WAGGGS Policy & Guidelines: Adult Training, Learning and Development

1. WAGGGS Policy & Guidelines:Adult Training, Learning and Development 2012

2. This presentation is meant as… • An introductionto the new policy and the revised guidelines • An explanation of the thoughts, the philosophybehind the approach tolearning and facilitatinglearning • An opportunity to ask and getknowledgeabout the document • A tool for furtheruseand implementation of the policy and guidelines – youmaypick and mix the slides for yourownuse in the region, in MOs and other WAGGGS environments

3. Objectives for the 2012 WAGGGS Policy & Guidelines Aim: To ensurethat the WAGGGS framework for Learning and Training reflectscurrentlearning and training trends across the organization and the world The objectives of the guidelines are • To articulate the WAGGGS approach to training and learning in the light of vision 2020 • To integrateexternal and internal trends of training and learninginto the learningenvironments of WAGGGS and itsmemberorganizations • To provide a relevant and consistentlearning & trainingframework for memberorganizations • To assist the accreditationprocessfor national Adult Training, Learning and Development Frameworks

4. Policy & Guidelines: Adult Learning, Training and Development Version 2012 – incorporating • Fundamental approaches to learning, leadership, and facilitation of learning and training • Trends affectinglearning: lifestyles, learningtheory, and global situation • Role and taskdescription for trainers in differentsettings • Criteria for WAGGGS accreditation of national trainingschemes

5. THE WAGGGS POLICY on ADULT TRAINING, LEARNING and DEVELOPMENT • WAGGGS actively promotes the training, learning, and development of adult members to fulfil their roles and achieve the Mission of WAGGGS. • This policy endorses the Girl Guiding/Girl Scouting Method as a means of enabling adult members to gain the necessary knowledge, skills, values and attitudes to ensure the delivery of high quality Girl Guiding/Girl Scouting educational programmes.

6. WAGGGS Guidelines on Adult Training, Learning and Development This resource aims to ensure • relevant and needs-based leadership training for adults • Consistency with WAGGGS’ principles • Reflection of current trends on learning and training across the organization and the world • learner-centred approach in adult training, learning and development programmes.

7. WAGGGS Guidelines on Adult Training, Learning and Development - 2 The purpose of the Guidelines is to • assist National Associations to set up a national Adult Training, Learning and Development Framework • support National Associations to develop a strategy on leadership and learning • enable National Associations to consider the Girl Guide/Girl Scout Method and Principles in learning and training situations • promote the Girl Guiding/Girl Scouting Fundamental Principles and Values within a changing world • identify people within and outside the Association who have the necessary competences to support the Association’s training needs • recruit and motivate talented and resourceful people to share responsibilities within the Association • prepare individuals to fulfil existing and future roles and responsibilities • establish a system for monitoring and evaluating the effectiveness of adult training, learning and development.

8. Learning

9. Adults and Learning • Adults have and keep the responsibility of own decisions, learning and life • Adults are motivated to achieve the competence needed to manage or handle real life situations • Adults are more motivated by internal rewards than external • Adults have many life experiences and their learning build and continue on these • Adults learn the most by exchange of experiences in smaller groups and by working with personal challenges and opportunities • Adults prefer learning that is centred on real life situations, tasks or problems relevant to their needs.

11. Learnercentred This approach recognizes the adult learner as a person with knowledge, perspectives, values and unique learning and motivation needs based on their life experiences and their current role as a volunteer. The trainer/facilitator values and responds to the ways in which an adult member can best learn and develop his or her competences. Through this approach the trainer/facilitator uses a variety of approaches and styles to meet the learner’s optimal way of learning.

12. Adult Learning in WAGGGS:Leading, learning & training

13. FACILITATING LEARNING by DELIVERING Conscious expert PRACTISING by LEADING Unconscious expert Unconscious competent LEARNING by EXPERIENCING Conscious Competent Conscious incomptent Unconscious incompetent Develop the optimal learning

15. Adult Training, Learning and Development Framework should include: • an outline of how the National Association will integrate the Policy and Guidelines: Adult Training, Learning and Development into its strategy; • a description of the approach and strategies for adult training, learning and development within the organization, and; • an organized structure of training, learning and development opportunities for adult members.

16. Essential Elements/ stages of the Framework • Preparation Stage • Foundation Stage • Information Stage • Design Stage • Quality Control Stage • Implementation Stage

17. Considerations for excellence • Estimates of how long the learning process will be for different roles • A system to recognize prior learning and relevant competences gained inside or outside Girl Guiding/Girl Scouting • Creation of an effective mentoring system for adult members • Partnerships with other organizations who are experts in learning, training and development • Systems to ensure that trainers/facilitators are routinely updated about changes in the programme and other organizational matters • Strategies to monitor the Framework’s alignment with the educational programme and other activities in the organization.

18. AccreditationCriteria

19. AccreditationProcess • The accreditation of the Framework will be carried out by Regional Development Executives, in co-operation with a panel of experts, and confirmed by the World Bureau.

20. Accreditationprocess

21. Other relevant topics/questions?