policy and guidelines adult training, learning, and development
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Policy aGuidelines
Adult Training, Learning,and Development
2012
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WAGGGS actively promotes the training, learning, and development o
adult members to ulfl their roles and achieve the Mission o WAGGGS.
This policy endorses the Girl Guiding and Girl Scouting Method as a means o enabling adult membersto gain the necessary knowledge, skills, values and attitudes to ensure the delivery o high qualityGirl Guiding and Girl Scouting educational programmes.
Context
This WAGGGS policy is based on the Fundamental Principles o Girl Guiding and Girl Scouting and itupdates previous policy statements. The policy:
acknowledges and reects the changes in society and in WAGGGS, and
considers the needs, experiences and expectations o adult learners
In order to create eective learning environments, Adult Training, Learning, and DevelopmentFrameworks should:
embrace new methods and developments in adult learning
recognise the learner-centred approach
create eective adult learning environments
assess and respond to the needs o adult learners
ensure the delivery o learning opportunities or all adult members regardless o their backgroundor their experience
use new technologies where appropriate, such as the internet, e-learning, podcasts etc.
Responsibilities
It is the responsibility o WAGGGS to support each National Association to develop and implement anAdult Training, Learning, and Development Framework.
It is the responsibility o each National Association to design and implement a national Adult Training,Learning, and Development Framework which ollows the WAGGGS Policy and Guidelines: AdultTraining, Learning, and Development, and which provides opportunities or adult members to reachtheir ull potential in their roles as leaders.
The Adult Training, Learning, and Development Framework should be implemented in accordancewith other relevant WAGGGS policies.
Policy on Adult trAininG, leArninG, And develoPment
WORLD ASSOCIATION OF GIRL GUIDES & GIRL SCOUTS
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CONTENTS
World Association of Girl Guides and Girl Scouts Policy and Guidelines:
Adult Training, Learning, and Development
Foreword....................................................................................................................................................... 1
World AssociAtion of Girl Guides And Girl scouts Policy:
Adult Training, Learning, and Development
Introduction..................................................................................................................................................2
WorldAssociationofGirlGuidesandGirlScoutsPolicyon
AdultTraining,Learning,andDevelopment.............................................................................................. 3
World AssociAtion of Girl Guides And Girl scouts Guidelines:Adult Training, Learning, and Development
1 Introduction.....................................................................................................................................5
1.1 TheAdultTraining,Learning,andDevelopmentFramework.........................................................6
1.2 Learner-centredapproach................................................................................................................. 6
2 Training in the World Association of Girl Guides and Girl Scouts............................................. 8
2.1 WAGGGSasaLearningOrganization................................................................................................ 9
3 The Fundamental Principles and Values of Girl Guiding and Girl Scouting.......................... 11
3.1 TheMissionandVisionofWAGGGS................................................................................................ 11
3.2 PromiseandLaw............................................................................................................................. 12
3.3 TheGirlGuideandGirlScoutMethod............................................................................................12
3.4 GuidingandScoutingPrinciples.....................................................................................................12
3.5 Non-formaleducation..................................................................................................................... 13
3.6 AdultlearninginWAGGGS..............................................................................................................13
3.7 WAGGGSValues.............................................................................................................................. 14
3.8 ConnectingAdultLearning,Training,andDevelopmentwithWAGGGS
Mission,PrinciplesandValues........................................................................................................ 14
4 Trends in society and in Girl Guiding and Girl Scouting..........................................................16
4.1 Trendsinsociety.............................................................................................................................. 16
4.2 TrendsinGuidingandScouting...................................................................................................... 17
4.3 Currenttrendsaffectingapproachtolearningandtraininginsocietiesaroundtheworld........ 18
5 Guidelines on Adult Training, Learning, and Development.................................................. 20
5.1 TheWAGGGSapproachtotraining,learninganddevelopment................................................... 20
5.2 Learner-centredtraining.................................................................................................................20
5.3 Theprocessoflearning................................................................................................................... 21
5.4 Development................................................................................................................................... 22
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POLICY AND GUIDELINES: ADULT TRAINING, LEARNING, AND DEVELOPMENT
6 Developing a Strategy.................................................................................................................. 25
6.1 Facilitatingtraining,learning,anddevelopmentofindividuals,groupsandassociations......... 25
6.2 Keypositions...................................................................................................................................27
6.3 Identifyingtheneedsandexpectationsfortrainingandlearning..............................................27
6.4 Rolespecicationfortrainer/facilitator......................................................................................... 27
6.5 Developingtrainer/facilitatorpositions........................................................................................ 28
6.6 Settingupalearningandsupportiveenvironment..................................................................... 29
7 World Association of Girl Guides and Girl Scouts
Adult Training, Learning, and DevelopmentFramework Accreditation Criteria................. 31
7.1 AdultTraining,Learning,andDevelopmentFramework..............................................................317.2 EssentialelementsoftheAdultTraining,Learning,andDevelopmentFramework................... 32
7.3 ConsiderationsforExcellence.........................................................................................................34
7.4 ChecklistforContentsofAccreditation..........................................................................................35
7.5 AccreditationProcess......................................................................................................................36
8 Glossary..........................................................................................................................................38
9 Bibliography................................................................................................................................... 41
Appendix A:FlowchartofAccreditationProcedure................................................................................ 43
Appendix B:ChecklistforContentsofAccreditation...............................................................................44
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Policy and Guidelines:ADLT TAINING, LEANING, AND DEVELOPENT
Thepurposeofleadershiptrainingistoequipleaderswiththeskillsandknowledgetoperformtheirroleseffectively.
Thisresourceconsistsoftwodocuments.FirstitoutlinesWAGGGSpolicyonadulttraining,learning,anddevelopment.SecondlyitprovidesguidelinesforNationalAssociationstodevelopastrategyandcompletetheAdultTraining,Learning,andDevelopmentFrameworkwhichreplacestheWAGGGSTrainingSchemeaccreditation.ThedocumentisaimedatMemberOrganizations1
andNationalAssociations.
ThePolicyandGuidelineswillbesupportedbyaFacilitationGuide2andatoolkitwhichoutlinesmethods,techniques,andtoolsfortrainers/facilitatorstoplan,implementandmeasuretrainingandlearningopportunities.
TheAdultTraining,Learning,andDevelopmentFrameworkmarksawayofprovidingtrainingforadultmembersinresponsetothechangingneedsofsociety,ourorganization,andouradultmembers.Theemphasisisonalearner-centredapproach,whereboththelearnerandthetrainer/facilitatorsharetheresponsibilityforthelearningprocess.
Overthelastdecade,WAGGGS,likemostorganizations,hasfacedincreasedpressuretogobeyondtraditionaltask-basedtrainingtofacilitatewholepersondevelopment.Trainingisnolongerseenasaone-offeventwhichisappliedacrossagroupofindividualswithoutconsideringindividualexperiences,competencesandqualications.Advancesincommunicationtechnologyalsoallowustothinkinnewwaysabouthow,whenandwheretrainingandlearningcantakeplace.Theyallowusto
lookatdifferentandmorecreativewaystodelivertrainingforbothleadersandmembers.
Thispolicyandguidelinesdocumenttakesaholisticapproachtotraining,learninganddevelopmentandfocusesonprovidingapositivelearningenvironmentforadults.
Usingthisapproachweaimto:
enablelearning
facilitatemeaningfulpersonaldevelopment
supportthedevelopmentofcompetencesrelevanttotheGirlGuidingandGirlScoutingrole
helpadultmemberstoidentifyandachievetheirpotentialasindividualsandasleadersinthe
GirlGuidingandGirlScoutingMovement
TheWAGGGSPolicyandGuidelines:AdultTraining,Learning,andDevelopmentisintendedtoapplytoallformsofadultdevelopmentandtrainingcarriedoutbyallMemberOrganizationsregardlessoftheirwayofworking.
1 AMemberOrganizationisthenationalbodyofGirlGuiding/GirlScoutingthatisacceptedasamemberofWAGGGS;aMemberOrganizationcanconsistofonenationalassociation,oritcanbeafederationofanumberofnationalassociationsofGirlGuides/GirlScoutsand/orthegirls
inamergedorganization
2Availableatwww.wagggs.org
Foreword
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POLICY: ADULT TRAINING, LEARNING, AND DEVELOPMENT
WAGGGSPolicy:AdultTraining,Learning,andDevelopmentsupportsNationalAssociationsto:
createaTraining,LearningandDevelopmentStrategy
designanAdultTraining,Learning,andDevelopmentFramework
WAGGGSrecognizesthatconstituentMemberOrganizationsandNationalAssociationsrepresentawiderangeofculturalbackgroundsandmakeuseofavarietyoflearningapproachestofacilitatetheleadershipdevelopment,personalandprofessionalgrowthofleaders.
TheWorldAssociationofGirlGuidesandGirlScouts(WAGGGS)Policy:
AdultTraining,Learning,andDevelopmentsupportsthefullmentoftheMissionandtheachievementoftheVision2020.
WAGGGS ission:
To enable girls and
young women to developtheir fullest potential
as responsible citizensof the world
WAGGGS Vision 2020:
All girls and young women
are valued and take actionto change the world
Introduction
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POLIC:ADLT TAINING, LEANING, AND DEVELOPENT
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WAGGGSactivelypromotesthetraining,learning,anddevelopmentofadultmemberstofulltheirrolesandachievetheMissionofWAGGGS.
