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Leaders, Leadership and Learning Organisations and Networking
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Transcript of Leaders, Leadership and Learning Organisations and Networking
Leaders, Leadership and Learning Organisations and Networking
Educators as Leaders
• Leadership is a whole field of its own- educators as leaders
• Succession and sustainability• NGO sector is vulnerable• Unlocking the leadership potential
Discuss
• Leaders are born not made• Leaders must be charismatic• Leadership happens only on the top• Leaders must take control
ACCB
• Location: Phnom Kulen National Park (47 km from Siem Reap
• Objective: Rescue and Rehabilitation of endangered species in Cambodia
• Scope: Local• History: Cambodian visionary and
conservationist - Sam Veasna (died in 1999)• Established in 2003 by friends and colleagues
with funding support from Germany
Visit to Disabled
• Director as role model
INSPIRATIONAL
Advocacy network-three highlights
• Strong women director• Free legal aid• Effective recognition
Assumptions about adult learners
• Have life experiences and knowledge which are grounded eg. Classes in Madrasa
• Are relevancy oriented- cultural sensitivity; commonalities• Are goal oriented- sensitise the decision makers• Are practical-organic farming demonstration• Require respectful dialogue- Afghan case study• Are autonomous and self directed• Participatory approach- story telling • We are all learners and we are all educators-equal power
dynamics…hanging question???
Building leaders- Group work
• Reflect on yourselves and leaders and referring back to the MSC stories and the organisations you visited…ask what kind of individuals facilitated or nurtured the change stories.
• How do we transform as adult educators into adult educators as learners? What are the fundamental principles underlying educators as learners?
Duignan-Some characteristics
• Perpetual, committed and effective learner• Proactive problem solvers and learners• Learning leaders must not automatically
assume that wisdom and truth reside in a ny one source or method. Knowledge and skills can be found in many forms
• Faith in people and essential goodness of human nature
Duignan- some characteristics
• Future orientation is necessary• Create a multi channel communication
system- mutual trust is a pre requisite• Value diversity• Task versus relationship orientation• Linear versus systemic field logic• Reflective analysis on leadership experiences
Duignan- empowering the self
• Critical awareness of themselves as people• “ an unexamined life is not worth living”• Reflection-in and on-action is the central pillar
and builds up exemplars• Use theories as frameworks for interpreting and
reinterpreting actual practise with a view to improvement
• Generating a vision which is grounded in basic human and educational values
ABSTRACT CONCEPTUALIZATION
GENERALISATION
ACTIONACTIVE EXPERIMENTATION
CONCRETEEXPERIENCE
CRITICAL REFLECTIONREFLEXIVE OBSERVATION
Adult Learning: Using the Kolb’s Learning Cycle or Single Loop Learning in designing the BLDC
Program
Your Own Experience
Preparing Your MSC Postcard
5 MSC Stories – Why were they
significant?
Links to New Frameworks /
Theories from the ReadingsSite Visits – Apply
New Knowledge to Shared Experience
EMERGENT KNOWLEDGE
PARADIGM SHIFT
NEW UNDERSTANDING
Double Loop Learning or Transformative Learning
What does ‘radical’ adult education mean to me?
Which aspects of my own adult education practice can I describe as ‘radical’?
IN EACH OF THE BOXES BELOW, identify frameworks that inform your practice. (For example: Gender, Culture, Human Rights,
Sustainability, etc)
Hanging Questions and Hooks