Transformative Learning is essential to building a collaborative culture in the workplace. Collaborative work leads to an increase in innovative products, contributing to a healthier bottom line.
2. Transformative Learning
Transformative learning theories
incorporate learning processes that allow
adult learners to recreate and develop their
personal experiences into a more critical
perspective (Fuhr, 2017).
3. Transformative
Learning
Our experiences are
valuable. Yet, connecting to
other’s experiences allow us
to think more deeply about
our perspectives and the
perspectives of others;
giving us a more useful
frame of reference (Taylor,
2017) that can be used in
workplaces.
4. Appreciating the experiences of others also
helps define relationships; an important part
of transformative learning (Taylor, 2017).
5. The development of trusting
relationships in a peer to peer
setting is essential to amicable,
productive discussions and
establishment of mutual goals
(Taylor, 2017); all important
aspects of collaboration in the
workplace.
6. Yes! Transformative Learning is
socially influenced.
Yes! If you want successful
collaborations in your workplace,
Transformative Learning is
important.
7. Why Collaboration in the
Workplace?
Collaboration helps…
diversify your portfolio
scale up innovation
enable employees to take part in reaching organizational goals
provide an experiential learning experience for all involved
increase the social status value of all involved
add value to effective relationships in the workplace
8. Violet L. Ford
Violet Ford is a third year
doctoral student at Johns
Hopkins School of Education,
specializing in Entrepreneurial
Leadership. She is a highly
experienced professional with
expertise in instructional design,
strategic planning, performance
management, and team building.
Her research interests include
social entrepreneurship,
leadership and adult learning
including transformative
learning, critical pedagogy, and
professional development.
9. References
Coleman, A. (2011). Towards a blended model of leadership for school-based collaborations. Educational Management Administration &
Leadership, 39, 296-316. doi:10.1177/1741143210393999
Fuhr, T. (2017). Bildung: An introduction. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative learning meets bildung (pp. 3-16).
Rotterdam, The Netherlands: Sense Publishers.
Labby, S., Lunenburg, F. C., & Slate, J. R. (2012). Emotional intelligence and academic success: A conceptual analysis for educational
leaders. International Journal of Educational Leadership Preparation, 7, 1-11. Retrieved from http://www.editlib.org/j/ISSN-2155-9635/
Levin, B. (2013). What does it take to scale up innovations? An examination of Teach for America, The Harlem Children’s Zone, and the
Knowledge Is Power Program. Boulder, CO: National Educational Policy Center. Retrieved from
http://files.eric.ed.gov/fulltext/ED544263.pdf
Rock, D., & Cox, C. (2012). SCARF in 2012: Updating the social neuroscience of collaborating with others. NeuroLeadership Journal, 4, 1-14.
Retrieved from https://www.neuroleadership.com
Taylor, E. W. (2017). Transformative learning theory. In A. Laros, T. Fuhr, & E. W. Taylor (Eds.), Transformative learning meets bildung (pp.
17-29). Rotterdam, The Netherlands: Sense Publishers.
Tschannen-Moran, M., & Chen, J. A. (2014). Focusing attention on beliefs about capability and knowledge in teachers’ professional
development. In L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Basuerman (Eds.), Handbook of professional development in education:
Successful models and practices, PreK–12 (pp. 246–264). New York, NY: Guilford Press.