ThispolicyendorsestheGirlGuidingandGirlScoutingMethodasameansofenablingadultmemberstogainthenecessaryknowledge,skills,valuesandattitudestoensurethedeliveryofhighqualityGirlGuidingandGirlScoutingeducationalprogrammes.
Context
ThisWAGGGSpolicyisbasedontheFundamentalPrinciplesofGirlGuidingandGirlScoutinganditupdatespreviouspolicystatements.Thepolicy:
acknowledgesandreectsthechangesinsocietyandinWAGGGS,and
considerstheneeds,experiencesandexpectationsofadultlearners
Inordertocreateeffectivelearningenvironments,AdultTraining,Learning,andDevelopmentFrameworksshould:
embracenewmethodsanddevelopmentsinadultlearning
recognisethelearner-centredapproach
createeffectiveadultlearningenvironments assessandrespondtotheneedsofadultlearners
ensurethedeliveryoflearningopportunitiesforalladultmembersregardlessoftheirbackgroundortheirexperience
usenewtechnologieswhereappropriate,suchastheinternet,e-learning,podcastsetc.
Responsibilities
ItistheresponsibilityofWAGGGStosupporteachNationalAssociationtodevelopandimplementanAdultTraining,Learning,andDevelopmentFramework.
ItistheresponsibilityofeachNationalAssociationtodesignandimplementanationalAdultTraining,Learning,andDevelopmentFrameworkwhichfollowstheWAGGGSPolicyandGuidelines:AdultTraining,Learning,andDevelopment,andwhichprovidesopportunitiesforadultmemberstoreachtheirfullpotentialintheirrolesasleaders.
TheAdultTraining,Learning,andDevelopmentFrameworkshouldbeimplementedinaccordancewithotherrelevantWAGGGSpolicies.
POLIC ON ADLT TAINING, LEANING, AND DEVELOPENT
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POLICY: ADULT TRAINING, LEARNING, AND DEVELOPMENT
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WORLD ASSOCIATION OF GIRL GUIDES & GIRL SCOUTS
ThisresourceaimstoensurethatallNationalAssociationsofferrelevantandneeds-basedleadershiptrainingforadultsthatisconsistentwith
WAGGGSprinciplesandthatreectscurrenttrendsinlearningandtraining.TheseguidelineswillassistNationalAssociationsinadopting
thelearner-centredapproachintheiradulttraining,learning,anddevelopmentprogrammes.
ThepurposeoftheGuidelinesisto:
supportNationalAssociationstodevelopastrategyonleadershipandlearning
assistNationalAssociationstosetupanationalAdultTraining,Learning,andDevelopmentFramework
enableNationalAssociationstoconsidertheGirlGuideandGirlScoutMethodandPrinciplesinlearningandtrainingsituations
promotetheGirlGuidingandGirlScoutingFundamentalPrinciplesandValueswithinachangingworld
identifypeoplewithinandoutsidetheAssociationwhohavethenecessarycompetencestosupporttheAssociationstrainingneeds
recruitandmotivatetalentedandresourcefulpeopletoshareresponsibilitieswithintheAssociation prepareindividualstofullexistingandfuturerolesandresponsibilities
establishasystemformonitoringandevaluatingtheeffectivenessofadulttraining,learning,anddevelopment.
NationalAssociationscanusethisresourceto:
developtheiradulttraining,learning,anddevelopmentstructureandstrategy
monitorandevaluatetheadulttraining,learning,anddevelopmentintheAssociation
demonstratetheAssociationscommitmenttothedevelopmentofleadersatalllevelsand
responsibilities.
TheguidelinesshouldbeusedinconjunctionwiththeFacilitationGuide3andtoolkitwhichprovidetoolsandresourcestosupportAssociations.
3Availableatwww.wagggs.org
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GIDELINES:ADLT TAINING, LEANING, AND DEVELOPENT
1
Introduction
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GUIDELINES: ADULT TRAINING, LEARNING, AND DEVELOPMENT
Denitions
DenitionsofkeytermsusedinthisdocumentcanbefoundintheGlossaryonpage38.
1.1 The Adult Training, Learning, and Development Framework
ThisframeworkhasevolvedfromtheWAGGGSTrainingSchemeaccreditation.National
AssociationswillbeexpectedtoproduceanAdultTraining,Learning,andDevelopment
FrameworkinorderforWAGGGStoaccredittheirtraining,learning,anddevelopment
programme.
Theframeworkprovidesaholisticapproachtolearningforadultmemberswhichisbasedon
thelearnercontributingasmuchtothedesignandimplementationoftheirlearningprocess
astheirtrainer/facilitator.Thelearningprocessembracesnewformsoflearningusing
informationtechnologyanditincorporatestheWAGGGSprinciplesofnon-formaleducation
andexperientiallearning.Itacknowledgesthatanadultmemberbringsexperience,
qualicationsandattributestotheirvolunteerrolewhichcontributestotheirownlearning
aswelltothatofthetrainer/facilitator.TheAdultTraining,Learning,andDevelopment
Frameworkrecognizesthatlearningisalifelongprocessandnottheresultofaone-off
trainingevent.Itpromotesadultlearningthroughavarietyofmeansandthroughoutan
adultmemberslifewiththeNationalAssociation.
1.2 Learner-centred approach
Thisapproachrecognizestheadultlearnerasapersonwithknowledge,perspectives,values
anduniquelearningandmotivationneedswhicharebasedontheirlifeexperiencesand
theircurrentroleasavolunteer.Thetrainer/facilitatorvaluesandrespondstothewaysin
whichlearnerscanbestlearnanddeveloptheircompetences.Throughthisapproachthe
trainer/facilitatorusesavarietyofapproachesandstylestomeetthelearnersoptimalway
oflearning.
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GUIDELINES: ADULT TRAINING, LEARNING, AND DEVELOPMENT
The1998WAGGGSTrainingPolicyandGuidelinesoutlinedtheWAGGGSTrainingSchemeaccreditationprogramme.SincethenmanyMember
OrganizationsandComponentAssociationshavehadtheirtrainingschemesaccreditedbyWAGGGS,aclearindicationthattheyaresupportingtheirleaderstocarryouttheirrolesandresponsibilities.
Sincethe1998TrainingPolicyandGuidelineswereintroduced,ourunderstandingoftermssuchaslearning,traininganddevelopmenthasevolved.Learning,forexample,isnolongerseenasan
activitythatonlyhappensinschoolsorinotherformalinstitutions;itisconsideredalifelongprocess,takingplaceinformal,non-formalandinformalsettingsandforanyonewhowantstoimprovetheirskills,expandtheirhorizonsandachievetheirpotential.
ThephenomenalgrowthoftheInternetandsocialmediahasincreasedcommunicationacrossbordersandnowformsanaturalpartofbothformalandnon-formaleducationalsystems.Alongwithmostoftheworld,individualsinWAGGGShaveincreasedaccesstoinformationtechnology.Asaresult,therehasbeenachangeinattitudetowardslearningbecauselearnerscanelectronicallyaccessandselectwhattheywouldliketolearnandhowitshouldbedelivered.
Theroleofthetrainer/facilitatorhasevolvedfromdirectdeliveryofcontenttofacilitatingandsupportingthelearningprocess.Theresponsibilityforlearninghasshiftedfrombeingentirelythedomainofthetrainer/facilitatortobeingajointendeavourwiththelearner.WAGGGShasrespondedbychangingitstrainingapproachfromdeliveringtrainingopportunitiestocreatingalearner-centredenvironmentjointlywiththelearner.
ThischangeisreectedintheterminologywenowusetodescribetheNationalAssociationsstructurefortraining:wenowrefertotheAdultTraining,Learning,andDevelopmentFrameworkandnolongertotheWAGGGSTrainingScheme.Thenewtitleemphasisesalearner-centredapproachwhilstacknowledgingtheroleofthetrainer/facilitator.
2
Training in the World Association of Girl Guides and Girl Scouts
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2.1 WAGGGS as a Learning Organization
Byinstillinganappreciationofcontinuouslearninganddevelopmentamongadults,wepromotetheconceptofLearningOrganizationsasdenedbyPeterSenge4:
4Senge,PeterM.(1990):TheFifthDiscipline:theArtandPractiseoftheLearningOrganization
TheprioritiesthatdeneWAGGGSasaLearningOrganizationare:
SupportforthedevelopmentoflearningandtrainingstrategiesinMemberOrganizations
Regularreviewoflearningandtrainingimplementation
Adoptionofemergingtrendsinadultlearning
Useoftechnologiesforadultlearning
Useofnon-formaleducationforyoungpeopleandadults
SharingofbestpracticesacrossallMemberOrganizations
EachNationalAssociationcontributestoWAGGGSasaLearningOrganizationbyincorporatingalloftheaboveelementsintotheirAdultTraining,Learning,andDevelopmentStrategy.
InTheFifthDiscipline,PeterSengedescribesLearningOrganizationsasplaces...
where people continually expand their capacity
to create the results they truly desire,
where new and expansive patterns of thinking are nurtured,
where collective aspiration is set free, and
where people are continually learning to seethe whole (reality) together
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TheFundamentalPrinciplesandValuesofGirlGuidingandGirlScoutingshouldinformalltraining,learninganddevelopmentforallour
members,includingadults.Thetraining,learninganddevelopmentprocessshouldalsolinkwithotherkeystrategicareassuchas
MembershipandRelationshiptoSociety,andparticularlywiththeEducationalProgramme5.
