2. Allen Tough 1936-2012
Canadian Adult Educator,
Futurist, Researcher, Author
Prof Emeritus University of
Toronto
Self Directed Learning
Informal Learning
SETI(search for extraterrestrial
intelligence)
Books
1967: Learning Without a
Teacher
1971: The Adult's Learning
Projects
1982: Intentional Changes
1991: Crucial Questions
About the Future
1995: A Message from
Future Generations
2000: When SETI Succeeds:
The Impact of HighInformation Contact
3. Chapters
1.
2.
3.
4.
5.
6.
7.
8.
Focusing on Intentional Changes
Areas of Change
The Size and Importance of Intentional
Changes
Who Chooses, Plans, and Implements
the Changes
Implications for Improving Professional
Practice and Policy
An Optimum Amount of Professional
Control
Significant Directions for Research
An Optimistic Future for Intentional
Changes
4. Intentional Changes
Study
A comprehensive study focusing on intentional changes among
adults. Different approaches to the way adults implement change
Conducted personal interviews with 150 individuals (Canada, the
United States, and England)
Each person was asked to asked to recall their largest, most
important intentional change during the past two years
Almost all of the 150 respondents reported significant changes,
and 31 percent were able to describe “a huge or enormous
change” within the two year period.
Change contains two key elements
Choice (conscious choice, with intention, not coerced, voluntary)
Striving or action (The person took steps to achieve change)
Findings
5. Table 1- Areas of Change
Area
Percentage
Career, job, and training
33
Human relationships, emotions, and
self-perception
21
Enjoyable activities
11
Residence location
10
Maintenance of home and finances
7
Physical health
7
Volunteer helping activities3
3
Religion
3
Basic competence (in reading,
driving, etc.)
3
Each figure indicates the percentage of adults whose largest, most important intentional change in the past two years falls primarily
within the given area. N = 144. Source: Allen Tough. Intentional Changes: A Fresh Approach to Helping People Change. Chicago:
Follett.,1982, p. 26.
6. Table 2 – Extent to Which Various Resources
Contributed to Choosing, Planning, and Implementing
the Changes
Resource
Choosing
Planning
Implementing
The person
himself/herself
68
69
73
Non-professionals in
individual one to one
interaction
23
19
16
In a group
2
2
1
Professionals in
individual one to one
interaction
3
7
6
0.3
1
2
4
4
2
In a group
Books/other resources
For each of the three tasks in turn, each interviewee distributed 100 percentage points among the various resources. This table
presents the means of those percentages. Source: Allen Tough. Intentional Changes: A Fresh Approach to Helping People Change.
New York: Chicago: Follett.,1982, p. 53.
7. Implications for Improving Professional
Practice and Policy
1.
2.
3.
4.
5.
6.
7.
Improve individual
competence and managing
change
Develop better help with
goals and planning
Increase information about
opportunities and resources
Reduce undue restriction on
freedom of choice
Widen the range of
opportunities and resources
Improve ongoing support
from nonprofessionals
Improve the effectiveness of
professional helpers
8. An Optimum Amount of Professional
Control
Continuum of Control
0
100%
_________________________________________
__
Person has zero control because the help has complete control
Person retains 100% of control
Who controls the Choice of the Change, Strategy Decisions, Implementation Activities?
Source: Allen Tough. Intentional Changes: A Fresh Approach to Helping People Change. New York: Chicago: Follett.,1982, p. 105.
9. Chapters 7 & 8
An Optimistic Future for Intentional
Changes
Significant Directions for Research
Place of Intentional
Changes within all
changes
Basic surveys of
Intentional changes
Causes of over
control
Needs for Additional
help
Significant
Directions for Policy
and Practice
Implications for
Research
Achieving the full
potential
10. Reference:
Tough, A. (1982) Intentional Changes:
A fresh approach to helping people
change. Chicago: Follett.
Editor's Notes
Learning Projects book was chosen as one of the ten classical books in adult education3 goals of self directed learningAbility to direct his/her own learning Ability to foster transformational learning Ability to promote independent learninghow most adult learning takes place outside of institutional frameworks-informal learning
Introductory notes.
31 percent were able to describe “a huge or enormous change” within the two year period. Only 3 percent labeled their changes as “trivial,” and only 4 percent were unable to cite any change. The most common area of change (33%) related to people’s jobs. (changing jobs, learning new responsibilities, changing operations within one’s own small business, or gaining competency for certain aspects of jobs)The second highest area of change related to relationships, emotion and self awareness (improvement of primary relationship through development of their own feelings, marriage, parent, child relationships)
People took credit for their changes; they assigned themselves about 70 percent of the credit for choosing, planning, and implementing changes. Although they sought help from others, they generally gave credit to nonprofessionals rather than to professionals. Also, they gave more credit to “one-to-one interaction” than to group interaction. One of the most interesting findings was that professionals in group settings received little credit for choosing, planning, or implementing changeThe dominant role chosen was their own change but obtained some help from friends and other non professionals and less help from professionals and books.
According to Tough, the most significant directions for fostering and facilitating beneficial changes in the future will be Help people become more knowledgeable about intentional changes and planning their own changeTo develop a variety of effective help with chosen goals and directions for change with strategies and pathsFull and accurate information to be available and communicated about courses, workshops, seminars conferences, therapy groups, etc.Free to seek or not seek help from anyoneBroaden scope of mission or services to facilitate a wide range of changeProfessionals, organizations, or human services agencies could partner in change by finding suitable non professional helpersHelpers can choose from a variety of paths for improvement
Largest chapter in the bookSpends a lot of time going over the implications of the dataFocuses on the interaction that occurs between the changing person and the helperAnswers questions does the professional helper have an appropriate amount of control or too much or too little?
