Education, Training, and Development: Fundamentals and Foundations for Court Leaders

1. Education, Training, and Development:Fundamentals and Foundationsfor Court Leaders National Association For Court Management

2. Court Leaders Must Actively Lead Judicial Branch Education Learning principles and practices Understanding learners Strategic use of Delivery Methods Organizational structure Learners Change management Adequate Funding Assessment/ Results

3. Learning Objectives By the end of the program participants will: • Understand how ET&D supports the purposes and responsibilities of courts • Be able to align ET&D activities to the courts strategic vision and mission • Be able to apply fundamentals of adult education to ET&D activities

4. Learning Objectives By the end of the program participants will: • Know the strengths and weaknesses of various delivery mechanisms, • Be able to identify highly effective faculty, • Know of various judicial branch education resources, AND • Complete an individual action plan for improving personal performance in key skill areas.

5. Context and Vision “The greatest issue for court leaders is how to prepare ourselves—and our courts — for the future.” Supreme Court Justice Sandra Day O’Connor

6. To contribute to the development of individuals, courts, and the court management profession, judicial branch education must: • Span the career of individuals, and not be limited to orientation or training to perform specific tasks; • Provide for significant interaction among program participants; • Include experienced professionals as faculty, and in the planning and a valuation process to ensure really and perceived problems are addressed in every program; • Address a wide variety of topics, both practical and theoretical. NACM Core Competencies Education, Training, And Development Curriculum Guidelines

7. The Difference Between Education and Training If we apply knowledge to tasks we already know how to do, we call it productivity. If we apply knowledge to tasks that are new and different, we call it innovation.Peter Drucker

8. Seven Characteristics of Effective Education, Training andDevelopment Programs

9. 1st Characteristic of Effective Education Programs • Commitment and Support of Leadership The only people who can provide genuine leadership in judicial education are those who have a kind of dual vision—vision that sees the intertwining nature of change in organizations and change in people.

10. 2nd Characteristic of Effective Education Programs • A Clear and Compelling Purpose • What is it we are really trying to achieve? • The goal of Judicial Branch Education is to maintain and improve the professional competency of all persons within the judiciary, thereby enhancing the performance of the judicial system as a whole.

11. 3rd Characteristic of Effective Education Programs • Helping Professionals Think in Qualitatively Richer Ways • Professor Paul Wangerin of Tulane Law School says that law schools do a good job of helping students think in analytical, objective ways, they do not foster development of the abilities required to see a case in its context and then take action consistent with the multilayered nature of so many legal situations.

12. 4th Characteristic of Effective Education Programs • Helping Professionals become more Competent • What is it we are really trying to achieve?

13. 5th Characteristic of Effective Education Programs • Active Learning Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. - Arthur W. Chickering and Stephen C. Ehrmann

14. 6th Characteristic of Effective Education Programs • Adequate Resources • Faculty • Planning Committees • Funding

15. 7th Characteristic of Effective Education Programs • A Sound Integrated Curriculum • Curriculum is defined as all the experiences provided by the institution or agency which are designed to foster student learning.

16. Courts as Learning Organizations “Courts will change only when the people within them change.” Charles ClaxtonFormer Director, Leadership Institute in Judicial Education

17. A learning organization is where: • Every Individual in the organization is growing or enhancing their capacities to create and contribute. • People feel they are doing something that matters – to them personally and to the world. • Learning is an ongoing and creative process for its members. • The organization continually becomes aware of its underlying knowledge base-particularly the store of tacit, unarticulated knowledge of employees

18. A learning organization is where: • Employees at all levels, individually and collectively, continually increase their capacity to produce results they really care about. • Employees are invited to learn what is going on at every level of the organization, so they can understand how their actions influence others. • People treat each other as colleagues. There’s mutual respect and trust in the way they talk to each other, and work together, no matter what their positions may be.