TheAdultTraining,Learning,andDevelopmentFrameworkshouldreect:
theFundamentalPrinciplesofGirlGuidingandGirlScouting
theValuesoftheMovement
anunderstandingofandcommitmenttothePromiseandLaw
theGirlGuideandGirlScoutMethod
thechallengesoftodayschangingworld.
3.1 The Mission and Vision of WAGGGS
TheMissionoftheWorldAssociationofGirlGuidesandGirlScoutsis:
To enable girls and young women to developtheir fullest potential as responsible citizens of the world
ThismissioncanbestbeachievedifGirlGuidingandGirlScoutingprovideshighqualityleadershiptrainingandtheopportunityformemberstomakeadifferenceintheircommunity.
WAGGGSVision2020isthat:
All girls and young women are valued and take actionto change the world
AdultmembersshouldunderstandthatbyreachingasmanygirlsandyoungwomenaspossiblethroughtheWAGGGSeducationalprogrammestheycanhelptoachievetheVision2020.TheAdultTraining,LearningandDevelopmentFrameworkneedstobecomprehensiveinscopeandpracticalindeliverytocreatetherightlearningenvironmentforadultmemberstoachievetheVision.
5Seewww.wagggsworld.org forpolicydocumentsonWAGGGSsixstrategicareas
11
3
The Fundamental Principles and Values of Girl Guiding and Girl Scouting
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3.2 Promise and Law
TheGirlGuideandGirlScoutPromiseandLawunderpin alltheworkoftheorganization(seeWAGGGSConstitutionandBye-Laws,Article2,July2008).AllMemberOrganizationshaveaPromiseandLawthatreectstheessenceoftheoriginalPromiseandLawasexpressedbytheFounder.
3.3 The Girl Guide and Girl Scout Method
TheGirlGuideandGirlScoutMethodisbasedonprovidingnon-formaleducationalprogrammestoenrichthedevelopmentofgirlsandyoungwomenascitizens-physically,intellectually,spiritually,morally,sociallyandemotionally.Non-formaleducationislearningoutsidetheformaleducationalstructure.
Our method of training is to educate from within rather thanto instruct from without; to offer games and activities which,
while being attractive to the girl, will seriously educate
her morally, mentally and physically.
SirRobertBaden-Powell,1918
NationalAssociationsaimtopreparegirlsandwomentotakeonresponsibilityasequalpartnerswithmenintheirsociety.SomeNationalAssociationschoosetoworkwithgirlsandyoungwomeninasingle-sexenvironmentwhileothersprefertoworkinaco-educationalsetting.EachMemberOrganizationchoosestheapproachthatbestsuitstheirneeds6.
3.4 Guiding and Scouting Principles
TheprinciplesbelowarefundamentaltoWAGGGSanditsMemberOrganizationsandareappropriatetouseinmanyadultlearningenvironmentswithintheorganization.
Patrol system:GirlGuidesandGirlScoutswithinaunitworkingroupsofaroundvetoeightpeers,oneofwhomisthedesignatedpatrolleader.Thisgroupthenparticipatesinunitactivitiesandprogrammes.
Throughexperiential learningorlearningbydoingindividualslearnthroughperformingataskaswellasthroughstudy,discussionandobservation
Progressive self-development:amemberprogressesindividuallythroughtheGirlGuideandGirl
Scoutprogrammebychoosingherownrouteandproceedingwithherownchosenactivitiesatherownpace.
Throughintergenerational learning,youngpeopleandadultscooperatetogetherandlearnwithandthrougheachother.
Outdoor activitiesandlearningthroughadventurehelptobuildself-condence,self-awarenessandcharacteraswellasraiseawarenessabouttheenvironment.
Service in the communityencouragesasenseofresponsibilityforsocietyanditsmembers.
Intercultural learning and international experiencespromoterespect,mutualunderstandingandtoleranceforothersaswellasasenseofresponsibilityfortheworldinwhichwelive.
6WB3481WAGGGSCo-EducationalStatement2011
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3.5 Non-formal education
WAGGGSbelievesthatnon-formaleducationisanimportantwayforyoungpeopletogaintheknowledge,skills,valuesandattitudestheyneedtoplayanactiveroleinsociety.Thenon-formaleducationprogrammeenablesmemberstodevelopdecision-making,teamwork,conictresolutionandotherleadershipskillsanditencouragesthemtobecomecommitted,autonomousandresponsibleyoungpeoplewhocanworkwithotherstobuildabetterworld.
WAGGGSisworkingwithotheryouthorganizationstoachieveinternationalrecognitionfornon-formal educationsothattheknowledge,skills,valuesandcompetencesgainedbyourmembersareacknowledgedbyexternalagencies,governmentsandemployers.
3.6 Adult learning in WAGGGS
WAGGGSiscommittedtotheongoingtraining,learninganddevelopmentofitsadultmembers.Itrecognizesthatadultsmaylearndifferentlytochildren.Knowles7denessuccessfuladultlearningasbeingbasedonexperience;involvingtheadultinplanningandevaluating;focusingonsubjectswhichareimmediatelyrelevant;andbeingproblem-centred.WAGGGStakesthisapproachinitsadulttraining,learninganddevelopment.
AllWAGGGSwaysofworking,programmesandactivitiesinterconnect.ThediagrambelowdemonstratestheinterconnectionbetweenthethreestrandsofGirlGuidingandGirlScoutingleadership(bothadultsandyoungwomen),educationalprogrammes,andtraining,learninganddevelopment(focusingprimarilyonadults).Eachstrandhasdifferentelementsbutthereareareasofconvergencebetweenallthree.
7Knowles,MalcolmK.(1998):Theadultlearner:TheDenitiveClassicinAdultEducationandHumanResourceDevelopment.Houston,TX:GulfPublishing
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Leadership
Training,
Learning&Development
ProgrammeFocus
on AdultsFocus on Girlsand Young Women
Facilitationof development activities
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3.7 WAGGGS values
WAGGGSvaluescanbedenedas:
Progressive
Recognition of spiritual dimension
Open to all
Global commitment
Responsibility
Equal opportunities
Service-mindedness
Sustainability
Integrity
Voluntary commitment
Environmentally conscious
AllofthesePrinciplesandValuesunderpinGirlGuidingandGirlScouting.Theyshouldbeincorporatedinthetraining,learningand
developmentofouradultmembers.
3.8 Connecting AdultTraining, Learning,and Development withWAGGGS Mission,Principles and Values
Thediagramoppositeillustratesthe
connectionbetweenadulttraining,learning,anddevelopment,WAGGGSMissionanditseducationalprogramme.Thedirectionforthisdiagramcanmoveinbothways.TheMissioncascadesdownanddirectstheworkofWAGGGSandtheMissioncanbeachievedthroughtheworkwhichstartswithourtrainers/facilitators.
Girls and Young Women
realizing their Potential
Mission Statement
tofulllthe
Education Programmestocarry out
Enable Adults
Values AttitudesKnowledge Skills
focusing on
Girl Guiding /Girl Scouting Method
andusing the
DeliveringTRAINING, LEARNINGAND DEVELOPMENT
through
Trainers / Facilitators
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GUIDELINES: ADULT TRAINING, LEARNING, AND DEVELOPMENT
ItisimportantforNationalAssociationstobeawareofchangingtrendsandattitudesinsociety.Changesandtrendsmayimpactonlearnersandtrainers/facilitators.
4.1 Trends in society
Globalisation and multiculturalismTheworldhasbecomesmallerthroughthespreadofglobalbusiness,easeoftravel,new
technologiesandtheincreaseinmulticulturalsocieties.NationalAssociationsAdultTraining,LearningandDevelopmentFrameworksneedtoaccommodatetodaysculturallyandlinguisticallydiverselearners.
Information age and communicationTheexplosioninnewtechnologiesmeansthatpeoplenowhaveinstantaccesstoinformationandtheabilitytocommunicateimmediatelyandconstantly.Thiscanhaveimplicationsforthetrainingmethodsusedtoengageandretainthelearnersinterest.
Changes to the way we workOurabilitytoconcentrateonataskischanging.AccordingtoresearchersinInterruptionScience8,theaverageworkerswitchestaskseverythreeminutesand,oncedistracted,takesnearlyhalf-an-hourtoresumetheoriginaltask.Multitasking,onceseenasbenecial,isshowntolowerproductivity,createstressandblockdeeplearning,yetitiseverywhereinthelivesofadults.Childrentoo,inuencedbysocialmedia,areoftenbothhereandelsewhereatthesametime.
Thedesignanddeliveryoftraining,learninganddevelopmentprogrammesshouldconsiderandembracetheinuenceofcomputersandsocialnetworking.Thismayalterthestyleandlengthofthelearningsessions.
FamiliesInmostdevelopednationsandincreasinglyindevelopingcountries,theroleofwomenhaschangedsignicantly,withalargepercentagebalancingcareers,family,volunteerworkandotheractivitiesand,inincreasingnumbers,doingsoassingleparents.Thishasresultedinareductionofavailabletimetotakeonvolunteeringrolesandattendtraining.
Changes in prole of volunteersAnincreaseinthenumberofadultsworkingprofessionallyinthehumanserviceseldmeansthatmanyofourvolunteersandadultmembersalreadyhaveprofessionalleadership,communicationandrelationship-buildingexperiencetobringtotheirvolunteerroles.NationalAssociationsneedtoensurethattheexperienceandqualicationsoftheirvolunteersarerecognised,andthattheyaregivenappropriaterolesandresponsibilitiestokeepthemengagedandchallenged.
