“Developing a Rich Lifelong Learning Landscape: Celebrating Effective Leader/Leadership Competencies in Facilitating Andragogical/Organizational Learning”
Session Abstract
This session will explore effective facilitation of adults learning with the description of 4 strategies/competencies of effective leaders/leadership: management of – attention through vision, meaning through communication, trust through positioning, deployment of self through positive self-regard and the Wallenda factor; and, enhanced by experimentation, risk taking, dialogue, and participative decision-making.
Target Audience
This Session will be focused especially on the audiences the author has had experience with in facilitating around the world/globe the development of competence in andragogy: Higher Education Faculty; Policy Makers in Adult and Continuing Education; Corporate Human Resource Development Specialists, Training Department Facilitators and Managers; Engineering Managers; High School Faculty; Financial Management Instructors; Adult Basic Educators; English as a Second Language Teachers; Nurse Educators; Community Developers, Medical Personnel who are Responsible for Instructing other Medical Personnel; Religious Education Instructors; Social Service Agency Learning Specialists; Department Heads Who are Responsible for Helping their Personnel Keep up-to-date in Their Respective Fields.
Session Description
The lecture is used regularly in educational or workplace settings. It is often used as a 'one-way' communication from speaker to listeners. However, in this session the 'living lecture' will be demonstrated, including added techniques interspersed within the lecture to provide multidirectional communication among speaker and audience participants. The short lecture will focus on linking elements of andragogical learning with elements of organizational learning. Before the lecture the audience participants will be asked to serve as "listening teams" according to the section of the room they are sitting in- one section to listen to the presentation/lecture for points requiring clarification [the clarification team], another for points with which they disagree [the rebuttal team], another for points they wish to have elaborated on [the elaboration team], and a fourth for problems of practical application they wish the speaker to address [the application team]. After the short lecture the teams will be asked to
"buzz" in groups of about five to pool their thinking concerning the points they want raised, following which one member of each group in turn presents one point at a time, which they want addressed and the speaker responds until all items are discussed or time runs out.