19. A Learning Organization and Individual Learning “Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs.” Peter Senge The Fifth Discipline, The Art & Practice of The Learning Organization

20. Five Disciplines Of The Learning Organization • Personal Mastery • Commitment to lifelong learning • Mental Models • How we understand problems and interact with others • Shared Vision building • Identify future goals and directions

21. Five Disciplines Of The Learning Organization • Team Learning • Capitalize on strengths of all members • Systems Thinking • Relationships between function, people, company, environment

22. Personal Mastery “Discipline of personal growth and learning goes beyond competence and skills, though it is grounded in competence and skills. It means approaching one’s life as a creative work, living from a creative as opposed to a reactive viewpoint.” Peter Senge, The Fifth Discipline, The Art & Practice of The Learning Organization

23. How do learning organization principles work in practice? • Ford engineers -trying to lessen noise and vibration • First approach: added weight to car, braking and tires had to be redesigned, increased cost of car: They were just giving problems to someone else! • Second approach: brought brake people, chassis and suspension people together, used alternative solution based on geometry and position of parts to solve noise problem (systems approach).

24. Exercise #1: Learning Organizations In your small groups, answer the following questions: • Is this the type of court organization that you would want to work for? Why? • How would being a learning organization benefit the courts? • How far are the courts in general (your court specifically) from becoming a learning organization?

25. Exercise #1: Learning Organizations In your small groups, answer the following questions: • What policies, events, or aspects of behavior can be taken to start the process of turning the courts into a learning organization? • What are the first steps that your court needs to perform to start down the path of becoming a learning organization?

26. Adult Education Theory Experience is the adult learner’s living textbook. • Eduard C. Lindeman

27. Pedagogy and Andragogy What’s the Difference?

28. The Andragogical ModelAs a person matures… • Self-concept: Moving from being a dependent personality toward being self-directed. • Experience: Accumulating a growing reservoir of experience that becomes an increasing resource for learning. • Readiness to learn. Orienting increasingly to the developmental tasks of our social roles. • Orientation to learning. Time perspective changes from postponed application of knowledge to immediacy of application and shifting from subject-centeredness to problem centeredness. • Motivation to learn: Their motivation to learn is internal. Malcolm Knowles

29. The learner is dependent upon the instructor for all learning The teacher/instructor assumes full responsibility for what is taught and how it is learned. The teacher/instructor evaluates learning The learner is self-directed The learner is responsible for his/her own learning Self-evaluation is characteristic of this approach The Learner Pedagogical Andragogical

30. The learner comes to the activity with little experience that could be tapped as a resource for learning The experience of the instructor is most influential Learner brings a greater volume and quality of experience Adults are a rich resource for one another Different experiences assure diversity in groups of adults Experience becomes the source of self-identify Role of the Learners Experience Pedagogical Andragogical

31. Students are told what they have to learn in order to advance to the next level of mastery Any change is likely to trigger a readiness to learn The need to know in order to perform more effectively in some aspect of one’s life Ability to assess gaps between where one is now and where one wants and needs to be Readiness to Learn Pedagogical Andragogical

32. Learning is a process of acquiring prescribed subject matter Content units are sequenced according to the logic of the subject matter Learners want to perform a task, solve a problem, live in a more satisfying way Learning must have relevance to real-life tasks Learning is organized around life/work situations rather than subject matter units Orientation to Learn Pedagogical Andragogical

33. Primarily motivated by external pressures, competition for grades, and the consequences of failure Internal motivators: self-esteem, recognition, better quality of life, self-confidence, self-actualization Motivation for Learning Pedagogical Andragogical

34. The Challenge for Adult Educators is to resolve conflicting expectations of adult learners: • They are conditioned to be passive learners; and on the other hand. • They have an expectation and need to be self-directing.

