Summary outcomes of the Professional Development for Sustainability Ed - PDF document

Summary outcomes of the Professional Development for Sustainability Educators Project Stages 1 & 2 A Project Developing and Piloting Collaborative and Transformative Professional Learning for Sustainability KCCB
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b?hB o Create Sustainable Futures Now A Strategy for Learning to Live Sustainably in Victoria Professional Development for Sustainability Educators Project THE GUIDE BESIDE: Creating Sustainable Futures Now Detailed Summary of the The Core of Collaborative Transformative Professional Learning It is clear from Stage 2 piloting and evaluation, that the nature of collaborative transformative processes are not as well understood in practice as they are in theory. Even though most practitioners identify with what is called for, through transformative approaches, it appears that we are not sufficiently practiced in either the design or running of these approaches to have them integrated as part of our day-to-day activities. They still require more effort to plan and do than the more commonplace transmissive approaches, and they often feel uncomfortable to implement. For these reasons, it is common for facilitators to ‘default to the transmissive’ – see below. most collaborative transformative PD programs need significant facilitation, of both design and implementation, to build sufficient capacity for these initiatives to be self sustaining. There remains widespread and significant levels of uncertainty about how to creatively integrate content with process, to achieve collaborative transformative actions and outcomes. and doing. All learning is about how we interact with the world and the types of capacities that develop from our interactions. What differs is the depth of the awareness and the consequent source of action. If awareness never reaches beyond the superficial events and current circumstances, actions will be reactions. If on the other hand we penetrate more deeply to see ‘what is’ and our own connection to this wholeness, the source and effectiveness of our actions can change dramatically.” Peter Senge et al. Presence: Exploring profound change in people, organisations and society. Nicholas Brealey Publishing Facilitating Sustainable Futures Now! The diagram on the next page, and the explanation below the diagram, arose out of discussions in Stage 2 about how best to portray the differences in approach between transformative and transmissive. It is clear from the diagram that collaborative transformative learning depends on establishing positive connections and flow of ideas between the participants. What happens in this process appears to be more complex than in transmissive style learning. But equally out of this complexity can arise more extensive learning and change. At its best, in the transformative type of interaction, many participants and facilitators describe a kind of ‘letting go’ that needs to happen – facilitating for and creating the space (or holding the intention) for active learning and change. This involves thoughtful planning for the process, but not necessarily knowing the details of the outcome in advance. To do so would not allow adaption and creativity to occur – and most likely would result in a reversion to the transmissive ‘download’. Some of this process of ‘letting go’ and ‘letting come’ is described in more detail in a later section on Personal Dimensions of Transformative Learning and Change. At its core, collaborative transformative learning and action needs to pay attention to building trust and connectivity between people, and drawing on these connections for new insights and approaches, as well as sharing the more usual knowledge and expertise in the group. Getting the balance right between content, group process and personalised experience takes time to learn, but can produce high level learning and change when it is achieved. As one of our very experienced and honest sustainability facilitators concluded: “I started out with the idea that I could train others to be just like me. I do have a great deal of experience. But now I realise it is not like that– and this change was quite a revelation. I now approach ?trainingA by working with others so that they still benefit from my experience, but being careful always that my input is relevant to them. It means letting go of starting with what I know, and instead starting with what they know, and finding out what they want to know, and how they want to know it.” (Note: Honesty with one’s self, and a network of supportive peers within which to share this honesty, would appear to be an important element of two- way, transformative learning & change). Facilitating Sustainable Futures Now! Transmissive - Sage on Stage (SoS) real life situations You need to work out yourself how to make what I know useful to you Theory and expertise mostly comes to you through my filters What you know will alter your behaviour in ways I want => ineffective change and know what I think and know Figure: What is Collaborative Transformative Learning and Change? Transformative Theory and outside expertise You can assist learning and action also - your expertise is valuable is possible and how => effective change o understand your situation and help to plan action WAY reactive real life situations You feel ass isted in learning and change to develop your expertise collaborative and creative TWO WAY Facilitating Sustainable Futures Now! Transmissive: “I will teach you so that you will think & know what I think & know” Transformative: “I can facilitate you to understand your Your existing expertise and knowledge is not that relevant or useful - we can mostly ignore it, or assume that somehow you will make the connections between what I tell you and how you might make use of this. Your existing expertise and knowledge is very valuable – including what you already know about this type of work, where you are starting from, what circumstances you are dealing with, and your knowledge of yourself and how you best operate. Your increased awareness and understanding resulting from what I tell or show you will lead to changes in your behaviour (now shown comprehensively to be a very ineffective model for learning and change). Your understanding of yourself, how you are currently behaving, how others are thinking and acting in similar circumstances, and encouragement for you to act in new ways, will together alter