Presentation on theme: "WAGGGS Policy & Guidelines: Adult Training, Learning and Development"— Presentation transcript:
1 WAGGGS Policy & Guidelines: Adult Training, Learning and Development This document outlines WAGGGS’ policy on adult training, learning and development. It provides guidance for National Associations to develop a strategy and complete the Adult Training, Learning and Development Framework which replaces the WAGGGS’ Training Scheme accreditation. The document is aimed at Member Organizations and National Associations.The Adult Training, Learning and Development Framework marks a new way of providing training for adult members in response to the changing needs of society, our organization, and our adult members. The emphasis is on a learner-centred approach, where both the learner and the trainer/facilitator share the responsibility for the learning process. (Foreword)WAGGGS Policy and Guidelines: Adult Training, Learning and Development replaces the previous Training Policy and Guidelines, (March 1998). This new publication highlights WAGGGS defined approach to both learning and development as well as to leadership development.2012
2 This presentation is meant as… An introduction to the new policy and the revised guidelinesAn explanation of the thoughts, the philosophy behind the approach to learning and facilitating learningAn opportunity to ask and get knowledge about the documentA tool for further use and implementation of the policy and guidelines – you may pick and mix the slides for your own use in the region, in MOs and other WAGGGS environments
3 Objectives for the 2012 WAGGGS Policy & Guidelines Aim: To ensure that the WAGGGS framework for Learning and Training reflects current learning and training trends across the organization and the worldThe objectives of the guidelines areTo articulate the WAGGGS approach to training and learning in the light of vision 2020To integrate external and internal trends of training and learning into the learning environments of WAGGGS and its member organizationsTo provide a relevant and consistent learning & training framework for member organizationsTo assist the accreditation process for national Adult Training, Learning and Development Frameworksenhance skills, knowledge, attitudesProviding opportunities for WAGGGS members to developsupports the achievement of the WAGGGS Vision 2020 by
4 Policy & Guidelines: Adult Learning, Training and Development Version 2012 – incorporatingFundamental approaches to learning, leadership, and facilitation of learning and trainingTrends affecting learning: life styles, learning theory, and global situationRole and task description for trainers in different settingsCriteria for WAGGGS accreditation of national training schemes
5 THE WAGGGS POLICY on ADULT TRAINING, LEARNING and DEVELOPMENT WAGGGS actively promotes the training, learning, and development of adult members to fulfil their roles and achieve the Mission of WAGGGS.This policy endorses the Girl Guiding/Girl Scouting Method as a means of enabling adult members to gain the necessary knowledge, skills, values and attitudes to ensure the delivery of high quality Girl Guiding/Girl Scouting educational programmes.
6 WAGGGS Guidelines on Adult Training, Learning and Development This resource aims to ensurerelevant and needs-based leadership training for adultsConsistency with WAGGGS’ principlesReflection of current trends on learning and training across the organization and the worldlearner-centred approach in adult training, learning and development programmes.
7 WAGGGS Guidelines on Adult Training, Learning and Development - 2 The purpose of the Guidelines is toassist National Associations to set up a national Adult Training, Learning and Development Frameworksupport National Associations to develop a strategy on leadership and learningenable National Associations to consider the Girl Guide/Girl Scout Method and Principles in learning and training situationspromote the Girl Guiding/Girl Scouting Fundamental Principles and Values within a changing worldidentify people within and outside the Association who have the necessary competences to support the Association’s training needsrecruit and motivate talented and resourceful people to share responsibilities within the Associationprepare individuals to fulfil existing and future roles and responsibilitiesestablish a system for monitoring and evaluating the effectiveness of adult training, learning and development.
8 Learning Learning is a process by which individuals or groups Learning is a process by which individuals or groupsacquire knowledge, skills, experienceand/or develop attitudes and values,resulting in a changed behaviour .(WAGGGS Facilitation Guide (2011) p. 55)See also specific presentation about learningLearning should be supported according to experience and competence level, and connected to this like a layer on top, closely relating – like starting mathematics with counting, continuing with Addition, then increasing the complexity step by step.