35. What Is Adult Development?Erikson, Perry, Piaget, Rogers, Dewey, Kegan, Mezirow, Schon, Belinkey, Kolb and others…. • Self Responsibility • Self Assessment • Self Direction • Self Questioning

36. Fostering Personal Development Through Teaching • The relationship between learning and development is complex, but in general we know: • Learning can trigger development • Developmental processes stimulate engagement in learning • Transformational learning is most often linked with development. Transformational learning changes our belief structures and changes how we know. • Require reflection and meaning-making • Bring about new ways of thinking and doing

37. Fostering Personal Development Through Teaching • Informational learning, on the other hand, changes what we know (Mezirow, 2000). • Gain new knowledge and skill • Pre-requisites for transformational learning activities

38. Highly Developed Court Professionals • Can Think in Complex Ways • Possess a High Level of Competence • Accept Responsibility for Themselves and Willing to Deal with the Consequences of their Behavior • Believe that Understanding of their Experience is the Best Guide for their Actions • Are Consistently and Tenaciously Authentic • Committed to Goals which Transcend their Own Immediate Needs and Situations Charles Claxton and Patricia Murrell

39. Current Trends Supporting Education for Development • Mastery and Competency • Values, Ethics and Spirituality • Diversity Within the Workforce • Rapid Change, Information Explosion, Influx of Technology

40. Experiential Learning Model Assumptions • Assumption #1: People learn from immediate, here and now experience, as well as from concepts and books. • Assumption #2: People learn differently; that is, according to their preferred learning styles.

41. Questions for Discussion: • In what ways do these assumptions apply to adult learners in your organization today? In what ways do they seem outdated or inadequate? • In what ways are these assumptions helpful as we work with adult learners? In what ways might they mislead us?

42. Experiential Learning Theory

43. Reflection • Think for a moment about a particularly good learning experience you’ve had OR a particularly poor one. • Choose one and write it down. • Share this experience with the person next to you and the group.

44. CE RO AE AC Kolb Learning Style Inventory (LSI) The LSI describes the ways you learn and how you deal with ideas and day-to-day situations. It can also serve as a stimulus for you to interpret and reflect on the ways that you prefer to learn in specific settings. The Assessment: Based on David A. Kolb’s Learning Cycle Context: Think about situations in which you are presently learning. How do You like to learn? Format: 12 questions (15 minutes to complete and score)

45. Inventory Directions • Answer the questions on the Kolb Learning Style Inventory by ranking the “4” choices for the statements that describes you best and “1” for the statement that is least like you. • Plot your CE, RO, AC, and AE scores on the circle graph found on p.3 of your booklet. This graph will identify your “preferred learning style”. • Copy ranking on to second sheet, total your scores for CE, RO, AC, and AE. You should end up with a total of 120 points. Copy your scores into the squares at the top of p. 6. • Subtract AE-RO and AC-CE scores as directed on p. 6 and plot on grid on back side of sheet. • This will identify your “learning style type” as discussed on pages 6-7of your workbook.

46. Kolb Learning StyleInventory (LSI) What do the assessment results mean? The results indicate the extent that you rely on each of the four Learning modes based on Kolb’s Learning Cycle: Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation Accommodating CE Diverging AE RO AC Assimilating Converging

47. The Wheel of Learning

48. The theory suggests that learning is not complete until we have done two things: Processing (or transforming) Prehending: literally “take hold of”

49. Experiencing CE Concrete Experience Learning from experiences, relating to people, and feelings Doing AE Active Experimentation Showing ability to get things done, Taking risks, Influencing through action RO Reflective Observation Viewing issues from different perspectives and carefully observing before making judgments AC Abstract Conceptualization Analyzing ideas and planning systematically, acting on an Intellectual understanding Reflecting Thinking

50. Applying all 4 styles of learning helps you to increase retention of learning and aids faculty in choosing developmental assignments thoughtfully: Retention Rate Increase: 20% AC 50% AC + RO 70% AC + RO + CE 90% AC + RO + CE + AE Accommodating CE Diverging AE RO Converging AC Assimilating AC - Abstract Conceptualization RO - Reflective Observation CE - Concrete Experience AE - Active Experimentation