Project
INNOVATIVE METHODS AND PRACTICES TO FACILITATE SOCIAL INCLUSION
Back No. 503575-LLP-1-2009-1-LT-GRUNDTVIG-GM
2009-2011
www.socialmobility.eu

 

II. LEARNING OUTCOMES WITHIN SOCIAL GROUP MENTORING

To ensure social group mentoring as an effective process for your learners, it is important to establish and define the expected learning outcomes at the start of the mentoring programme/process. This chapter will help trainers to understand and measure how the appropriate learning outcomes for the chosen target group have been met and how to evidence these achieved outcomes within social group mentoring to ensure continuous improvement of learners and the process and ensure accountability.

What are learning outcomes?

According to the UK Office of the Qualifications and Examinations Regulator (Ofqual), ”a learning outcome sets out what a learner is expected to know, understand and be able to do as the result of a process of learning”. Source: The National Archives (2010), Ofqual Glossary http://webarchive.nationalarchives.gov.uk/+/http://www.ofqual.gov.uk/501.aspx?showEmailForm=true In the European qualifications framework (EQF), learning outcomes are defined as statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined as knowledge, skills and competences. (European Parliament and Council of the EU, 2008, Annex I). Further, according to the level on which they are defined, they may fulfil different functions: recognition of prior learning, award of credit, quality, learning plans, key competences for life, credibility for employers as well as modernising the governance of education and training as systems are reformed to encompass lifelong learning (Cedefop, 2009b, p. 10). (From Learning outconmes approaches in VET curricula. A comparative analysis of nine European countries, Research paper No6, Luxembourg, 2010, http://www.cedefop.europa.eu/EN/Files/5506_en.pdf)


Learning outcomes for three (unemployed, senior citizens, migrants) socially disadvantaged groups can be separated in two types:

  1. Common learning outcomes

  2. Target group learning outcomes


First of all we will present the common learning outcomes, which are relevant to the three socially disadvantaged groups:


1 Learning to learn competence

According to the Education Council (2006 annex, paragraph 5) „Learning to learn’ is the ability to pursue and persist in learning, to organise one’s own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skill as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training. Motivation and confidence are crucial to an individual’s competence.’ (Education Council, 2006 annex, paragraph 5). Learning to learn has been defined by McCormick (2006) as:

- ‘Knowledge about cognition (knowing what you do and don’t know)

- Self-regulating mechanisms (planning what to do next, checking outcomes of strategies, evaluating and revising strategies)’.


The following example which explains learning to learn competence is from Northern Ireland’s Thinking Skills and Personal Capabilities Framework:

Thinking, Problem-Solving and
Decision Making

Searching for meaning, deepening understanding, coping with challenges

Being creative

Imaging, generating, inventing, taking risks for learning

Working with others

Being collaborative, being sensitive to others feelings, being fair and responsible

Self-management

Evaluating strengths and weaknesses, setting goals and targets, managing and regulating self

Source: Partnership Management Board, 2007 (From http://active-citizenship.jrc.it/Documents/learning%20to%20learn/Learning%20to%20Learn%20and%20Civic%20Competences%20FINAL%20final.pdf)


According to V. Pukevičiūtė1, six essential skills make the core of the learning to learn competence. These skills encompass various cognitive, meta-cognitive, motivational, social aspects of the learning process.

  1. Awareness of learning to learn importance. It’s primarily important for self-organised learning and it’s prerequisite for starting a conscious and aim-oriented learning. Awareness to learn is developed due to interest or a clear need, which give a sense to learning.


  1. Ability to set-up learning objectives. A clearly defined and set up learning objectives make an impact to the outcomes of learning because the ability and willingness to set up objectives for oneself is essential feature for self-directed learning.


  1. Ability to choose a relevant learning strategy. Learning strategy is a mental action plan for reaching learning objectives (Bimmel, 1993). Other author (Wolf, 1999) defines learning strategy as a set of learning to learn techniques. This ability of choosing learning strategy becomes very important when a learner has freedom and full responsibility to one’s own learning. The learner with this developed ability is aware of the learning strategies on cognitive level and is able to determine which ones are appropriate for reaching certain learning objectives. On meta-cognitive level, learner is able to assess the advantages of various learning strategies and can combine them with the previous learning experiences.


  1. Ability to choose learning techniques. This ability is based on five following aspects:

  • time management for learning

  • setting up appropriate environment for learning

  • proper concentration for learning

  • research and selection of various information sources

  • choice of learning strategies:

  1. Choice of authentic learning ways;

  2. Use of various memorising techniques;

  3. Assessment of learning progress and outcomes.


  1. Ability to organise self-assessment of learning outcomes. It refers to skills used in analysing and evaluating the learning process. A proper analysis allows us to find out the difference (or the gap) between the initial learning objectives and the learning outcomes. Therefore, as M. Csikszentmihalyi claims (1975), a person who has clearly defined objectives, knows how to reach them and having certain developed abilities for learning can reach the satisfaction of his/her own activities.