8CliveThompson(2005):MeettheLifeHackers
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Accountability and riskThereisagreatersenseofaccountabilityandriskmanagement,particularlyinthewesternworld.NationalAssociationsshouldconsiderhowtheymanageandmitigatetherisksassociatedwithprogrammesandactivities,especiallywithregardtothequalityofdeliveryandthemonitoringandevaluationoflearneroutcomes.Riskmanagementshouldalsoformpartofthetrainingandlearningprogramme.
Learning TrendsLearningislifelong.Welearnasbabiesthroughcopying.Latermuchofourgeneralknowledgeisgainedthroughschooleducation.Evenaftercompletingourformaleducation,wecontinuetodevelopourskillsandknowledgeandadapttonewtechnologies.AnAdultTraining,Learning,andDevelopmentFrameworkshouldcontributetotheindividualslifelonglearningprocessbyacknowledgingandbuildingonpreviousexperiencesbyprovidingopportunitiesforfurtherlearning
anddevelopment.
4.2 Trends in Girl Guiding and Girl Scouting
WithinGirlGuidingandGirlScouting,therehavebeenmanychanges.NationalAssociationsmayhavechangedinanumberofways:
moreexibleuseofceremonyandstructureintheeducationalprogramme
fewerrules
routineuseoftechnologytocommunicatewithandeducatemembers
adultmembersjoiningforalimitedtimeratherthanforlife
sharedleadershiprolesforadultmembers emphasisoninternationalGirlGuidingandGirlScouting:moretravel,greaterconnection
resourcesdrawnfromnon-GirlGuidingandGirlScoutingsourcesviatheInternet
moredirectfocusonpersonalgrowthanddevelopment
concernoverlegalandnancialriskmanagement,e.g.assessment,performancemanagement,auditsandcriminalrecordchecks
increaseduseofexperientiallearning
morefocusontheneedsoftheindividualaswellasontheneedsoftheorganization
collaborationandpartnershipwithorganizationsoutsideGirlGuidingandGirlScouting
emphasisonbuildingtheleadershipcapacityofyoungwomen
lossofteenagemembers
shortageofwomenvolunteeringasleadersandadministrators
increasedoutsidecommitmentsforbothgirlsandwomen
someassociationsdeliveringlessoutdooractivitywhileothersaredeliveringmore.
Thesetrendswillvarydependingonthecountry,culturalnorms,lengthoftimeGirlGuidingandGirlScoutinghavebeenestablished,andthesizeoftheorganization.Thetrendsimpactbothfemale-onlyandmixedorganizationsandshouldbeconsideredinthedevelopmentoftheAdultTraining,Learning,andDevelopmentFrameworkwithinNationalAssociations.
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4.3 Current Trends Affecting Approach to Training, Learningand Development in Societies around the World
Thedeliveryoftraining,learninganddevelopmentaroundtheworldischanging.Theoveralltrendismovingtowardsanemphasisonlearningratherthanontrainingby:
meetingalearnersindividualneedsthroughanappropriateandindividualmethodofdelivery
creatingalearningenvironmentratherthanatrainingenvironment
usingindividuallytailoredlearningpackages
acknowledgingthelearnerspriorknowledgeandexperiencerelatedtothetopic
recognizingthatlearningtakesplaceinvariousenvironments,acceptingthatformal,informaland
non-formallearningenvironmentsareallvalid.
NationalAssociationsneedtoconsiderallmodesoflearningandtrainingwhendesigningorrevisingtheirAdultTraining,Learning,andDevelopmentFramework.Thesecaninclude:
useofcomputersandsimilarmedia
onthejoblearningandsupport
experientialandactionlearning
experiencesofpersonaldevelopmente.g.,reecting,sharing,artsactivities
recognitionofpriorlearning
mixeddelivery(learningtechniquesusingsomeoralloftheabovetechniques)
Byincorporatingthesesuggestions,aNationalAssociationwillensurethatitsAdultTraining,Learning,andDevelopmentFrameworkreectscurrenttrendsinsociety,GirlGuidingandGirlScoutingandintrainingandlearningsothatitthereforeaccommodatestodaysadultmember.
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ThissectiondescribeshowtheAdultTraining,Learning,andDevelopmentFrameworkwillhelptoachievetheWAGGGSMissionthroughitslearner-centredtrainingapproach.Theseguidelinesprovide
guidanceforNationalAssociationsdevelopingtheirAdultTraining,Learning,andDevelopmentStrategy.Thisstrategywillthenfeedinto
theNationalAssociationsAdultTraining,Learning,andDevelopmentFrameworkwhichisrequiredbyWAGGGSforaccreditation.
5.1 The WAGGGS Approach to Adult Training, Learning,and Development
Adultmembersplayanessentialroleinfosteringthegrowthanddevelopmentofgirlsandyoungwomenbyactingasrole-modelsandbysharingtheircommitmenttolifelonglearning.Trainingprovidesadultmemberswithskills,knowledge,attitudes,experiencesandotherlearningopportunitiesneededtobeeffectiveintheirroles.
TheWAGGGSPolicyandGuidelines:AdultTraining,Learning,andDevelopmenthighlightsthevalueoflearner-centredtraining,anapproachthatbasestrainingdesignanddeliveryontheindividual
learningstylesandpreferencesoftheadultlearner.Theguidelinesexplainthekeyelementsandbenetsoflearner-centredtraining.
5.2 Learner-centred training
Thetraditionalwayofpreparingandempoweringadultlearnerstogaingreaterskill,knowledgeandcompetenceisthroughtraining.Trainingcanrangefromhighlystructuredpresentationstoaseriesofinteractivegames;fromactionlearninginteamstoself-directedonlinelearning;fromexperientialexercisestoproject-basedlearning.
Theseguidelinesfocusonlearner-centredtraining,whichrecognizestheadultlearnerasapersonwithknowledge,perspectivesanduniquelearningneedsbasedontheirlifeexperiencesandtheir
currentroleasavolunteer.Throughthisapproachthetrainer/facilitatorusesavarietyofapproachesandstylestomeeteveryonesoptimalwaysoflearning.
Thelearner-centredapproachincorporates:
dealingwithdifferentlearningstyles
theoriesofadultlearning
characteristicsofvolunteersandadultlearners
waysofbuildingcondenceandtrust
techniquesforconductingneedsandprogrammeassessments
KolbsLearningCycle(seepoint5.3)
researchonadultbrainfunction
5 Guidelines on Adult Training, Learning, and Development
20
You cannot teacha man anything
You can only help him to
discover for himself
GalileoGalilei
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Thekeyroleforthetrainer/facilitatoristofacilitatelearning.Takingafacilitativeapproachtotrainingmeansthatthejobisnotoverwhentheinformationhasbeenpresented,theskillspracticed,orthegameplayed.Themosteffectivelearningtakesplacewhenthelearnerisaskedtoreectonthemeaningandimpactoftheexperience.
Whetherpresentedasafewopen-endedquestionsoranelaborateteamactivity,theprocessofdebrieng(orreviewing9)whathasbeenlearnedwilladdvaluetoeverykindoftrainingmethod.Ithelpstoidentifyandpersonalizetheexperienceforthelearners.Byfacilitatingadiscretedebriengprocess,thetrainer/facilitatortakescarethateverylearnerhasengagedinthelearningexperience,understoodthekeypointsofthematerialandknowshowtorelatethematerialtotheirroleinGirlGuidingandGirlScouting.
Thelearner-centredapproachisnotwithoutitschallenges,foremostofwhichisconvincingtrainers/facilitatorstorelinquishsomecontrolofthelearningprocess.Ouradultmemberscomewithawealthofexperience,knowledgeandexpertisewhichshouldbeincorporatedintothetrainingsothattrainerslearnalsoandsothatthosebeingtrainedremainchallengedandcommittedtotheprogramme.Acknowledgingthattheadultlearnerhaslegitimateideasofwhatatrainingprogrammeshouldcoverandhowitshouldbedeliveredmaynotbeimmediatelywelcomedbytrainers/facilitatorswhoareusedtoamoreunilateralformoftraining.Thelearner-centredapproachcanbeintroducedslowlyandsensitivelysothatallparticipantsincludingtrainers/facilitatorsfeelcomfortablewiththeexpectationthateveryonewillbeinvolvedinthetraining/learningprocess.
5.3 The Process of Learning
Learningissomethingthatwealldo,butisdifculttodescribebecauseitisauniqueandongoingexperienceforeveryindividual.Learningcanvarywiththetypeoftaskgivenandthelearningstyle,culture,age,motivationandvaluesofthelearner.Onecanlearnthroughaone-offeducationalexperienceorthroughanongoingandlifelongprocessofincreasedunderstandingwhichmayhappenunconsciously.
WAGGGSpromoteslearningasaprocessandnotjustasatransferofinformation.Forexample,WAGGGSenablesouryoungadultmemberstolearnaboutglobalthemesandissuessuchasadvocacy,internationalcollaboration,governanceandtheenvironmentbyprovidingopportunitiesthroughitseducationprogrammes,attendinginternationalmeetings,workingwithotherorganizations,andparticipatinginthegovernancestructuresofWAGGGS.Throughtheseopportunitiesyoungadultmembersarechallengedtoextendtheirvisionandlookatwaystoaffectchange.