your self perception of what is possible and lead to effective change. Most of what you learn about theory and frameworks as a result of my presentation is interpreted through my understanding and ways of explaining. What you learn about theory and frameworks comes from the multiple interpretations and explanations derived from all those involved in the collaborative transformative process. I feel comfortable because this is mostly the way I was taught (and I was successful in this teaching mode) – I feel in control and reassure myself that others are learning, because I understand what I am saying. I feel less comfortable initially because a lot of interaction is going on. I need to negotiate between what I know and what and how others want to know and explore. This is different to most of the ways I was taught: Assisting is more appropriate than keeping I assume that you will learn a lot from this session, but I am unlikely to learn very much. We are all involved in learning better how to facilitate learning and change – I will learn a lot by understanding your contexts and issues. Essential differences between the two approaches can be summarised as: Collaborative transformative professional learning needs to occur as a coherent whole, within which the various personal, collaborative and experience sharing elements interact and support one another - if attention is not paid to each of these parts, then the whole process can suffer. You can find a set of Key Principles for Collaborative and Transformative Facilitation in Appendix 1. An effective process requires facilitating for people (the ) as well as for ideas and concepts (the pages. It builds on what we already know about learning and change: that the processes of learning and change are not entirely logical. This is as true for professional learning for sustainability facilitators, as it is for facilitating change in the wider community. So we need to apply the same principles and practices for change to the development of our own facilitation and leadership, as we do to those we are facilitating for learning and change towards sustainability. For sustainability facilitators involved in professional development, there will be changes in understanding, changes in outlook, changes in identity, changes in practice – the same types of change for sustainability we would expect in the wider sphere, but for us this will be around how to facilitate others towards sustainability, rather than how to learn and act for sustainability – this is why this type of learning and change is referred to as ‘transformative’. It is why PD needs to be transformative, to parallel the collaborative transformative processes we anticipate in the participants in our programs. We all know that change is not easy. So what can we do to foster this process of change? Read on! Why this approach? There are many reasons for collaboratively facilitating learning and change with people across various parts of the spectrum for change. People listen to, and ultimately make changes in their behaviour, based primarily on people they can trust. This is a key finding of research into behaviour change. It may be more difficult for a person up one end of a spectrum of any issue to influence a person at the other end to become engaged and take action for change, because they are unlikely to share much in common. People find it more difficult to make change based on interactions with someone they’re not sure they can trust. However, if a person identifies strongly with someone who tells or shows them something new, this is more likely to move them which shifts their perception of what is do-able and useful). These are the conditions that can make change happen - especially primary change that can build capacity towards a tipping point. In reality it’s probably this type of communication that is the most important for the spectrum of outlooks and interests in society to move in a cohesive way towards more sustainable Facilitating Sustainable Futures Now! Sharing the Burden of As an offset to the time and resources facilitators need to learn and organise collaborative transformative processes, Stage 2 of the project has found that, for each of the pilot projects, the outcomes went significantly beyond individual learning (of the type achieved through conventional PD training); additional • Identifying and addressing key organisational relationship issues that can impede effectiveness e.g. get involved with students on-site and in schools, when CERES experts were present (teacher lack of confidence and permission to engage with students over sustainability, as a guide beside), CERES resolved to develop active ways to involve teachers as ‘assistant facilitators’ in student visits to CERES, as well as in sustainability work in schools, and to address the collaborative learning needs of these teachers. • Developing organisational networks, relationships and in some cases specific strategies and policies to foster these networks and relationships e.g. the Port Phillip Council Environmental Pillar have developed two reference groups as a result of the Guide Beside PD program: (1) for ongoing professional learning within the diverse staff who constitute the core of the environmental pillar; and (2) for collaboration improvement and community learning and change • Clarification of how individual work fits in with wider organisational agendas and increased confidence in influencing wider agendas through two way learning e.g. at Maunsell, a key sustainability facilitator has effort into communicating with the managers of the government units who are sending representatives to the sustainability training workshops he is organising – so as to shift the expectation of learning and change around sustainability from largely formula driven to incorporating elements of participant based problem- beneÞts of collaborative transformative PD: • e overcoming organisational barriers • enhanced professional relationship • increased clarity of goals skills in negotiation and conflict resolution • e nhanced and more effective networking increased personal positive outlooks increased clarity in understanding and engaging with stakeholders of T Bob and Mary want to do something about their water consumption, but are not sure what. They know about low flow shower heads, but have heard som e negative reports. Their friends come over to dinner and tell them about a model that really works. Their friends also tell them the best