Transcript LEADLAB - LEADING ELDERLY AND ADULT DEVELOPMENT LAB

Leading Elderly and Adult Development -LAB
Notes on Status Artis
Italy - Lombardia
Grundtvig Project
502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP
The “Dowry” system in Lombardia
 No LLL course is funded directly by R.L. to
educational organizations
 A virtual dowry is given to the “would be” student
who spends it where he/she finds the best offer
for him/her
 Every interested person has to enter a “process”
 Every person who needs to be supported to find a
new job, has to enter a “process”
The “dowry” process
 Guidance /counselling– first interviews where the
basic needs and goals are defined
 Competence check and evaluation – to define
existing competences and find out what’s missing
in order to reach the goals (or getting closer to
them)
 According to his/her need the person can start a
coaching experience or start a course
PERSONALIZATION
 Courses can be either chosen from a very large
depository of “traditional Courses” (especially
vocational)
 Or they can be personalized activities (geared to
1 to 3 people). In this case they are considered
part of the coaching experience, and they are
aimed at supporting the student so that he/she
can reach his/her goal
 No real standards for personalization have been
set
A “naif experience”THE COMPLIMENT
PROJECT-why
 how do we keep people interested and
involved in what they are doing, even if
they are doing a hard job (both from the
physical and the psychological point of
view) and how do you contrast burn out in
social workers ?
 How do you make people with lowqualifications willing to enter LLL projects?
THE COMPLIMENT PROJECT - learning
 Learning is not something that takes place outside the learner:
it’s something that comes out of an adjustment of old bits of
knowledge to new bits of knowledge, and the new system
that comes out of it is a new way of seeing the world. A new
attitude, a new thought on how things are
 .. The problem is not “how many times the teacher has given the
information” but how much of the information the students have
chosen to remember.. People learns only those things that they
recognize as useful for themselves.
 The real question seems to be: who’s in charge of the learning
process?
LEARNING ON THE JOB
 Sometimes our learning process starts because
somebody else decides we have to learn, and
sometimes we are the ones who take the decision
to do it. If we’re talking about learning on the job, only
if there’s a mixture of the two, the learning process
has a positive result: the learner must find a meaning
in what he/she is learning and the management must
see the learning process as a positive way of
obtaining better results in the working process
 When we are dealing with low-educated people the
involvement process are hard to trigger
Learning process
Motivation
Individual
characteristics
Self image
Attitudes
Values
Knowledge
Deep level: more difficult to develop
MOTIVATION
TALENTS
ATTITUDES
PILOT
 Workers with low educational level (average 9/10 years
of formal schooling)
 Older workers (over 40) or people having worked for a
long time doing the same job
The risk: widen the gap between different generation of
workers, by centering all our activities on one group.
Need for a common language among all workers, and
common goals (personal well being . connected to
clients’ well being, and other workers well being
Two main areas of training were identified:
 COMMUNICATION
 EMPOWERMENT IN DAILY WORK
METHODOLOGIES
 Neuro Linguistic Planning (NLP) to allow a
common personal and easy approach to
communication techniques
 Coaching to motivate people and to
support them reaching their goals.
 Self Directed Learning
 Holistic techniques to favor a new
approach to personal well being and to
cope with stress.
Self Directed Learning
 SDL is a learning process that is directed, operated
and controlled by the individual;
 It is a process in which each person takes the initiative
(with or without the help of others)
 SDL is self-directedness: it depends on who is in
charge--who decides what should be learned, who
should learn it, what methods and resources should be
used, and how the success of the effort should be
measured.
How can
Self Directed Learning be supported
 Learners should be supported in finding
different ways for reaching and measuring
their success in learning (success has
many different faces..)
 Adult learners can be encouraged to use
critical thinking skills (taking decisions,
choosing, evaluating)
 Not recommending a self-directed learning
approach if it is not congruent with the
learners' needs.