9Greenaway,Roger&Hilditch,David(1993):Playback:AGuidetoReviewingActivities.DukeofEdinburghsAward
Learning is a process by which individuals or groups acquireknowledge, skills, experience and/or develop attitudes and values,resulting in a changed behaviour.
(WAGGGSFacilitationGuide(2011)p.55)
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Thelearningprocesscanbeillustratedasacycle.ThebestknownmodelofadultlearningisKolbsLearningCycle10,whichsetsoutafour-stagedprocessoflearning:
Experiencing something(observing,feeling,perceiving)
Reecting on the experience(responding,wondering,remembering)
Evaluating and decision-making(analysing,connecting,extending)
Doing things in a new way(planning,acting,testing)
Thecyclebuildsonitselftobecomeaspiralofgrowthandexpandingcompetence.Learningcanbeginatanyoneofthefourstagesofthecycle,accordingtothepreferredlearningstyleofthelearner.
Theroleofthetrainer/facilitatoristoencouragetheowoflearningintheadultlearner.ThismethodlinkswiththeWAGGGSLeadershipDevelopmentProgrammeinwhichparticipantsalsoowthroughfoursteps:ConnectExtendChallengeAct.
10Kolb,DavidA.(1984):ExperientialLearning:Experienceasthesourceoflearninganddevelopment
22
Doing / acting
Decision making
Experiencingobserving/perceiving
Reecting
Kolbs Learning Cycle
5.4 Development
Thelearner-centredapproachensuresthateachlearnerisengagedthroughoutthetrainingprocessandthattheyabsorbtheirnewknowledgeandexperiencesinameaningfulandappliedway.Althoughthisapproachmaytakemoretimethanstraightforwardtrainerdelivery,itwillsavetimeinthelongrunbyensuringthatlearningtakesplacethattheknowledgeorskillisunderstoodandcanbeapplied.TheWAGGGStraining,learninganddevelopmentapproachalsoaimstoprovideopportunitiesfortheindividualtodevelopsocially,intellectually,physically,emotionally,spiritually,andmorally.
Helpingindividualleaderstofulltheirpotentialinliferequiresamulti-facetedandongoingcommitmentbytheNationalAssociation.Suchatransformationtakestime,creativityandresourceswhatevertheageoftheadultmember.
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Competence Levels
Experiencing
Acknowledging
Learning
(Self)training /managing
Organising /varying
Delivering /
facilitating
I do notknow about it
UnconsciousIncompetent
Unawareness
I know it well
UnconsciousCompetent
Mastery
I knowI cannot
ConsciousIncompetent
Knowledge
I canvary, adjust,
develop
UnconsciousExpert
Development
I know, I can
ConsciousCompetent
Ability / skill
I canhelp otherslearn this
ConsciousExpert
Expression
Throughoutthetrainingandlearningprocess,anadultlearnershoulddevelopcompetences.Belowis
anexampleofhowcompetencelevelscanprogress.Thisdiagramcanassistthetrainer/facilitatortoassesswhichisasuitablelearningmethodfortheirlearner(s):
Anadultmembermaystartthetrainingprogrammefromapositionofnotknowingwhattheyneedtoknow(unconsciousincompetent).Thetrainer/facilitatormaythereforewishtostartwithdiscussingtheactuallearningprocess.
Thismaydevelopintohavingtheinformationbutacknowledgingthatthelearnercannotyetusethisinformationintheirownleadershiprole(consciousincompetent).
Theadultmembermaythenstarttofeelthattheycanusetheinformationandthelearning(consciouscompetent).
Itmaythenbecomequitenaturalforthemtoapplythelearning(unconsciouscompetent).
Thismayleadtotheadultmemberstartingtousetheirlearningtodevelopothers(unconsciousexpert).
Finallythelearnershouldbecomeconsciousandcondentthattheycanhelpotherslearntheirskills(consciousexpert).Thisiswhereweaimforouradultleaderstobe.
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ThissectionprovidesadviceandinformationondevelopinganAdultTraining,Learning,andDevelopmentStrategyandFramework.
NationalAssociationsvaryintheirorganizationalstructureandgovernanceaccordingtoculture,membershipstructure,andhistoricalset-up.Forexample,someorganizationshaveschool-basedGirlGuidingandGirlScoutingactivitiesforgirlsandwomenonlywhileothersareindependentofthenationaleducationalsystemandhavegirlsandboys,womenandmenasmembersandleaders.
TheAdultTraining,LearningandDevelopmentFrameworkshouldincorporatethecommonelementsofadultlearningaspresentedintheseguidelinesaswellasbeshapedbytheuniquecharacteristicsofeachorganization.
6.1 Facilitating Training, Learning, and Developmentof Individuals, Groups and Associations
TheAdultTraining,Learning,andDevelopmentStrategyshouldbealignedtoandbasedon:
theFundamentalPrinciplesofWAGGGS
knowledgeofhowadultsdevelopcompetences
theneedforcompetenceswithinassociations
commontrendsamongyoungpeopleandleadersinvolunteerorganizations
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6
Developing a Strategy
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2.Describethekey positionswithintheassociationwithreferencetopositions,keytasks,andimportantcompetencesneededforeachposition
3.Assessthecompetencesofthelearnerrelatedtothepositionandthegapsthatneeddevelopment
4.Assessthepreferred learning styleforthelearner(s)
5.Appointthequaliedtrainer/facilitator(s)tosupportthedevelopmentandtraining
6.Trainer/facilitatorandlearnerco-ordinateandplantheprocessmutually
7.Monitorprogressinordertoadjusttheprocedurewithfeedbacktotheassociation
1.Deneanddescribethevision, mission, goalsandcoreactivitiesthatrelatetolearninganddevelopmentofcompetences
DEVELOPING TALENTS LEADES AND ESPONSIBLE CITIZENSanexampleofanationalprocedureanddevelopmentofcompetences
ThechartbelowoutlinestheprocessthataNationalAssociationshouldgothroughtodevelopitsAdultTraining,Learning,andDevelopmentStrategy.
Aboveisanexampleofadevelopmentplanforindividualleadershipdevelopmentforanationalkeyposition.Cells1and2relatetotheorganization,cells3and4relatetothelearner,cell5relatestofacilitation,andthenaltwocellsrelatetothelearningprocess.Whendevelopingatrainingstrategy,bothaspectsoftheindividualintheorganizationandtheorganizationasawholehavetobeconsidered.
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6.2 Key positions
Everykeypositionintheorganizationshouldhaveaclearjobdescriptionincludingtherolesandresponsibilities,tasks,mandatorycompetencesandanynormallyrequiredtrainingfortheposition.Thecompetencesneededshouldinformthetrainingprocess.
6.3 Identifying the needs and expectations for trainingand learning
Throughtherecruitmentprocess,theNationalAssociationshouldidentifytheneedsandexpectationsofthevolunteerandconveyitsownexpectationsoftheroleandplanswithregardtoinduction,training,andfurthersupport.
TheNationalAssociationshould:
identifyitsneedsbeforerecruitingadults;
createajobdescriptionforallroles;
designaprocessofongoingevaluationforallroles;
identifysuccessindicatorsfortasksandroles;
setlengthofappointment,renewalandre-appointmentguidelinesforallroles;
prepareacomprehensiveandongoingsystemofrewardandrecognitionforvaluingcontributionsbyvolunteers;
buildasupportstructurethatfocusesonmeetingtheneedsofvolunteers;
haveaclearschemefortheinductionandtrainingofnewvolunteers;
publicizesupportoptionssuchascoaching,mentoringandfurthertraining;
identifywhetheratrainer/facilitatorisneededtofacilitateagreedtrainingopportunities.
6.4 Role specication for trainer/facilitator
Itisimportanttodenetheroleandfunctionofthetrainer/facilitatorinthestrategy.
Theproleofatrainer/facilitatorshouldinclude:
experienceofworkinginanon-formallearningenvironment
willingnesstolearnandshare
opennesstovariedapproachestolearningandfacilitation
willingnesstoparticipateinthedevelopment,implementationandevaluationofthetrainingprocess
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Inaddition,trainers/facilitatorshouldhavecompetencesthat:
empowerthelearnertotakeresponsibilityforlearning
enableahighdegreeofexibilityinsessionmanagement
engageandempowerpeoplethroughexcellentcommunicationskills
achievehighlevelsofcreativityandinnovation
enableandsupportthelearnertobepartofself-motivatedlearningprocesses
6.5 Developing trainer/facilitator positions
Allpartieswithaninterestintraining,learninganddevelopmentintheorganizationshouldcollaboratetodenethedutiesofthetrainer/facilitatorandprovideanynecessarysupport.
Specictrainers/facilitatorsshouldbeconsideredtoprovidetrainingfor:
TheChiefCommissionerandNationalBoard
Leadersofprojectteamswhicharedysfunctional
Leadersworkingwithpeoplewithdisabilities
Leadersworkingoncommunityactionprojects
Aninventoryoftrainingcompetencescurrentlyavailablewithintheorganizationisaninvaluabletoolfortheimplementationofthisphaseoftheframework.
Overleafisanexampleofamatrixshowingthepositions,roledescription,requiredskillsandtrainingneeded.
