MODEL OF CHANGE

LEWINS MODEL OF CHANGE

UNFREEZE

TRANSITION

REFREEZE

Unfreeze

People are usually comfortable in the state where they are in control. They like to attach their sense of identity to their environment. Having psychological safety Avoid alternatives that cause them discomfort Like an ice cube Example: A group of village/rural housewives

Unfreeze

The objective of adult/development program is to move them from the frozen state. The effort of such program is equal to the unfreezing process. It requires the push method to move them to the unfrozen stage Those who reach the unfrozen stage are those who are change ready and are able to let go of their current realities.

Unfreeze

Those who are change ready allow themselves to enter a learning or change process. They admit that something is wrong or some improvement is needed etc. Example: The group of rural housewives are willing to
learn certain new skills to upgrade their standard of living.

Example

Concept of teamwork is very popular in organizational circles. But how far is it practiced? Many people are still comfortable working alone; all by themselves. The objective of a company could be to change the mindset of its employees towards working in teams To have high team spirit

Example

Hence, a five days program was conducted at J.W.W Marriot to instill the team work spirit among the employees in several work units

Transition

Transition or change Requires time Maybe hard for individual, especially to start. Maybe a scary journey

Example

Some people may be very careful and scared to trust others Or some people think they could work faster alone rather than working in groups or team.

Refreeze

At the end, the goal is to refreeze = to establish the new place of stability. It may be a slow process. Example: Return to work with new teamwork spirit.

However, in modern, dynamic organizations this freezing stage is tentative and seldom achieved. This is because the next change maybe just around the corner.

TYPES OF CHANGE
1. EVOLUTIONARY CHANGE -the process is natural, slow and is usually beyond control

2. PLANNED CHANGE -to bring systematic changes to the client/participant/receiver -is arranged between agent of change and the client/participant/receiver.

PLANNED CHANGE

The changes are usually made based on the information received from the client/participant.

MORE IMPORTANT CONCEPTS FOR PROGRAM PLANNERS/DEVELOPERS

NON-FORMAL EDUCATION (PROGRAM)

Before carrying out any program, a planner should first ask several questions:

Q. 1: OBJECTIVE WHAT IS THE OBJECTIVE OF THE PROGRAM

EXAMPLES

TO ENCOURAGE WORK BEHAVIOR CHANGE IN ORDER TO IMPROVE JOB PERFORMANCE

TO MOTIVATE INDIVIDUALS DEVELOPMENT

TO CHANGE INDIVIDUALS/GROUPS SOCIAL VALUES

Q. 2: INVOLVEMENT IN THE PROCESS OF PROGRAM DEVELOPMENT

TO WHAT EXTENT DO PARTICIPANTS NEED TO BE INVOLVED IN THE DEVELOPMENT/PLANNING OF THE PROGRAM;

AND WOULD SUCH INVOLVEMENT BE BENEFICIAL FOR THE PARTICIPANTS?

EXAMPLE

TO CONSULT THE PARTICIPANTS IN THE PROCESS OF DEVELOPING THE PROGRAM

Q. 3: ADULTS AS LEARNERS

SHOULD THE PARTICIPANTS (ADULT LEARNERS) BE ACTIVE OR REACTIVE IN LEARNING?

EXAMPLE

ADULT PARTICIPANTS ARE FREE TO LEARN ACCORDING TO THEIR OWN STYLE

Q. 4: PROCESS OF LEARNING SHOULD THE LEARNING PROCESS TAKES INTO ACCOUNT THE EXPERIENCE, KNOWLEDGE AND LEARNING STYLES OF THE ADULT LEARNERS?

ALL THESE
1. OBJECTIVE: to focus in solving adult learners problem, discrepancies or fulfill their needs.

2. TO ENCOURAGE INVOLVEMENT IN THE PROCESS OF PROGRAM DEVELOPMENT: adult learners have every right and freedom to voice out their opinion
3. TO ACKNOWLEDGE ADULT LEARNERS EXPERIENCE AND LEVEL OF KNOWLEDGE 4. TO PLAN A MEANINGFUL LEARNING EXPERIENCE 5. TO ACKNOWLEDGE THE PACE AND LEARNING STYLE OF ADULT LEARNERS

..ARE THE PRINCIPLES OF NON-FORMAL EDUCATION

PRINCIPLES OF NON-FORMAL EDUCATION

OBJECTIVE - by focusing on the objective of the program such as solving certain problems or fulfilling certain needs, the adult learners would be more attracted to follow and participate in the program activities.

In order to ensure that the correct objective is chosen, the program developer must be aware of the needs, values and belief of the participants. The program developer must also ensure that the objective is achievable. Example: The program would be able to level up the skills, knowledge or attitude of the participants

PRINCIPLES OF NON-FORMAL EDUCATION

ENCOURAGE INVOLVEMENT IN THE PROCESS OF PROGRAM DEVELOPMENT -Learning would be more effective if learners opinion, decision and thoughts are respected by the trainer/facilitator. -If not, learners become passive. There would be no interactions between learners and the trainer/facilitator. Hence, the learning process would be negatively affected.

PRINCIPLES OF NON-FORMAL EDUCATION

ACKNOWLEDGE LEARNERS EXPERIENCE AND KNOWLEDGE By taking into account and relating the adult learners experiences and knowledge to what they are learning, the facilitator would be able to enhance the learners understanding.

PRINCIPLES OF NON-FORMAL EDUCATION

TO PLAN A MEANINGFUL LEARNING EXPERIENCE - In order for a learning program to be meaningful, the objective, learning materials, environment and style of teaching should be relevant to the learning ability of the learners

PRINCIPLE OF NON-FORMAL EDUCATION

TO ACKNOWLEDGE THE PACE AND LEARNING STYLE OF THE ADULT LEARNERS Need to consider the learning abilities, rhythm, pace and styles of the adult learners. Eg. Elder adults could not be pressured to take in too much information or details in a very short time.

ASSUMPTIONS OF NONFORMAL EDUCATION PROGRAM

THE IMPORTANCE OF LEARNING ITSELF UNEXPECTED CHANGES ELASTICITY OR FLEXIBILITY OF PROGRAM DEVELOPMENT/PLANNING IMPORTANCE OF COLLABORATION AMONG VARIOUS PARTIES COORDINATION OF TASKS AND ACTIVITIES READINESS TO TRY AND LEARN FROM VARIOUS PROGRAM DEVELOPMENT MODELS

3 IMPORTANT DOMAINS IN ADULT LEARNING AND NONFORMAL EDUCATION

COGNITIVE

AFFECTIVE

PSYCHOMOTOR