This document discusses transformative learning and the role of project managers in supporting it. Transformative learning involves questioning established mindsets and enabling big changes through self-directed learning. As educators, project managers can take four key steps to increase transformative learning. First, they can challenge assumptions and present new perspectives. Second, they can develop critical questioning skills. Third, they can seek deeper understanding through critical thinking. Fourth, they can coach learners to personalize and apply new learning in a meaningful way. The document provides examples of companies that have successfully supported transformative learning through these steps.

1. LEARNING AND LEADING
THE FOUNDATIONS OF SUCCESSFUL
TRANSFORMATION
ANN ALDER

2. WHAT DO WE MEAN BY
TRANSFORMATIVE LEARNING?
ENABLING PEOPLE TO TAKE ON
BIG CHALLENGES
QUESTIONING LONG
ESTABLISHED ATTITUDES AND
MINDSETS
MAKING STEP CHANGES
POSSIBLE THROUGH SELF-
MANAGED LEARNING

3. WHAT HAS THIS TO DO WITH
OPERATIONAL AND PROJECT
LEADERS AND MANAGERS?
ANY PROJECT MANAGER
SEEKING TO TRANSFORM A
BUSINESS OR ORGANISATION
HAS TO ACCEPT HIS/HER ROLE
AS AN EDUCATOR.
THIS REQUIRES AN
UNREMITTING FOCUS ON, AND
UNDERSTANDING OF,
LEARNING

4. INTRODUCTION TO
DAN GLISCZINSKI
M O D E L F R O M
‘ L I G H T I N G U P T H E M I N D ’
Q1. WHAT LEARNING PROCESSES
ARE AT WORK WHEN
TRANSFORMATIVE LEARNING
HAPPENS?
Q2. HOW DO WE DESIGN OR
SELECT ACTIVITIES THAT HAVE
THE POTENTIAL TO BECOME
TRANSFORMATIVE?

5. INTRODUCTION TO
DAN GLISCZINSKI
M O D E L F R O M
‘ L I G H T I N G U P T H E M I N D ’
• KOLB’S 1984 EXPERIENTIAL
LEARNING CYCLE
• THE TRANSFORMATIVE
LEARNING CYCLE (MEZIROW
2000)
• THE WHOLE-BRAINED
LEARNING CYCLE (ZULL 2002)

6. THE KEY QUESTION FOR
PROJECT MANAGERS
WHAT PRACTICAL STEPS CAN A
PROJECT LEADER TAKE IN
ORDER TO INCREASE THE
PROBABILITY OF
TRANSFORMATIVE LEARNING
BEING ACHIEVED AND
TRANSFERRED BETWEEN
PROJECTS?

7. THE KEY STEPS FOR PROJECT
MANAGERS
4 STAGES:
EACH ONE DESCRIBED AND
PRESENTED WITH REAL-LIFE
EXAMPLES

8. STAGE 1
PRESENTING PERSPECTIVE
EXPANDING INFORMATION
WHAT DOES THE WORLD LOOK LIKE
IF WE VIEW IT FROM A DIFFERENT
PERSPECTIVE?

9. STAGE 1
CHALLENGING ASSUMPTIONS

10. PRACTICE EXAMPLE:
DEUTSCHE TELEKOM
SHAPING THE FUTURE

11. STAGE 2
DEVELOPING QUESTIONING SKILLS
FOUR TYPES OF QUESTION:
1 . RELATING TO LOGIC AND ANALYSIS
2. RELATING TO VISION AND IMAGINATION
3. RELATING TO EMOTION AND EMPATHY
4. RELATING TO DETAIL AND CONTROL

12. PRACTICE EXAMPLE:
TNT NV AMSTERDAM
RISK AND CONTROL PROJECT

13. STAGE 3
DEVELOPING THE SKILLS OF
ANALYSIS, SYNTHESIS AND
CRITICAL THINKING
LEADERS NEED TO MODEL THE WAY
IN WHICH MULTI-SENSORY DATA IS
ANALYSED AND EVALUATED,
CREATING AND PROTECTING THE
TIME TO DRILL DOWN AND
ESTABLISH DEEP LEVEL LEARNING
BEFORE MOVING INTO APPLICATION .

14. PRACTICE EXAMPLE:
LAING O’ROURKE
THE BRIDGE AT HIGHGATE

15. STAGE 4
ADOPTING EXPANSIVE
PERSPECTIVES AND
MEANING MAKING
COACHING AND MENTORING
LEARNERS TO ENSURE THAT
NEW LEARNING IS
PERSONALISED, TRANSFERRED
AND APPLIED.
ENABLING INDIVIDUAL
LEARNERS TO ‘MAKE MEANING’
THAT IS RELEVANT TO THEM,
THEIR PROJECTS AND ROLES

16. PRACTICE EXAMPLE:
WORLD HEALTH ORGANISATION
BIORISK MANAGEMENT TRAINING

17. SUMMARY
FOUR THINGS YOU CAN DO TO SUPPORT
TRANSFORMATIVE LEARNING
1 . CHALLENGE ‘WHAT WE’VE ALWAYS DONE’
AND PRESENT NEW PERSPECTIVES
2. ENCOURAGE CRITICAL CURIOSITY AND
DEVELOP QUESTIONING SKILLS
3. SEEK DEEPER LEVELS OF UNDERSTANDING
BY APPLYING CRITICAL THINKING
4. MODEL THE IMPORTANCE OF LEARNING, BY
VALUING REFLECTION, TOLERATING SOME
RISK, COACHING AND MENTORING

18. CONTACTS
FEEL FREE TO KEEP IN TOUCH
ANN ALDER
GRAHAM COOK
http://rsvpdesign.co.uk/
annalder@rsvpdesign.co.uk
graham@rsvpdesign.co.uk