Practitioner Development2018-09-24T18:04:42+00:00

Practitioner Development

I am passionate about developing practitioners and leaders who want to expand their capacity to design and guide change. To support transformational learning experiences, I integrate and balance opportunities for conceptual learning, practical application, and personal development.

I have been involved in adult education for 25 years and have designed and led rich learning experiences that range from short modules to extended one- to two-year-long programs. These include programs that are offered to the general public as well as internally for specific organizations.

This orientation also informs my consulting to organizations, where I always look for opportunities to expand client capability to guide and lead change.

Core elements in my approach include:

  • Learner-centered design: This involves understanding how learning designs can reflect the needs, interests and learning styles of the individual learner and of the overall group.
  • Working with real challenges: Applied learning brings theoretical knowledge to life. By engaging real situations, learners deepen their conceptual understanding and find opportunities for actual skill development.
  • Reflexive practice: For more complete learning experiences and integration, it is important to invite practitioners and leaders to reflect on how their mental models, beliefs, emotional processes and behaviors shape their perceptions, and how these in turn shape thinking, and behavior.
  • Peer-learning and exchange: Most professional development occurs within a specific field of practice. Peer exchanges provide some of the richest learning experiences.
  • Cross-cultural knowledge processes: There are significant differences in how individuals and groups in different cultures approach learning—whether the cultures are national, industry-based, or organizational. Sometimes learning cultures need to shift; sometimes they need to be supported just as they are. Clear agreements with sponsors guide these choices. Underlying everything is having the learner feel respected and empowered in their role.
  • Facilitative guidance: I am highly attuned to the evolving learning needs of the group. While I always attend to the desired learning outcomes, I am also flexible and able to adjust the learning focus as needed. This dance of attuning, offering, and receiving becomes a beautiful, extended exploration of possibilities.

Practitioner Development

I am passionate about developing practitioners and leaders who want to expand their capacity to design and guide change. To support transformational learning experiences, I integrate and balance opportunities for conceptual learning, practical application, and personal development.

I have been involved in adult education for 25 years and have designed and led rich learning experiences that range from short modules to extended one- to two-year-long programs. These include programs that are offered to the general public as well as internally for specific organizations.

This orientation also informs my consulting to organizations, where I always look for opportunities to expand client capability to guide and lead change.

Core elements in my approach include:

  • Learner-centered design: This involves understanding how learning designs can reflect the needs, interests and learning styles of the individual learner and of the overall group.
  • Working with real challenges: Applied learning brings theoretical knowledge to life. By engaging real situations, learners deepen their conceptual understanding and find opportunities for actual skill development.
  • Reflexive practice: For more complete learning experiences and integration, it is important to invite practitioners and leaders to reflect on how their mental models, beliefs, emotional processes and behaviors shape their perceptions, and how these in turn shape thinking, and behavior.
  • Peer-learning and exchange: Most professional development occurs within a specific field of practice. Peer exchanges provide some of the richest learning experiences.
  • Cross-cultural knowledge processes: There are significant differences in how individuals and groups in different cultures approach learning—whether the cultures are national, industry-based, or organizational. Sometimes learning cultures need to shift; sometimes they need to be supported just as they are. Clear agreements with sponsors guide these choices. Underlying everything is having the learner feel respected and empowered in their role.
  • Facilitative guidance: I am highly attuned to the evolving learning needs of the group. While I always attend to the desired learning outcomes, I am also flexible and able to adjust the learning focus as needed. This dance of attuning, offering, and receiving becomes a beautiful, extended exploration of possibilities.