c3 model+of+change
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MODEL OF CHANGE
LEWINS MODEL OF CHANGE
UNFREEZE TRANSITION REFREEZE
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Unfreeze
The objective of adult/development program is tomove them from the frozen state.
The effort of such program is equal to the unfreezing
process. It requires the push method to move them to the
unfrozen stage
Those who reach the unfrozen stage are those who arechange ready and are able to let go of their currentrealities.
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Unfreeze
Those who are change ready allow themselves toenter a learning or change process.
They admit that something is wrong or someimprovement is needed etc.
Example:The group of rural housewives are willing tolearn certain new skills to upgrade their standard of
living.
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Example
Concept of teamwork is very popular in
organizational circles.
But how far is it practiced?
Many people are still comfortable workingalone; all by themselves.
The objective of a company could be to changethe mindset of its employees towards working inteams
To have high team spirit
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Example
Hence, a five days program was conducted at
J.W.W Marriot to instill the team work spiritamong the employees in several work units
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Transition
Transition or change
Requires time
Maybe hard for individual, especially to start. Maybe a scary journey
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Example
Some people may be very careful and scared totrust others
Or some people think they could work fasteralone rather than working in groups or team.
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Refreeze
At the end, the goal is to refreeze =
to establish the new place of stability. It may be a slow process.
Example: Return to work with newteamwork spirit.
However, in modern, dynamic organizations this freezing stageis tentative and seldom achieved.
This is because the next change maybe just around the corner.
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TYPES OF CHANGE
1. EVOLUTIONARY CHANGE
-the process is natural, slow and is usually beyondcontrol
2. PLANNED CHANGE
-to bring systematic changes to the
client/participant/receiver-is arranged between agent of change and the
client/participant/receiver.
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The changes are usually made based on theinformation received from theclient/participant.
PLANNED CHANGE
MORE IMPORTANT CONCEPTS
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MORE IMPORTANT CONCEPTS
FOR PROGRAM
PLANNERS/DEVELOPERS
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NON-FORMAL EDUCATION
(PROGRAM)
Before carrying out any program, a plannershould first ask several questions:
Q. 1: OBJECTIVE
WHAT IS THE OBJECTIVE OF THEPROGRAM
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EXAMPLES
TO ENCOURAGE WORK BEHAVIOR
CHANGE IN ORDER TO IMPROVE JOB
PERFORMANCE
TO MOTIVATE INDIVIDUALS
DEVELOPMENT
TO CHANGE INDIVIDUALS/GROUPS
SOCIAL VALUES
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Q. 2: INVOLVEMENT IN THEPROCESS OF PROGRAM
DEVELOPMENT
TO WHAT EXTENT DOPARTICIPANTS NEED TO BEINVOLVED IN THEDEVELOPMENT/PLANNING OF THEPROGRAM;
AND
WOULD SUCH INVOLVEMENT BEBENEFICIAL FOR THEPARTICIPANTS?
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EXAMPLE
TO CONSULT THE PARTICIPANTS INTHE PROCESS OF DEVELOPING THEPROGRAM
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Q. 3: ADULTS AS LEARNERS
SHOULD THE PARTICIPANTS
(ADULT LEARNERS) BE ACTIVE ORREACTIVE IN LEARNING?
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EXAMPLE
ADULT PARTICIPANTS ARE FREE TOLEARN ACCORDING TO THEIR OWNSTYLE
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Q. 4: PROCESS OF LEARNING
SHOULD THE LEARNING PROCESSTAKES INTO ACCOUNT THEEXPERIENCE, KNOWLEDGE ANDLEARNING STYLES OF THE ADULT
LEARNERS?
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ALL THESE
1. OBJECTIVE: to focus in solving adult learners problem, discrepancies or
fulfill their needs.
2. TO ENCOURAGE INVOLVEMENT IN THE PROCESS OF PROGRAMDEVELOPMENT: adult learners have every right and freedom to voiceout their opinion
3. TO ACKNOWLEDGE ADULT LEARNERS EXPERIENCE ANDLEVEL OF KNOWLEDGE
4. TO PLAN A MEANINGFUL LEARNING EXPERIENCE
5. TO ACKNOWLEDGE THE PACE AND LEARNING STYLE OFADULT LEARNERS
..ARE THE PRINCIPLES OFNON-FORMAL EDUCATION
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PRINCIPLES OF NON-FORMAL
EDUCATION
OBJECTIVE
- by focusing on the objective of the programsuch as solving certain problems or fulfillingcertain needs, the adult learners would be moreattracted to follow and participate in theprogram activities.
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In order to ensure that the correct objective ischosen, the program developer must be awareof the needs, values and belief of theparticipants.
The program developer must also ensure thatthe objective is achievable.
Example: The program would be able to levelup the skills, knowledge or attitude of the
participants
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PRINCIPLES OF NON-FORMAL
EDUCATION
ENCOURAGE INVOLVEMENT IN THEPROCESS OF PROGRAM DEVELOPMENT
-Learning would be more effective if learners
opinion, decision and thoughts are respected bythe trainer/facilitator.
-If not, learners become passive. There would be
no interactions between learners and thetrainer/facilitator. Hence, the learning processwould be negatively affected.
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PRINCIPLES OF NON-FORMAL
EDUCATION
ACKNOWLEDGE LEARNERS
EXPERIENCE AND KNOWLEDGE
- By taking into account and relating the adultlearners experiences and knowledge to what
they are learning, the facilitator would be able toenhance the learners understanding.
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PRINCIPLES OF NON-FORMAL
EDUCATION
TO PLAN A MEANINGFUL LEARNINGEXPERIENCE
- In order for a learning program to be meaningful,the objective, learning materials, environmentand style of teaching should be relevant to thelearning ability of the learners
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PRINCIPLE OF NON-FORMAL
EDUCATION
TO ACKNOWLEDGE THE PACE ANDLEARNING STYLE OF THE ADULTLEARNERS
- Need to consider the learning abilities, rhythm,pace and styles of the adult learners.
- Eg. Elder adults could not be pressured to take
in too much information or details in a veryshort time.
ASSUMPTIONS OF NON
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ASSUMPTIONS OF NON-
FORMAL EDUCATION
PROGRAM THE IMPORTANCE OF LEARNING ITSELF
UNEXPECTED CHANGES
ELASTICITY OR FLEXIBILITY OF PROGRAMDEVELOPMENT/PLANNING
IMPORTANCE OF COLLABORATION AMONGVARIOUS PARTIES
COORDINATION OF TASKS AND ACTIVITIES
READINESS TO TRY AND LEARN FROMVARIOUS PROGRAM DEVELOPMENT MODELS
3 IMPORTANT DOMAINS IN
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3 IMPORTANT DOMAINS IN
ADULT LEARNING AND NON-
FORMAL EDUCATION
COGNITIVE AFFECTIVE
PSYCHOMOTOR