and least expensive place to buy them, that is close by. Next week, Bob and Mary buy one and have it fitted. Facilitating Sustainable Futures Now! For all of the Guide Beside programs – pilots, tasters and conversations – participants reported one additional positive ancillary outcome. This was an increase in positive personal outlook and sense of connectivity with other sustainability facilitators. Judging by the issues identified in both Stage 1 and Stage 2, assisting sustainability facilitators to maintain and improve their efforts over time, in positive ways, in the face of increased conflict and concern over environmental issues, will be an important part of professional development. This characteristic of PD links across the professional and the personal, and across are acting (see Personal Dimensions of Transformative Learning & Change below). Collaborative transformative learning has an important part to play in bringing together all those with facilitator expertise, so they are able to support one another, to develop further in positive and trusting collegiate ways, and together to frame the process of change in ways that are understandable to the wider community of facilitators, acting from positive, shared purpose. Getting the Time & Resources you need for PD The report of Stage 1 of the Guide Beside project identified potential ways in which time and other resources could be gained within organisations for collaborative transformative professional development. The outcomes of Stage 2 pilots, tasters and conversations affirmed that the outcomes of GB-style PD go well beyond improving the effectiveness of the individual and have positive outcomes for organisational planning and dynamics, professional working relationships, morale, productive negotiation and conflict resolution ... to name only several (see the previous section of this report for details). The types of ‘value adding’ that we saw were developing from GB approaches and GB style, which may assist you to justify to your organisation that it should support PD networking across organisational boundaries productively managing change & development engaging with diverse stakeholders in a positive and facilitated environment building involvement in collaborative evaluation, including building shared ways to collect data and strengthening teams, including: morale; clarity of purpose & strategic directions; either to overcome isolation within small groups, or to provide focus and purpose within large, complex organisations enhanced processes and relationships with customers, partners & other influencers One of the most positive outcomes of the GB workshops I attended was how upbeat I felt at the end of them. Normally by the end of a day long workshop you feel pretty washed out – but these were facilitated so that we kept our energy and enthusiasm up – as well as getting lots done, and sharing our problems & perspectives. ... GB participant some months after attending some of the Tasters Examples of ways to gain support for GB style Professional Development: Organise a planning day for your team, and include GB style PD around planning, facilitating, evaluating and/or Seek support from Human Resources personnel to assist you to design team working with customers, or community, or stakeholders. Identify the primary interests of collaborators, partners and influencers and use these interests to design sessions with stakeholders that relate their interests to wider policies, as well as learning and change framework and skill development. Facilitating Sustainable Futures Now! Figure: The relationships between key elements of a sustainability program hese can be used to plan and clarify focus and content of PD for sustainability facilitators (see text for details). * Potential entry points for Guide Beside PD are identified: these are linked because each needs to consider outcomes (as well as stakeholders and influencers) for their successful completion. *ENTRY POINT OUTCOMES for people and environment => SMART objective Facilitati How should we engage with others to enhance learning and change and capacity Planning How should we scope and set plans for learning and change and capacity How should we and change and capacity How should we plan for evaluation of environmental Facilitation to identify actors and influencers and outcomes they share Processes to bring actors and influencers into strategic planning Processes to include actors and influencers in implementation Ways that actors and influencers , design and actions *ENTRY POINT FOR PD *ENTRY POINT FOR PD *ENTRY POINT FOR PD *ENTRY POINT FOR PD Personal Dimensions of Transformative Learning & Change - The Why Collaborative transformative PD is as much personal as it is professional Why the personal in sustainability PD? Stage 1 of the GB project very early on need to address the personal dimensions of sustainability facilitation. This was such a persistent theme that we made a commitment to follow up this issue in Stage 2. Some key outcomes of these explorations of the personal dimensions are outlined in the next sub- Some of the ways in which the personal dimensions of learning and change apply to the development of effective capacity to facilitate in an effective professional way are: • Facilitating for sustainability is more than a job. There is always a personal dimension to the work, and this operates regardless of whether you are facilitating a group of participants, talking to the CEO, arguing for more resources or policy, or deciding which type of transport to take home (just in case the ‘devil’s advocate’ in your building catches you out). Defining just what the job is can be difficult: in fact it is probably a combination of setting and kicking sustainability goals, • You never go ‘home’ from the environment. The issues, tasks and needs for change affect us all, and call us all to action all the time – whether we are at work, at home, at play, with family, etc. These are the underlying reasons for the work we do - why we do it. Facilitating Sustainable Futures Now! • Authenticity of values and purpose is an important and powerful attribute for the sustainability facilitator – it is part of being seen as a ‘trusted other’ who is sharing our concern for environmental sustainability with those we facilitate why we act is shared • Personal, practical experience of ways to move towards environmental sustainability are valuable aspects of knowledge and experience that can assist our work