  1. Ability to make meta-cognitive analysis. It refers to the reflection on one’s own learning progress, revision of learning process and pursuing certain changes in the learning strategy if any problems were observed. Meta-cognitive control is described as the ability to anticipate limitation of system performance, one’s own strong skills and opportunities to use them. It is the ability to identify existing problems in the learning path and choose appropriate strategies to cope with them.


2. Social competences

  • Decision-making and problem solving

To begin, let’s clarify what we mean by problem solving and decision making and how they relate to one another.

Problem solving is a set of activities designed to analyze a situation systematically and generate, implement, and evaluate solutions.

Decision making is a mechanism for making choices at each step of the problem-solving process.

Decision making is part of problem solving, and decision making occurs at every step of the problem-solving process.

Decision-making is the process of choosing what to do by considering the possible consequences of different choices (Beyth-Marom, Fischhoff, Jacobs-Quadrel, & Furby, 1991; von Winterfeldt & Edwards, 1986). The basic process that decision-makers use when confronted with a decision involves:

a) listing relevant choices,

b) identifying potential consequences of each choice,

c) assessing the likelihood of each consequence actually occurring,

d) determining the importance of these consequences, and

e) combining all this information to decide which choice is the most appealing (Beyth-Marom et al., 1991).

Many different factors influence how adolescents (and adults) make decisions (Fischhoff et al., 1999). These may include cognitive, psychological, social, cultural, and societal factors (Gordon, 1996). http://cals-cf.calsnet.arizona.edu/fcs/bpy/content.cfm?content=decision_making

  • team building

What is a team? It is a group that has a job to do, whether as paid participants or as volunteers. It is a group that has spent some time together, whether in smaller increments over a long period of time, or by spending a weekend or more working together on something. It is a group that achieves cohesiveness; a team’s strength is found in the relationships among the team members. It is a group with a common objective, whose members are very clear about working toward one purpose. It is a group whose members are interdependent. Whereas other groups may recognize the strengths ofeach member, team members rely on the strengths of each member to accomplish the objective.

(source:http://www.wfh.org/2/docs/Publications/Hemo_Org_Resources/Monographs/HOD4_Group_Dynamics_2-edition.pdf)

  • group work

The use of the group work intends to improve the effectiveness, comprehension and detail of the work to be done. This is achieved through the combined talents of the group members that contribute with their respective knowledge and ideas.

One of the main problems with group work is that it is not possible to work as quickly as one single person could do it. For this reason, communication skills and commitment with the work results are all required to take the best from the contributions of all the group members.

Effective group work requires each member to focus on the process rather than just the product.


Much of the success of the project relies on what is decided upon at the outset. This is where it is important to get to know each other, pre-empt problems, set goals and objectives and formulate a working strategy: (source „A guide to group work“, Monash University: http://www.monash.edu.au/lls/llonline/quickrefs/24-groupwork.xml)


  1. Building group dynamics

The quality of the relationship within the group is a major factor in the overall success of the group, so it is important to spend time getting to know your colleagues.

    • Find out about their backgrounds and interests.

    • Find common goals and expectations related to the task.

    • Discuss work styles and individual strengths and weaknesses: this will assist in formulating objectives and in allocating tasks appropriately.

  1. Agree on goals

It is important to agree on a common purpose. Share and discuss your understanding of the aims and scope of the project, and the methods of collaboration.

  1. Organise the group

    Clearly define the sections of the task, and determine who will complete them and by what date.

    • Create a list of names and contact information for everyone.

    • Decide how to collaborate throughout the project, how meetings will be organised, and who will be responsible for taking notes in meetings.

    • Plan how you will collectively collate and edit your assignment. The best group assignment is a single, unified project, not a collection of separate elements.

  1. Maintaining relationships

Relationships are the key to the success of the project, so it is relevant to invest considerable energy in developing all the relationships in the group. It is also necessary to consider that people have very different modes of interacting in groups, depending on their social and cultural backgrounds.

  • leadership

Chemers M. describes the leadership as the “process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task".

Effective leaders manage the group work process: they help the group to decide how to work efficiently, and monitor the group’s progress in relation to the intended plan. They should not merely lead the group toward their own desired outcome. Thus, a good leader is an excellent listener and is also prepared to re-evaluate his or her own opinion on a topic.

It is important to develop the own leadership competences but also to recognise when another member of the own group is better prepared to lead the group.


  • sharing knowledge and exchange of information

Argote & Ingram (2000) define knowledge transfer as "the process through which one unit (e.g., person, group,...) is affected by the experience of another".


Individuals must be prepared for the process of sharing knowledge and exchange of information as a key factor of their social competences.

The process of sharing knowledge and exchange of information has several key points that the individuals must identify:

    • Recognise the need of the information for the others.

    • Identify the relevant part of the information to give and of the information received.

    • Analyse and organise the information given and received.

    • Use the most suitable mean for the search and for the exchange of the information.


