1. WAGGGS Policy & Guidelines: Adult Training, Learning and Development
This document outlines WAGGGS’ policy on adult training, learning and development. It provides guidance for National Associations to develop a strategy and complete the Adult Training, Learning and Development Framework which replaces the WAGGGS’ Training Scheme accreditation. The document is aimed at Member Organizations and National Associations.
The Adult Training, Learning and Development Framework marks a new way of providing training for adult members in response to the changing needs of society, our organization, and our adult members. The emphasis is on a learner-centred approach, where both the learner and the trainer/facilitator share the responsibility for the learning process. (Foreword)
WAGGGS Policy and Guidelines: Adult Training, Learning and Development replaces the previous Training Policy and Guidelines, (March 1998). This new publication highlights WAGGGS defined approach to both learning and development as well as to leadership development.
2012

2. This presentation is meant as…
An introduction to the new policy and the revised guidelines
An explanation of the thoughts, the philosophy behind the approach to learning and facilitating learning
An opportunity to ask and get knowledge about the document
A tool for further use and implementation of the policy and guidelines – you may pick and mix the slides for your own use in the region, in MOs and other WAGGGS environments

3. Objectives for the 2012 WAGGGS Policy & Guidelines
Aim: To ensure that the WAGGGS framework for Learning and Training reflects current learning 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 integrate external and internal trends of training and learning into the learning environments of WAGGGS and its member organizations
To provide a relevant and consistent learning & training framework for member organizations
To assist the accreditation process for national Adult Training, Learning and Development Frameworks
enhance skills, knowledge, attitudes
Providing opportunities for WAGGGS members to develop
supports the achievement of the WAGGGS Vision 2020 by

4. Policy & Guidelines: Adult Learning, Training and Development
Version 2012 – incorporating
Fundamental approaches to learning, leadership, and facilitation of learning and training
Trends affecting learning: life styles, learning theory, and global situation
Role and task description for trainers in different settings
Criteria for WAGGGS accreditation of national training schemes

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 Learning is a process by which individuals or groups
Learning is a process by which individuals or groups
acquire knowledge, skills, experience
and/or develop attitudes and values,
resulting in a changed behaviour .
(WAGGGS Facilitation Guide (2011) p. 55)
See also specific presentation about learning
Learning should be supported according to experience and competence level, and connected to this like a layer on top, closely relating – like starting mathematics with counting, continuing with Addition, then increasing the complexity step by step.

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. Learner centred
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.
Focusing on the learner means tailoring the learning to the specific needs of the position, the person, the topic, and the preferred learning style(s) of the learner(s)

12. Adult Learning in WAGGGS: Leading, learning & training
This graphic should show that until now we have focused on training - more top down lead – and less on the learning process (individual) and that we want to cover both the decided training as well as the individually wished personal and leadership development by facilitating this process. Perhaps there are elements of each process (training and learning) that we will consider out of our target for the policy.

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

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
A checklist to support the formulation of the Adult Training, Learning and Develompent Framework can be found

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. Accreditation Criteria
Topic to describe or consider
Done
Notes
Context 1
How the Adult Training, Learning and Development Framework addresses:
• WAGGGS Policy
• WAGGGS Values and Fundamental Principles
Foundation Stage 2
Outcome of needs assessment for training, learning and development for adults 3
Trends and influences to consider
Information Stage 4
Organization chart 5
Definition of the framework, in particular
Roles
Processes
Learning outcomes
Opportunities to progress
Design Stage 6
Aims and objectives of the Adult Training, Learning and Development Framework 7
Definition of the resources and how they promote learning and training 8
Description of the approach to learning 9
Description of the training, learning and development processes 10
The outcomes of the training, learning and development processes 11
Description of the learning opportunities and associated timescales
Quality Control Stage 12
Measuring the goals and the objectives achieved 13
Description of the system for monitoring and evaluating training, learning and development in the organization 14
Description of training and support of the trainers/facilitators 15
Plans for evaluating the effectiveness and subsequent revision of the Adult Training, Learning and Development Framework
Additional Information 16
Processes to ensure all prior achievement are recognized 17
Plans for communicating with all members on changes to organization 18
Description of how the Adult Training, Learning and Development Framework is in line with and supports the educational programme offered to all members 19
Investigation of partnerships with other organizations to enhance the learning provision 20
Is this Framework made for the first accreditation by WAGGGS?
If not, when was your training scheme (re-)accredited?

19. Accreditation Process
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. Accreditation process

21. Other relevant topics/questions?