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Position ole description: Skills, knowledge Training neededTasksand and competences
responsibilities neededto performtherole
Trainer/Facilitator
TrainingCommitteeincludingTrainingCommissioner
Advancedtrainer/
facilitatorPotentialtrainer/facilitator
NationalBoardandCommitteeMember
Commissioners
UnitLeader(anybranchoragelevel)
Staff
Non-uniformedmembers
Examples: Describe, plan,
implement andfollow up on training,learning anddevelopmentactivities
Support the learningprocess of thosewho attend anykind of leadershipdevelopment training
Describetheresponsibilitydifferences,ifany,oftheTrainingCommitteeandtheTrainingCommissioner
Examples: Knowledge about
the strategy andorganizationalstructure of theassociation
Skills for facilitationand mentoring
Communicationcompetences
Relevant computercompetences
Examples: On-the-job training
in planning andimplementation oflearning situations
On-going follow-upoptions to maintainawareness ofcurrent trends intraining, learning anddevelopment
6.6 Setting up a Learning and Supportive Environment
Settingupanetworktosupportthedevelopmentofindividualsandgroupswithintheorganizationisvitaltoretainadultswholeavetheirleadershippositionsbutmaywanttoremaininvolved,forexample,onprojectsorasmentorsforotherleaders.
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WAGGGSoffersaccreditationtoNationalAssociationsandMemberOrganizationsfordevelopingandimplementingstandardsofadulttraining,learning,anddevelopmentthatmeetthecriteriasetby
WAGGGS.EachNationalAssociationshouldsubmitanAdultTraining,Learning,andDevelopmentFrameworkforaccreditation.Once
accredited,anorganizationwillbeprovidedwithcerticatesandpins
foritsappointedTrainersofTrainers/facilitators.
Thecriteriafortheframeworkandtheprocedureforaccreditationare
describedinthissection.
7.1 Adult Training, Learning, and Development Framework
AnAdultTraining,Learning,andDevelopmentFrameworkwithinWAGGGSshouldinclude:
anoutlineofhowtheNationalAssociationwillintegratethePolicyandGuidelines:
AdultTraining,Learning,andDevelopmentintoitsstrategy;
adescriptionoftheapproachandstrategiesforadulttraining,learninganddevelopmentwithintheorganization,and;
anorganizedstructureoftraining,learning,anddevelopmentopportunitiesforadultmembers.
Purpose
AnAdultTraining,Learning,andDevelopmentFrameworkenablestheNationalAssociationto:
developthepotentialofindividualsandgroups
ensurethequalityoftheGirlGuidingandGirlScoutingexperienceforallmembers
ensurethatalladultsaresupportedtocarryouttheirrolesandfunctionseffectively
providedirectionandsupportfortrainers/facilitators
embedlearningwithintheNationalAssociationsstrategiesandoperations
meetthecriteriaforaccreditationbyWAGGGS.
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7
WAGGGS Adult Training, Learning, andDevelopment Framework Accreditation Criteria
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WAGGGSaccreditationoftheAdultTraining,Learning,andDevelopmentFrameworkbenetstheNationalAssociationby:
conrmingthevalueofadultlearningwithintheorganization
recognisingeffortstofulllthepotentialoftheentireorganization
maintainingtheconsistencyandqualityofadultlearningprogrammes
enhancingcredibilityforfunding
raisingthestatusofadultvolunteers,especiallytrainers/facilitators
aligningthecommunicationowbetweenWAGGGSandtheNationalAssociationonmattersoflearningandtraining
providingopportunitiesforpartnershipsandcollaborationinthewidercommunity.
7.2 Essential Elements of the Adult Training, Learning,and Development Framework
TheplanningoftheAdultTraining,Learning,andDevelopmentFrameworkshouldincludethefollowingstages.ThecontentoftheFrameworkcanbedrawnfromthestrategywhichisoutlinedinsection6.
Preparation Stage
a. TheAdultTraining,Learning,andDevelopmentFrameworkshouldbedevelopedbymembersoftheNationalAssociationwhohaveexpertiseinadultlearning,traininganddevelopment.OncecompleteditshouldbeendorsedandactivelysupportedbytheNationalBoard.
b. Thelearner-centredapproachshouldbeintegratedinallaspectsoftheAdultTraining,Learning,andDevelopmentFramework.TheapproachshouldalsobeintegratedintoothercoreareasofworkincludingtheEducationalProgrammeandGovernance.
Foundation Stage
a.Aneedsassessmentshouldbeconducted,examiningtheeffectivenessoftraining,learninganddevelopmentinallareasoftheorganization.Arangeofadultmembersshouldbeinvolvedinthedesignandimplementationofthisinstrument,ensuringthatdenitionsandquestionsencompassawideperspective.
b.EachNationalAssociationhasitsownuniquecontextinwhichGirlGuidingandGirlScoutingtakesplaceandwhichshouldbereectedinitsAdultTraining,Learning,andDevelopmentFramework.
TheFrameworkalsoneedstotakeintoconsiderationtrendsandchangesoccurringinadultlearningandtrainingpractice,bothwithinandoutsideoftheorganization.Thedescriptionofthesetrendswillneedfrequentupdatingtoreectthechangingtrends.
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Information Stage
a.ThereshouldbeanorganizationalchartshowingtherolesandresponsibilitiesofallthoseinvolvedandtargetedintheAdultTraining,Learning,andDevelopmentFramework.Thiswillincludethequalicationsandcompetencesneededtofullleachrole;therecruitmentprocess;methodsforinitialtraining;andthemeansofprovidingcontinuingdevelopment.Theserolesandpositionswillincludemanagementandrelevantstaff,trainers/facilitators,trainersoftrainers,leaders,administrators,andothervolunteersofallageswhohavethepotentialtobeleaders.
b.Resourcesavailablefortraining,learninganddevelopmentopportunitiesneedtobedetailed,including:
theinformationandcommunicationsystemthatisusedtopromoteandevaluatealllearningandtraining
therangeofvenuesavailableforthedeliveryoflearningandtraining
handbooks,manualsandothersupplementaryresourcematerialsthatareproducedorpurchasedtosupportlearningandtraining
budgetallocationforthepreparationanddeliveryoflearningandtraining
astatementofhowthebudgetandotherresourcessupporttheaimsandobjectivesoftheFramework.
Design Stage
a. TheaimsandobjectivesoftheFrameworkshoulddrawontheWAGGGSPolicy:AdultTraining,
Learning,andDevelopmentaswellasontheresultsoftheneedsassessmentanddescriptionsofcontext.
b.TheNationalAssociationsapproachtotraining,learninganddevelopmentshouldconsider:
theinuencesofcultureandnationalpriorities
theGirlGuidingandGirlScoutingMethodinlearningandtrainingopportunities
GirlGuidingandGirlScoutingValues
Competencesthatmayberelevantinachangingworld
adiversityoflearningmodels,deliverystylesanduseofmediatomatchtheassessedneedsoflearners
exibility,adaptabilityandrelevancetothepresenttimeandsituationoftheassociationanditsenvironment
theimplementationoftheWorldAssociationofGirlGuidesandGirlScoutsPolicy:AdultTraining,Learning,andDevelopment2012.
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Quality Control Stage
Themechanismsformaintainingquality,monitoringprogressandevaluatingtheoutcomesofthetrainingandlearningprocessesshouldbebuiltintotheFrameworkfromthebeginning.
a.Goalsandobjectivesneedtobedenedintermsofhowthelearnerwilldemonstrateeachcompetencederivedfromthetraining,learninganddevelopmentopportunities.TheFrameworkshouldcontainarangeofsuitableevaluationtoolstoassessimpactandidentifyfurtherlearningneeds.Simplynotingattendanceandimmediatefeedbackisnotasufcientmeasureofquality,progressoroutcome.
b.Adultmemberscanlosecontactaftertheirinitialtraining.Theyneedaccesstoongoingfeedbackandsupportfromapeer,mentororthepersonresponsiblefortheirposition.Asystemofsupport,feedbackandevaluationshouldbeprovidedforeachpositionintheorganizationsothatfurther
training,learninganddevelopmentneedscanbeidentiedandaddressed.c. TheeffectivenessoftheentireAdultTraining,Learning,andDevelopmentFrameworkshouldbe
evaluatedatleasteverysixyears.Continuousmonitoringandevaluationofoutcomeswillprovidemoreaccurateandusefulinformationthanasingleroundofevaluationinthenalyear.
Implementation Stage
Awell-organizedimplementationplanwillneedtobedevelopedforusethroughouttheorganization.ThereneedstobeampletimefortheTrainersofTrainers/facilitatorstotrainandpreparetrainers/facilitatorstocarryouttheirtrainingandlearningprocesses.
Thereshouldbeaplanforsupportivemonitoring,trainingandfeedbackforalltrainers/facilitators.
7.3 Considerations for excellence
WhendesigningtheAdultTraining,Learning,andDevelopmentFramework,theNationalAssociationisencouragedtoinclude:
estimatesofhowlongthelearningprocesswillbefordifferentroles
asystemtorecognizepriorlearningandrelevantcompetencesgainedinsideoroutsideGirlGuidingandGirlScouting
thecreationofaneffectivementoringsystemforadultmembers partnershipswithother
organizationswhoareexpertsinlearning,traininganddevelopment systemstoensurethattrainers/facilitatorsareroutinelyupdatedaboutchangesinthe
programmeandotherorganizationalmatters
strategiestomonitortheFrameworksalignmentwiththeeducationalprogrammeandotheractivitiesintheorganization.