  • communication

Communication is the exchange and flow of information and ideas from one person to another; it involves a sender transmitting an idea, information, or feeling to a receiver (U.S. Army, 1983). Effective communication occurs only if the receiver understands the exact information or idea that the sender intended to transmit. People needs to acquire communication skills as a key competence to appropriately develop their social competences.


3. Personal development:

  • Elaboration of personal routes for social inclusion

As a first step, it is necessary:

  1. To identify and analyze the factors restricting the social involvement of each person.

  2. To discover and define the competencies for social involvement of the people.

  3. To help each person to construct tools for inclusion and for evaluating the level of inclusion, taking into consideration the own competencies and risk factors.


  • improvement of self-confidence

Self-confidence is related to self-assuredness in one's personal judgment, ability or power. It is linked to the belief that oneself can do something. Self-confidence must be based in the application of the own skills to the solution of any problem or the adaptation to any situation considering the own strengths and weaknesses. People who exude self-confidence know they have what it is needed to master difficult situations.


  • creativity

The concept of creativity is linked to the ability for the creation of something new and, somehow, useful. The product of "creativity" has typically been defined in one of two ways: either as something historically new, such as scientific discoveries or great works of art; or as producing something new in a personal sense.


  • self-initiative

Self-initiative is about doing things without having to be told or about learning a new task without having to be prompted or directed to do so. And working without having command from anyone.

Of course, it is possible to improve someone self-initiative by the confirmation of the belief that the person is able to do something. But it is also possible to promote this social competence through different techniques or behaviours:

    • Empowerment: Promoting the own decision-making process and avoiding the overcontrol of the activities of the person.

    • Learning: Promoting the learning about why something is not going right, more than punishing a bad result.

    • Coaching: Trying to get answers through open questions and avoiding to provide closed answers to every question.

    • Reward and recognition: The use of self-initiative requires additional effort and commitment by the part of the person and should be somehow rewarded.


  • personal development plan to overcome social exclusion.

It is very useful to maintain personal development by filling personal development plan. The example of it You can find here:

http://www.self-improvement-mentor.com/support-files/example-personal-development-plan.pdf


There can also be identified individual learning outcomes for each target group:

Unemployed people

    1. Further their ability for active job seeking (to gain employment)

    2. Work with basic skills education (numeracy, literacy and Information Technology) to improve adults basic skills and learner development

    3. Improve their employability through increasing competencies in IT and communication (can also include foreign languages).


Senior citizens

    1. Access to social involvement to avoid isolation and increase participation in society

    2. Fulfil personal objectives and interests

    3. To gain competencies in Information Technology and communication (can also include foreign languages).


Migrants

    1. Improve their employability through increasing their communication skills (including foreign languages)

    2. Increase their interpersonal and intercultural skills, better understanding of their environment to increase their participation in the society they live in

    3. Additional learning to learn competencies: Ability to seek advice and support around housing, health care, education and training.


Examples of meeting the learning outcomes for the three socially disadvantaged groups

Below are some examples that have arisen out of delivering the pilot social group mentoring as part of the LIGH project.

(List is non exhaustive)


Encourage the acquisition of basic skills within work and everyday life

Literacy:

  • Mentees complete a questionnaire to mentees to complete personal objectives and needs

  • Mentees complete an evaluation form after event

  • Mentees will be encouraged to speak and interact with mentor and trainers

ICT

  • Sending e-mails to mentor

  • Completing questionnaire online

Communication skills

  • Mentees asking questions and taking part in debates

  • Mentees will work in groups, trying to solve some problems

Employability skills

  • Mentees will prepare their own CV

  • Mentees will write their motivation letter for some position of future work


Measuring the learning outcomes

Lesson plans are guides for trainers to deliver a particular session. Lesson Plans will help ensure learning outcomes are met and suitable for the different sessions delivered for the target groups.

Assessing and evaluating learning outcomes

Resources designed for the social group mentoring are designed to encourage feedback from learners whilst also evidencing the activities that have took place and the learning outcomes achieved



Bibliography

  1. Education Council (2006) Recommendation of the European Parliament and the Council of 18 December 2006 on key competencies for lifelong learning. Brussels: Official Journal of the European Union, 30.12.2006

  2. Gravells A (2008) preparing to Teach in the Lifelong Learning Sector Exeter learning Matters (3rd Ed)

  3. Fairclough M (2008) supporting Learners in the Lifelong Learning Sector, Maidenhead: Open University Press

  4. McCormick, R. (2006) Learning how to learn: A view from the LHTL project England. in Learning learn network meeting report. Ispra: CRELL/JRC.

  5. * Pukevičiūtė, Virginija Jūratė, „Aspects of learning to learn competence development“,2007 Acta Paedagogica Vilnensia. No. 19, ISSN 1392–5016

  6. Chemers M. (1997) An integrative theory of leadership. Lawrence Erlbaum Associates, Publishers. ISBN 9780805826791

 

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.