L eading E lderly and A dult D evelopment -LAB Notes on Status Artis Italy - Lombardia

1. Leading Elderly and Adult Development -LAB Notes on Status Artis Italy - Lombardia Grundtvig Project 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

2. 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”

3. 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

4. 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

5. 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 low-qualifications willing to enter LLL projects?

6. 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?

7. 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

8. Learning process Deep level: more difficult to develop MOTIVATION TALENTS ATTITUDES Surface: easier to develop

9. 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

10. METHODOLOGIES • Neuro Linguistic Planning (NLP) to allow a common personal and easy approach to communication techniques • Coachingto 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.

11. 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.

12. How canSelf Directed Learning be supported • Learners should be supported in finding different ways for reaching andmeasuring 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.