Policy and Guidelines Adult Training, Learning, and Development

7/30/2019 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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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

NOTES

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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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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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NOTES

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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

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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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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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NOTES

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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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WORLD ASSOCIATION OF GIRL GUIDES & GIRL SCOUTS23

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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NOTES

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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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NOTES

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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


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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NOTES

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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.

38

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


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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Documents

Policy and Guidelines Adult Training, Learning, and Development