AchecklisttosupporttheformulationoftheAdultTraining,Learning,andDevelopmentFrameworkcanbefoundoverleaf.
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7.4 Checklist for contents of Accreditation
35
NationalAssociationsshouldprovidecontentrelatingtothefollowingtopicsaspartoftheirAdultTraining,Learning,andDevelopmentFramework.TheFrameworkshouldbesubmittedtotheWorldBureauforaccreditation.
TOPIC TO DESCIBE O CONSIDE DONE NOTES
Context
1 HowtheAdultTraining,Learning,andDevelopmentFrameworkaddresses: WAGGGSPolicy WAGGGSValuesandFundamentalPrinciples
Foundation Stage2 Outcomeofneedsassessmentfortraining,learning,anddevelopmentforadults
3 Trendsandinuencestoconsider
Information Stage
4 Organizationchart
5 Denitionoftheframework,inparticular Roles Processes Learningoutcomes Opportunitiestoprogress
Design Stage6 AimsandobjectivesoftheAdultTraining,Learning,andDevelopmentFramework
7 Denitionoftheresourcesandhowtheypromotelearningandtraining
8 Descriptionoftheapproachtolearning
9 Descriptionofthetraining,learning,anddevelopmentprocesses
10 Theoutcomesofthetraining,learning,anddevelopmentprocesses
11 Descriptionofthelearningopportunitiesandassociatedtimescales
Quality Control Stage
12 Measuringthegoalsandtheobjectivesachieved
13 Descriptionofthesystemformonitoringandevaluatingtraining,learninganddevelopmentintheorganization
14 Descriptionoftrainingandsupportofthetrainers/facilitators
15 PlansforevaluatingtheeffectivenessandsubsequentrevisionoftheAdultTraining,Learning,andDevelopmentFramework
Additional Information
16 Processtoensureallpriorachievementsarerecognized
17 Plansforcommunicatingwithallmembersonchangestoorganization
18 DescriptionofhowtheAdultTraining,Learning,andDevelopmentFrameworkisinlinewithandsupportstheeducationalprogrammeofferedtoallmembers
19 Investigationofpartnershipswithotherorganizationstoenhancethelearningprovision
20 IsthisthersttimeyourAssociationhasappliedforaccreditation?Ifnot,whenwasyourtrainingscheme(re-)accredited?
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7.5 Accreditation Process
TheaccreditationoftheFrameworkwillbecarriedoutbyRegionalDevelopmentExecutives,inco-operationwithapanelofexperts,andconrmedbytheWorldBureau.
POCESS FO (E-)ACCEDITATION OF THE ADLT TAINING, LEANING,AND DEVELOPENT FAEWOK
Step 1:
TheNationalAssociationnotiestheRegionalStaffofitsintentiontoapplyfor(re-)accreditation.
Step 2:TheNationalAssociationdevelopsanddocumentsitsAdultTraining,Learning,andDevelopmentFrameworkwithsupportfromtheRegionalDevelopmentExecutives.Thechecklistspeciesrequireddocumentation.
Step 3:TheNationalAssociationsubmitsitscompletedAdultTraining,Learning,andDevelopmentFrameworktotheRegionforassessment.TheRegionnotiestheWorldBureauofthesubmission.
Step 4:TheRegionsassessmentbodyassessestheapplication.ItmaycontacttheNationalAssociationforfurtherinformationorclarication.
Step 5:WhentheRegionalstaffapprovetheapplication,theassessmentresultsareforwardedtotheWorldBureau,whichconrmstheassessment .AnyqueriesfromtheWorldBureaushouldbeaddressedtotheRegionalstaff.
Step 6:TheWAGGGSWorldBureausendstheaccreditationcerticatetotheNationalAssociationalongwiththetrainingpins,whichareawardedtoTrainersofTrainers/facilitators.Thecerticateletteriscopied
totheRegionstaff.
NOTE :
Theaccreditation/re-accreditationprocessshouldtakenolongerthanfourmonthsfromthesubmissionoftheapplicationtotheRegionOfce.
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Action learning: Aneducationalprocesswherelearnersstudytheirownactionsandexperiencesinordertoimproveperformance.Learnersacquireknowledgethroughactualactionsandrepetitionsratherthanthroughtraditionalinstruction.Actionlearningisdoneinconjunctionwithotherlearners,insmallgroups.
Adult learning: Learningstrategiesfocusedonadults;theprocessofengagingadultlearnerswiththestructureoflearningexperience.Adultlearningisalsoknownasandragogy(Greek:man-leading)asopposedtopegagogy(Greek:child-leading).
Adult members: WAGGGSdenesitsadultmembersasthosewhoareaged18andoverwhoarevolunteersinleadershippositionsintheorganization.
InsomeNationalAssociations,youngerwomenareconsideredadults.ThispolicyandtheseguidelinescanbeadaptedforthisgroupbyMemberOrganizations.
Coach:Alearningfacilitatorwhosupportsalearnerinself-leddevelopment.
Competence and Competency: Thecombinationofskills,knowledge,experience,attitudesand
valuesthatenablesapersontosuccessfullycarryoutagiventaskatagivenlevel.Competencyistheabilityofanindividualtoperformajobproperly.
SomedenitionsclaimthatthetermsCompetenceandCompetencyarethesame;somedenitionsexplainadifference,referringtoCompetenceastheholistictermforsocialskills,behaviourandknowledge.
Competencyistheabilityofanindividualtoperformajobproperly.Acompetencyisasetofdenedlegalbehavioursthatprovideastructuredguideenablingtheidentication,evaluationanddevelopmentofthebehaviours.
De-brieng: Aprocessthroughwhichatrainerandlearnerwillreviewthelearningprocess,experiencesandperceptionsinordertolearnfromandadapttheprocess.
Development: Thescientic,self-ledstudyofsystematicpsychological,emotional,perceptualandbehaviouralchangesoveralifetime.UsedhereInthecontextofpersonaldevelopment.
Education:Theprocessbywhichsocietydeliberatelytransmitsitsaccumulatedknowledge,skills,customsandvaluesfromonegenerationtoanother,e.g.instructioninschools.
Experiential learning/Learning by doing: Learningbyreectingonanexperienceandconsequentlyusingthisexperiencetoinformfutureactionsanddecisions.Takingpartinaprocessandthenreectingonwhatonehasdoneandlearningfromthis.
Experientiallearningisrelatedto,butnotsynonymouswithactionlearning.
Facilitation:Anyactivitythatsupportsparticipantstoachieveatask.Inalearningsituation,itisperceivedastheprocessofsupportingoneormorelearnersintheirdevelopmentalandlearningprocess,usingdifferentfacilitativemethods.
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Pleasendbelowanexplanationanddenitionofthetermsusedin
thisdocument.ThesedenitionsareappropriatewithinthecontextoftheWAGGGSlearningenvironment.
8 Glossary
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Facilitative training: Atrainingenvironmentinwhichadesignatedtrainer/facilitatorusesestablishedstandardstoguidelearnersonalearningjourney.Learnersmayaskquestions,andareencouragedtoapplywhattheyhavelearnedtosolveaproblem.Facilitativetrainingisbasedonresearchthatshowslearnersunderstandandretaintheirknowledgewhentheyareinvolvedinthelearningprocess.
Facilitator:Apersonwhohelpslearnerstounderstandtheircommonobjectivesandassiststhemtoachievethese.
Informal learning: Learningthatisnotpartofaconsciouseducativeprocess.Informallearningtakesplaceoutsideaformaleducationalsetting,ofteninvolvinginteractionsandsharedrelationshipsamongmembersofsociety.Examplesincludelanguageacquisition,culturalnormsandmanners.
InformallearningisoneofthreeformsoflearningdenedbytheOrganisationforEconomicCo-
operationandDevelopment(OECD).Theothertwoareformalandnon-formallearning.
Leader: Aleaderisapersonwhocultivatesandnurturesthegroupdynamicsandempowerspeopletotakeleadershiproles(WAGGGSLeadershipDevelopmentProgramme).
Leadership: Leadershipistheprocessofinuencewithinagroupthathelpsthegrouptoachieveitssetgoals.
Leadership in a group:istherelationshipwhichdenesandimpactsthelifeandactionsoftheindividualandgroup.(WAGGGSLeadershipDevelopmentProgramme)
Learner: Apersonwhoisconsciouslyundergoingalearningprocessordevelopmentactivity.
Learner-centred: Learninginwhichthelearnerisincontrolofthelearningexperience,andwhoseneedsandobjectivesarethefocusofthelearningprocess.
Learning:Behaviouralchangeresultingfromacquiringormodifyingknowledge,behaviours,skills,values,orpreferenceswhichmayinvolvesynthesizingdifferenttypesofinformation.
Learning environment: Theframework,bothphysicalandmental,whichmotivatesalearnerandtrainer/facilitatortolearnfromeachotherandalone.
Learning Organization: Aninstitutionthatfacilitatesthelearningofitsmembersandcontinuouslytransformsitself.ALearningOrganizationhasvemainfeatures;systemsthinking,personalmastery,mentalmodels,sharedvisionandteamlearning(PeterSenge:TheFifthDiscipline).
ember Organization: ThenationalGirlGuiding/GirlScoutingbodythatisacceptedasamemberbodyofWAGGGS.InsomecountriestheMemberOrganizationistheonlyGirlGuiding/GirlScoutingNationalAssociation,andinotherstheMemberOrganizationisafederation,ajointbodyforanumberofdifferentGirlGuiding/GirlScoutingandco-educationalassociationsinthecountry.