capabilities, and not just for authenticity – trying to move towards sustainability in our own lives can give us insights into the issues and dilemma’s of others in adjusting their life circumstances also – it renders us more approachable, with something to share in a human way with those we facilitate. • Our experiences of the concern, negativity, pessimism, anger and denial of others around issues of environmental sustainability occurs far beyond our professional lives. At a party or pub, the question: °And what work to you do? with a reply from you, can lead to you being subjected to an hour tirade against the environmental position of some government or other, or a dump on you as an unrealistic greenie, or a download about whether climate change is really happening (regardless of your view) ... and all you wanted was to have a drink and relax! • There is so much to do to achieve environmental sustainability, and so many of the issues that affect sustainability are connected, that sometimes it is difficult to make clear decisions about what to take on and what to let go of – sustaining ourselves by making strategic personal choices, and maintaining effective effort over the long term, is a key personal issue around sustainability. At the first forum in the early months of Stage 1, the first point coming forward from those needed addressing was “How do we sustain ourselves?” This was soon followed by “How do I deal with conflict?”, “Where do my own values and outlooks fit in?” and “What is my job – changing the people I work with, the organisation I work in, or myself?” In the forest, there is an incomprehensible order that to the mind looks like chaos. It is beyond the mental categories of good and bad. You cannot understand it through thoughts, but you can sense it then you let go of thoughts, become still and alert, and don’t try to understand or explain. Only then can you be aware of the sacredness of the forest. As soon as you sense that hidden harmony, that sacredness, you realise you are not separate from it, and when you realise that, you become a conscious participant in it. In this way, nature can help you become realigned with the wholeness of life.” Ekhart Tolle A New Earth. Penguin Books Facilitating Sustainable Futures Now! • At the same time, collaborative transformative methods require us to engage with people: whoever, wherever and however they are at in relation to the environment. It is important to not be overwhelmed by the distance between the current position of those you are facilitating and what you know is needed to achieve sustainability. There is a personal dimension to our ability to maintain an effective capacity to facilitate people (the WHO) as well as help improve environmental outcomes (the WHAT). We can learn from one another and from consolidated knowledge about how to do this, through collaborative, transformative PD. • Maintaining ourselves as positive, calm, connected individuals, not overtaken by the negative energies and emotions around environmental issues, but at the same time positively passionate in what we do and want, is a key personal attribute to foster for effective facilitation. We are all on the journey to address these personal dimensions of sustainability facilitation. No PD program can or should help us to achieve nirvana (there are this). However, the personal dimensions of sustainability facilitation are of such importance, and there is now so much practical experience, reflective writing and research to draw on, that these personal dimensions should be included in any collaborative transformative approach to professional development. Outcomes of Our Explorations of the Personal Dimensions Our explorations in Stage 2 revealed that the personal to discuss, due to a combination of barriers and negative perceptions • Negative associations made with what is sometimes perceived as spirituality and religion, and suspicion of motivations and historical arguments that relate to these. • Apparent contradictions between the proposed objective scientific and technological approaches to environmental impact reduction and the essentially subjective approaches associated with exploration of our personal dimensions. • Personal dimensions are highly experiential and related to the deeper purposes of our lives: this leads to fear of denigration or suspicion, or being branded inappropriate or ‘not objective’. • Some of the personal dimensions associated with values, integrity and change are inherently beyond words: often we do not have the words to adequately talk about these aspects of our experience - but we can express and share them in a multiplicity of ways. • Fear that the whole process of learning and change for sustainability might be hijacked from achieving practical outcomes for the environment, to being bogged down in process, or the even more frightening ‘navel gazing’ Despite these apparent barriers, we have identified that, while sustainability facilitators had different types of practice for maintaining and developing their personal integrity, and different words and frameworks to describe the inner personal, there some aspects of the personal dimensions of sustainability facilitation we can The most effective collaborative transformative processes, where the biggest change often occurs, almost invariably draws on elements of this ‘inner personal’ dimension, including a sense of authenticity and integrity, trust and shared purpose, and letting go of pre-formed expectations. There are numerous examples in written form, as well as our own practice, which identify that there is some type of ‘shared inner personal’ that is a powerful force for transformation, because it is where the energies, suddenly change or shift perspective. • Moving towards more sustainable lifestyles will take more than merely adapting our current uses of water, energy, materials and biodiversity. There is a transformative, creative element which involves asking: °What would be more ful¼lling than our current environmentally destructive lifestyles and practices?“ “Instead of being lost in your thinking, when you are awake you recognise yourself as the awareness behind it. Thinking then ceases to be the self-serving autonomous activity that takes possession of you and runs your life. Awareness takes over from thinking. Instead of being in charge of your life, the thinking becomes the servant of the awareness ...Another word for it is Presence.” Ekhart Tolle A New Earth. Penguin Books