasons for Training and Development82. Inspiring a shared vision.

Leaders have a clear and compelling vision of the future, and they are able to communicate this vision to othersboth inside and outside the organization.

They have a vision of how to create value, and they share it widely.

Reasons for Training and Development93. Enabling others to act.

Rather than simply assign tasks to others, leaders empower them with the authority that they will need to get the tasks done without additional permission.

Leaders support their staff/team and help clear away organizational hurdles.

They enable members of their team to find their own ways to accomplish the organizations goals.Reasons for Training and Development104. Equipping by modeling the way.

The best leaders walk their talkthey follow through on their promises, and they are willing to do the things that they say others should do.

They have values and they exhibit them in their everyday organizational lives.

They model desired behaviors: resourcefulness, accountability, and more.Reasons for Training and Development115. Encouraging the heart.

Leaders inspire those around them and encourage them to do their very best and to persevere in the face of adversity.

Leaders celebrate successesand those who brought them aboutand they share in the inevitable failures.

They encourage the members of their team to reach high and to never be satisfied with mediocrity.

Developing a Culture of Continuous Quality & ImprovementUnderstanding the Organization12Governance. Rate the capability of the organization. What is the composition in terms of professional need, diversity, and so on? How well does the organization perform its functions, and what is the level of commitment to the mission?

Management and Organization. Rate the capability of leadership and senior staff. Analyze the structure, policies, reporting systems, and guiding principles.

Culture. Are there organizational values and beliefs, and entrepreneurial spirit, and a commitment to outcomes? Is there an environment where all associates, volunteers, and advisors know that their contribution is making a difference?

Understanding the Organization13Strategic Thinking/Planning. Does the organization have clarity of mission, outcomes, and strategies? Are there marketing plans and processes for the evaluation of the organizations effectiveness?

Resources Development. Does the organization have viable fund development, reporting, and communication plans? How good are the supplier/supporter relationships, partnership, and alliances?

Financial Management and Reporting. Rate the financial controls. Does the organization have an annual budget, monthly financial reports, annual or semiannual audits, adequate insurance, and timely reporting to appropriate sources?Understanding the Organization14Marketing and Promotion. Has the organization done a market analysis? Is there a marketing plan, process for constituent feedback? Are communication materials consistent with marketing plans and strategies?

Human Resources Management. Does the organization have good operating policies, up to date task descriptions, annual performance reviews, professional development and financial support opportunities? Are there quality orientation activities and training?

Understanding the Organization15Physical Plant and Equipment. Does the organization have the technology to create efficiency and effectiveness (quick access to information, rapid response, quality control, financial accountability, etc.)?

Are your facilities safe and inviting to constituents, and do they facilitate a positive working environment? Does program-related equipment exceed quality standards, and is it well maintained?

What do we know about adult learners?

16Andragogy: Adult Learning17Adult Learners:

Motivated to learn as they experience needs and interests that learning will satisfy

Orientation to learning is life-centered

Have experience as their richest resource

Have a deep need to be self-directing

Have individual differences that increase with age Andragogical Model: Factors for Teaching and Learning18Adults need to know why they need to learn something before undertaking to learn it.

Adults have a self-concept of being responsible for their own decisions, for their own lives.

Adults come into the educational activity with both a greater volume and a different quality of experience from youths.

Adults come ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations.

Adults are life-centered (or task-centered or problem-centered) in their orientation to learning.

Adult learners, while responsive to some external motivators, respond best to internal pressures.The Teacher as Facilitator19Our environments change constantly, therefore, we must strive for the facilitation of learning.

The critical element in the role of teacher as facilitator requires a personal relationship between the teacher and the learner.

The facilitator must possess three attitudinal qualitiesRealness or genuinenessNonpossessive caring spirit, prizing, trust and respectEmpathetic understanding and sensitive, accurate listening

Guidelines for Facilitator20The facilitator has much to do with setting the initial mood or climate of the group or class experience.

The facilitator helps to elicit and clarify the purpose of the individuals in the class and the more general purpose of the group.

The facilitator relies upon the desire of each student to implement those purposes which have meaning for him/her as the motivational force behind significant learning.

The facilitator endeavors to organize and make easily available the widest possible range of resources for learning.

Guidelines for Facilitator21The facilitator regards himself/herself as a flexible resource to be utilized by the group.

In responding to expressions in the classroom or group, the facilitator accepts both intellectual content and the emotionalized attitudes.

As the acceptant classroom climate becomes established, the facilitator is able increasingly to become a participant learner, a member of the group, expressing his/her views as those of one individual in the group.Guidelines for Facilitator22The facilitator takes the initiative in sharing himself/herself with the groupincluding feelings and thoughtsin ways which do not demand or impose, but represent simply personal sharing which students may take or leave.

Throughout the classroom experience, the facilitator remains alert to the expressions indicative of deep or strong feelings.

In his/her functioning as a facilitator of learning, the leader endeavors to recognize and accept his/her own limitations.

Guidelines for the Facilitation of Learning23Behavior that is rewarded from the learners point of view is more likely to recur.

Sheer repetition without reward is a poor way to learn.

Threat and punishment have variable effects on learning, but they can and do commonly produce avoidance behavior in which the reward is the diminution of possibilities.

Guidelines for the Facilitation of Learning24How ready we are to learn something new is contingent upon the confluence of diverseand changingfactors, some which include:Adequate existing experience to permit the new to be learned (in relation to what we already know)Adequate significance and relevance fo