C3 Model+of+Change

8/2/2019 C3 Model+of+Change

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MODEL OF CHANGE

LEWINS MODEL OF CHANGE

UNFREEZE TRANSITION REFREEZE


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Unfreeze

The objective of adult/development program is tomove 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 arechange ready and are able to let go of their currentrealities.
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Unfreeze

Those who are change ready allow themselves toenter a learning or change process.

They admit that something is wrong or someimprovement is needed etc.

Example:The group of rural housewives are willing tolearn certain new skills to upgrade their standard of

living.


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Example

Concept of teamwork is very popular in

organizational circles.

But how far is it practiced?

Many people are still comfortable workingalone; all by themselves.

The objective of a company could be to changethe mindset of its employees towards working inteams

To have high team spirit


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Example

Hence, a five days program was conducted at

J.W.W Marriot to instill the team work spiritamong the employees in several work units


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Transition

Transition or change

Requires time

Maybe hard for individual, especially to start. Maybe a scary journey
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Example

Some people may be very careful and scared totrust others

Or some people think they could work fasteralone rather than working in groups or team.


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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 newteamwork spirit.

However, in modern, dynamic organizations this freezing stageis tentative and seldom achieved.

This is because the next change maybe just around the corner.


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TYPES OF CHANGE

1. EVOLUTIONARY CHANGE

-the process is natural, slow and is usually beyondcontrol

2. PLANNED CHANGE

-to bring systematic changes to the

client/participant/receiver-is arranged between agent of change and the

client/participant/receiver.


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The changes are usually made based on theinformation received from theclient/participant.

PLANNED CHANGE

MORE IMPORTANT CONCEPTS


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MORE IMPORTANT CONCEPTS

FOR PROGRAM

PLANNERS/DEVELOPERS


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NON-FORMAL EDUCATION

(PROGRAM)

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

Q. 1: OBJECTIVE

WHAT IS THE OBJECTIVE OF THEPROGRAM
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EXAMPLES

TO ENCOURAGE WORK BEHAVIOR

CHANGE IN ORDER TO IMPROVE JOB

PERFORMANCE

TO MOTIVATE INDIVIDUALS

DEVELOPMENT

TO CHANGE INDIVIDUALS/GROUPS

SOCIAL VALUES


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Q. 2: INVOLVEMENT IN THEPROCESS OF PROGRAM

DEVELOPMENT

TO WHAT EXTENT DOPARTICIPANTS NEED TO BEINVOLVED IN THEDEVELOPMENT/PLANNING OF THEPROGRAM;

AND

WOULD SUCH INVOLVEMENT BEBENEFICIAL FOR THEPARTICIPANTS?


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EXAMPLE

TO CONSULT THE PARTICIPANTS INTHE PROCESS OF DEVELOPING THEPROGRAM


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Q. 3: ADULTS AS LEARNERS

SHOULD THE PARTICIPANTS

(ADULT LEARNERS) BE ACTIVE ORREACTIVE IN LEARNING?


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EXAMPLE

ADULT PARTICIPANTS ARE FREE TOLEARN ACCORDING TO THEIR OWNSTYLE


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Q. 4: PROCESS OF LEARNING

SHOULD THE LEARNING PROCESSTAKES INTO ACCOUNT THEEXPERIENCE, KNOWLEDGE ANDLEARNING STYLES OF THE ADULT

LEARNERS?


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ALL THESE

1. OBJECTIVE: to focus in solving adult learners problem, discrepancies or

fulfill their needs.

2. TO ENCOURAGE INVOLVEMENT IN THE PROCESS OF PROGRAMDEVELOPMENT: adult learners have every right and freedom to voiceout their opinion

3. TO ACKNOWLEDGE ADULT LEARNERS EXPERIENCE ANDLEVEL OF KNOWLEDGE

4. TO PLAN A MEANINGFUL LEARNING EXPERIENCE

5. TO ACKNOWLEDGE THE PACE AND LEARNING STYLE OFADULT LEARNERS

..ARE THE PRINCIPLES OFNON-FORMAL EDUCATION


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PRINCIPLES OF NON-FORMAL

EDUCATION

OBJECTIVE

- by focusing on the objective of the programsuch as solving certain problems or fulfillingcertain needs, the adult learners would be moreattracted to follow and participate in theprogram activities.


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In order to ensure that the correct objective ischosen, the program developer must be awareof the needs, values and belief of theparticipants.

The program developer must also ensure thatthe objective is achievable.

Example: The program would be able to levelup the skills, knowledge or attitude of the

participants


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EDUCATION

ENCOURAGE INVOLVEMENT IN THEPROCESS OF PROGRAM DEVELOPMENT

-Learning would be more effective if learners

opinion, decision and thoughts are respected bythe trainer/facilitator.

-If not, learners become passive. There would be

no interactions between learners and thetrainer/facilitator. Hence, the learning processwould be negatively affected.


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EDUCATION

ACKNOWLEDGE LEARNERS

EXPERIENCE AND KNOWLEDGE

- By taking into account and relating the adultlearners experiences and knowledge to what

they are learning, the facilitator would be able toenhance the learners understanding.


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EDUCATION

TO PLAN A MEANINGFUL LEARNINGEXPERIENCE

- In order for a learning program to be meaningful,the objective, learning materials, environmentand style of teaching should be relevant to thelearning ability of the learners


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PRINCIPLE OF NON-FORMAL

EDUCATION

TO ACKNOWLEDGE THE PACE ANDLEARNING STYLE OF THE ADULTLEARNERS

- 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 veryshort time.

ASSUMPTIONS OF NON


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ASSUMPTIONS OF NON-

FORMAL EDUCATION

PROGRAM THE IMPORTANCE OF LEARNING ITSELF

UNEXPECTED CHANGES

ELASTICITY OR FLEXIBILITY OF PROGRAMDEVELOPMENT/PLANNING

IMPORTANCE OF COLLABORATION AMONGVARIOUS PARTIES

COORDINATION OF TASKS AND ACTIVITIES

READINESS TO TRY AND LEARN FROMVARIOUS PROGRAM DEVELOPMENT MODELS

3 IMPORTANT DOMAINS IN


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3 IMPORTANT DOMAINS IN

ADULT LEARNING AND NON-

FORMAL EDUCATION

COGNITIVE AFFECTIVE

PSYCHOMOTOR

C3 Model+of+Change

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