9 Adults and LearningAdults have and keep the responsibility of own decisions, learning and lifeAdults are motivated to achieve the competence needed to manage or handle real life situationsAdults are more motivated by internal rewards than externalAdults have many life experiences and their learning build and continue on theseAdults learn the most by exchange of experiences in smaller groups and by working with personal challenges and opportunitiesAdults prefer learning that is centred on real life situations, tasks or problems relevant to their needs.
11 Learner centredThis approach recognizes the adult learner as a person with knowledge, perspectives, values and unique learning and motivation needs based on their life experiences and their current role as a volunteer. The trainer/facilitator values and responds to the ways in which an adult member can best learn and develop his or her competences. Through this approach the trainer/facilitator uses a variety of approaches and styles to meet the learner’s optimal way of learning.Focusing on the learner means tailoring the learning to the specific needs of the position, the person, the topic, and the preferred learning style(s) of the learner(s)
12 Adult Learning in WAGGGS: Leading, learning & training This graphic should show that until now we have focused on training - more top down lead – and less on the learning process (individual) and that we want to cover both the decided training as well as the individually wished personal and leadership development by facilitating this process. Perhaps there are elements of each process (training and learning) that we will consider out of our target for the policy.
13 Develop the optimal learning Unconscious incompetentConscious expertUnconscious expertUnconscious competentConscious CompetentConscious incomptentLEARNING by EXPERIENCINGPRACTISING by LEADINGFACILITATING LEARNING by DELIVERING
15 Adult Training, Learning and Development Framework should include:an outline of how the National Association will integrate the Policy and Guidelines: Adult Training, Learning and Development into its strategy;a description of the approach and strategies for adult training, learning and development within the organization, and;an organized structure of training, learning and development opportunities for adult members.
16 Essential Elements/ stages of the Framework Preparation StageFoundation StageInformation StageDesign StageQuality Control StageImplementation StageA checklist to support the formulation of the Adult Training, Learning and Develompent Framework can be found
17 Considerations for excellence Estimates of how long the learning process will be for different rolesA system to recognize prior learning and relevant competences gained inside or outside Girl Guiding/Girl ScoutingCreation of an effective mentoring system for adult membersPartnerships with other organizations who are experts in learning, training and developmentSystems to ensure that trainers/facilitators are routinely updated about changes in the programme and other organizational mattersStrategies to monitor the Framework’s alignment with the educational programme and other activities in the organization.
18 Accreditation Criteria Topic to describe or considerDoneNotesContext1How the Adult Training, Learning and Development Framework addresses:• WAGGGS Policy• WAGGGS Values and Fundamental PrinciplesFoundation Stage2Outcome of needs assessment for training, learning and development for adults3Trends and influences to considerInformation Stage4Organization chart5Definition of the framework, in particularRolesProcessesLearning outcomesOpportunities to progressDesign Stage6Aims and objectives of the Adult Training, Learning and Development Framework7Definition of the resources and how they promote learning and training8Description of the approach to learning9Description of the training, learning and development processes10The outcomes of the training, learning and development processes11Description of the learning opportunities and associated timescalesQuality Control Stage12Measuring the goals and the objectives achieved13Description of the system for monitoring and evaluating training, learning and development in the organization14Description of training and support of the trainers/facilitators15Plans for evaluating the effectiveness and subsequent revision of the Adult Training, Learning and Development FrameworkAdditional Information16Processes to ensure all prior achievement are recognized17Plans for communicating with all members on changes to organization18Description of how the Adult Training, Learning and Development Framework is in line with and supports the educational programme offered to all members19Investigation of partnerships with other organizations to enhance the learning provision20Is this Framework made for the first accreditation by WAGGGS?If not, when was your training scheme (re-)accredited?
19 Accreditation Process The accreditation of the Framework will be carried out by Regional Development Executives, in co-operation with a panel of experts, and confirmed by the World Bureau.