SeealsoNationalAssociation.
entor: Anexperiencedpersonwhosupportsthepersonalandtask-relateddevelopmentofanotherperson.
National Association or National Organization: ANationalGirlGuiding/GirlScoutingAssociationcanbetheonlyWAGGGSMemberOrganizationinacountry,oritcanbepartofafederationwithotherNationalAssociationsinthesamecountry.
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Non-formal Education: Aplannedprogrammeofpersonalandsocialeducationdesignedtoimprovearangeofskillsandcompetences,outsideofformaleducationalstructures.Participationisvoluntary.Programmesareimplementedbytrainedleaderswhoareusuallyvolunteersandtheyusecreativemethodstoengagethelearner.
Organizational Learning: Modelsandtheoriesaboutthewayanorganizationanditsmemberslearnandadapt.InOrganizationalDevelopment,learningisacharacteristicofanadaptiveorganization,i.e.,anorganizationthatisabletosensechangesinsignalsfromitsenvironment(bothinternalandexternal)andadaptaccordingly.
Patrol system: GirlGuideandGirlScoutunitsareusuallydividedintopatrols,orgroupsofaroundvetoeightpeers,oneofwhomisthedesignatedpatrolleader.Thegroupworkstogetheronactivitiesandprogrammessetbytheunitleader.
Peer : Relatedandequallyregardedperson-whetherthatisinage,ability,orlevelinanorganization.
Qualication: Theknowledgeandskillsthataregainedthroughformaleducationorthroughexperiencethatqualiesapersontodeliveradenedtask.
eviewing: Anyprocessthathelpsalearnertomakeuseofpersonalexperienceforlearninganddevelopment.Reviewingprocessesinclude:reecting(individuallyoringroups)onexperience,analysing,makingsenseofexperience,communicating,reframingandlearningfromexperience.
SeealsoDe-brieng.
Team Learning: Theprocessofworkingcollectivelytoachieveacommonobjectiveinagroup.IntheLearningOrganizationcontext,team/patrolmembersshareknowledgeandcomplementeachothersskills.
Trainee: Personundergoingsomekindoftrainingortakingpartinalearningactivity.
Trainer: Persontrainedtoprepare,supportandevaluatealearner/traineeinalearningsituation.Inatraditionalsetting,atrainerplans,inductsandcontrolsthelearningsituation.Inalearner-centredsetting,atrainerassessestheneedsandworkswiththelearnertoimplementthemostsuitablelearningactivity.
Training: Theacquisitionofknowledge,skills,andcompetencesasaresultoftheteachingofvocationalorpracticalskillsandknowledgethatrelatetospeciccompetences.
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WAGGGS eference aterial(mostofthiscanbedownloadedfromwww.wagggs.org)
ExploringYourLeadership(2011)
GirlGuiding/GirlScouting:AChallengingMovement(1997)
GrowingLeaders:SuccessionPlanningToolKit(2011)
MentoringinGirlGuidingandGirlScoutinginaNutshell.WAGGGSEurope(2006)
WAGGGSataGlance(1997)
WAGGGSConstitutionandBye-Laws(2008)
WAGGGSEducationalProgrammeGuidelines(1998)(Willberevised2011/12)
WAGGGSFacilitationGuide(2011)
WAGGGSPolicyonEducationofGirlsandYoungWomeninWAGGGS(1998)
Other eferences
Argyris,Chris;Schn,Donald(1974).TheoryinPractice.Increasingprofessionaleffectiveness.
SanFrancisco,CA:Jossey-Bass.
Carr,Nicholas(2011).TheShallows:WhattheInternetIsDoingtoOurBrains.NewYork,Norton.http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/
Conner,M.L.(1997-2004):AndragogyandPedagogy.AgelessLearner,1997-2004.http://agelesslearner.com/intros/andragogy.html
Downey,Myles(2001):EffectiveCoaching.OrionBusinessPowerToolkit.
Greenaway,Roger&Hilditch,David(1993):Playback:AGuidetoReviewingActivities.DukeofEdinburghsAward.http://reviewing.co.uk/pbk.htmOnline:http://reviewing.co.uk/
Honey,P.&Mumford,A.(2000):TheLearningStylesHelpersGuide.Maidenhead:PeterHoneyPublicationsLtd.
Knowles,Malcolm(1998)Theadultlearner:TheDenitiveClassicinAdultEducationandHumanResourceDevelopment.Houston,TX:GulfPublishing.
Kolb,DavidA.(1984):ExperientialLearning:ExperienceastheSourceofLearningandDevelopment.Prentice-Hall,Inc.,Englewood.
Marks,Gloria(2011):InNewYorkerMagazine,quotedbyDrMartinHilbert,ScienceMagazine,2/2011.
Martin,Andre(2006):Thoughtleader.In:ChiefExecutiveJul.1,2006.
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Bibliography
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Means,B.etal(2010):EvaluationofEvidence-BasedPracticesinOnlineLearning:AMeta-AnalysisandReviewofOnlineLearningStudies.U.S.DepartmentofEducationOfceofPlanning,Evaluation,andPolicyDevelopment.PolicyandProgramStudiesService.RevisedSeptember2010.
Schwarz,Rogeretal(2005):TheSkilledFacilitatorFieldbook:Tips,ToolsandTestedMethodsJossey-Bass,SanFrancisco.http://www.schwarzassociates.com/approach/http://www.schwarzassociates.com/resources/articles/
Thiagarajan,Sivasailam(online):DesignYourOwnGamesandActivities.TeamworkandTeamPlay.http://www.thiagi.com/
ThiagiGameLetter:http://thiagi.com/pfp/february2012.php
Thompson,Clive(2005):MeettheLifeHackers.NewYorkTimesOctober16,2005.http://www.nytimes.com/2005/10/16/magazine/16guru.html
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Appendix A: Flow chart of the Accreditation Procedure
AdultTraining,Learning,andDevelopmentFrameworksentfromNationalAssociationtoWAGGGSRegion
ReceiptnotetoNationalAssoctiationandcopiedtoWorldBureau
AdultTraining,Learning,andDevelopmentFrameworktosharedarchive
AdultTraining,Learning,andDevelopmentFramework
WAGGGSRegioninformationtoDevelopmentExecutiveandRegionalCommitteecontactfortheMemberOrganization
WAGGGSRegioninformationtoRegionalResourcePoolorRegionalAssessmentPanel
AccreditationProcessstep1
ReviewofAdultTraining,Learning,andDevelopmentFrameworkbyRegionalAssessors
Ifnecessary,negotiationandeventualamendmentstoFrameworkbyNationalAssociation
WhenapprovedAdultTraining,Learning,andDevelopment
Framework,feedbacktoWAGGGSRegionAccreditationProcess
step2
WAGGGSRegioninformationtoWorldBureauaboutapprovaloftheFramework
ApprovedversionofAdultTraining,Learning,andDevelopmentFrameworkto(MembersArea)archive
ApprovedAdultLearningandTraining
Framework
LetterofAccreditationtoNationalAssociation(copiedtoRegionandMemberOrganization)
CerticatesandPinstoNationalAssociation,accordingtonationallistoftrainers/facilitators
Accreditation
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NationalAssociationsshouldprovidecontentrelatingtothefollowingtopicsaspartoftheirAdultTraining,
Learning,andDevelopmentFramework.TheFrameworkshouldbesubmittedtotheWorldBureauforaccreditation.
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Appendix B: Checklist for contents of Accreditation
TOPIC TO DESCIBE O CONSIDE DONE NOTES
Context
1 HowtheAdultTraining,Learning,andDevelopmentFrameworkaddresses: WAGGGSPolicy WAGGGSValuesandFundamentalPrinciples
Foundation Stage
2 Outcomeofneedsassessmentfortraining,learning,anddevelopmentforadults
3 Trendsandinuencestoconsider
Information Stage
4 Organizationchart
5 Denitionoftheframework,inparticular Roles Processes Learningoutcomes Opportunitiestoprogress
Design Stage
6 AimsandobjectivesoftheAdultTraining,Learning,andDevelopmentFramework
7 Denitionoftheresourcesandhowtheypromotelearningandtraining
8 Descriptionoftheapproachtolearning
9 Descriptionofthetraining,learning,anddevelopmentprocesses
10 Theoutcomesofthetraining,learning,anddevelopmentprocesses
11 Descriptionofthelearningopportunitiesandassociatedtimescales
Quality Control Stage
12 Measuringthegoalsandtheobjectivesachieved
13 Descriptionofthesystemformonitoringandevaluatingtraining,learninganddevelopmentintheorganization
14 Descriptionoftrainingandsupportofthetrainers/facilitators
15 PlansforevaluatingtheeffectivenessandsubsequentrevisionoftheAdultTraining,Learning,andDevelopmentFramework
Additional Information
16 Processtoensureallpriorachievementsarerecognized
17 Plansforcommunicatingwithallmembersonchangestoorganization
18 DescriptionofhowtheAdultTraining,Learning,andDevelopmentFrameworkisinlinewithandsupportstheeducationalprogrammeofferedtoallmembers
19 Investigationofpartnershipswithotherorganizationstoenhancethelearningprovision
20 IsthisthersttimeyourAssociationhasappliedforaccreditation?Ifnot,whenwasyourtrainingscheme(re-)accredited?
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NOTES
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