Action learning facilitator Facilitator of action and learning

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Action learning facilitator Facilitator of
action and learning

• Hans-Werner Franz
• 6th and Final SME ACTor Meeting and Workshop
• 24 October 2008
• Bucharest
• franz_at_sfs-dortmund.de

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What I am going to tell you

• Introduction
• Facilitating NetworkingAction Learning
• Our approach Competence developmentUnderstandin
  g communicationUnderstanding learning
• Our approach Constructing new
  realitiesExample Management Training Network

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Communication
Where are we?
?
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Communication
Where are we?
In a balloon! About 100 ft above ground.
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Knowledge
according to the latest neurophysiologic
empiricalevidence

• is subjective(selective and-self-referential)
• is context-driven
• is a (social) construction
• is a (social) convention
• We only know what we believe.
• There are no two people who know the same.
• Knowledge cannot be transferred.
• (It can only be offered to a learner.)
• Co-operation needs convention.
• The more you know the more you dont know

• relevance
• difference
• viability
• connectivity

(meet and agree)
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Data Information Knowledge

• Data
• Information(the balloon example)
• Knowledge

• Signs existing independently of me (texts,
  statistics, pictures) which I may or may not
  perceive.
• Data become information when perceived as
  different, relevant and connecting to existing
  information or knowledge
• is selected information embedded in the system of
  existing knowledge and experience (as well as
  physical and genetic dispositions) with proven or
  expected relevance (sense and meaning) for
  present or future contexts of life of an
  individual or an organisation.

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Data Information Knowledge

• Data
• Information(the balloon example)
• Knowledge

• Signs existing independently of me (texts,
  statistics, pictures) which I may or may not
  perceive.
• Data become information when perceived as
  different, relevant and connecting to existing
  information or knowledge
• is selected information embedded in the system of
  existing knowledge and experience (as well as
  physical and genetic dispositions) with proven or
  expected relevance (sense and meaning) for
  present or future contexts of life of an
  individual or an organisation.

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Data Information Knowledge

• Signs existing independently of me (texts,
  statistics, pictures) which I may or may not
  perceive.
• Data become information when perceived as
  different, relevant and connecting to existing
  information or knowledge
• is selected information embedded in the system of
  existing knowledge and experience (as well as
  physical and genetic dispositions) with proven or
  expected relevance (sense and meaning) for
  present or future contexts of life of an
  individual or an organisation.

• Data
• Information(the balloon example)
• Knowledge

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What I tell you

• Facilitating NetworkingAction Learning
• Our approach Competence developmentUnderstandin
  g communicationUnderstanding learning
• Our approach Constructing new
  realitiesExample Management Training Network

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Facilitating

• is a method of a making communication easier
  (in English, usually it is synonymous with
  moderation)
• helping groups of people to come to common
  results
• using a certain repertoire of methods and
  techniques
• workshops/learnshops

In our case, strong focus on visualisation of
collective thinking processes(state of the art
in German speaking countries)
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Facilitating networking

• new formulanetwork facilitator moderation
  managing networks
• lateral leadership leadership without hierarchy
• in and across organisations
• Leadership can be learned (at least partly)

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Facilitating action learning for networking

• Learning while working
• Working while learning
• Our focusDoing by learning
• While people learn facilitating they work on the
  subject they want to facilitate.

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What I tell you

• Facilitating NetworkingAction Learning
• Our approach Competence developmentUnderstandin
  g communicationUnderstanding learning
• Our approach Constructing new
  realitiesExample Management Training Network

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The aim

• Facilitating Making communication for
  co-operation easier
• Enhancing co-operation competenceimproving
  co-operativity of networkers
• Working on the improvement of the network and
  training facilitators at the same time

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Successful communication 1

• We remember
• relatively little of what we have heard
• more of what we have seen
• much more of what we have seen and heard
• most of what we have done ourselves
• We remember
• what makes a difference (to what we know
  already)
• what connects to what we know already

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Successful communication 2

• Facilitating action learning in a network
  contextmeans
• creating situations in which people (a
  group)hear and see and act
• in a common context
• on common issues and subjects
• which are relevant to them
• which connect to their interests
• producing viable plans and projects, strategies
  and solutions
• The Making of Common Sense for Common Action

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Learning

• is an action of the learner
• is appropriation (making my own)
• of selected relevant data,
• accepted as meaningful information and
• becoming knowledge by evidence or practice
• There is no teaching of knowledge.
• Teaching is offering data and creating good
  learning conditions.
• Teaching is making learning easy.

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The aim of learning

• is competence
• a higher control potentialfor coping with
  working and living conditions
• for network facilitators isto make working and
  learning easier
• to become a lateral leadera manager leading by
  making his/her people learn

Knowing how to decide, do,learn
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What I tell you

• Facilitating NetworkingAction Learning
• Our approach Competence developmentUnderstandin
  g communicationUnderstanding learning
• Our approach Constructing new
  realitiesExample Management Training Network

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Management Training Network

• The case examplea number of companies
  establishing a new training facility or a new
  training programme
• How I would do it being the responsible person
• Fundamental company-related training has two
  clients the payer and the learner

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Demand-driven training programme

• Workshop with all relevant (company) clients
• Main questions
• What sort of managers do you want? How do you
  want them to be?
• What do you want them to learn?
• All contributions are visualised, prioritised
  and condensed to a common result a draft
  training programme
• Workshop with all teachers/trainerson contents
  and methods of learning
• cases, stories, making people relate learning
  materials to own company background
• using activating methods making the learners
  learn how to structure effective communication in
  their own company

Leadership Learners must learn how to make their
people learn
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What I told you

• Facilitating
• makes constructing new realitiese.g.
  organisational change and networksmore effective
  and more efficient
• is an alternative to classical organisation
  design by strengthening lateral leadership
• focuses on competence developmentby making
  communication and learning easier
• Enhancing responsibility and co-operativity