Inkubator Gradanske Inovacije - Civic Innovation Incubator
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Development document for a "Democracy Enhancement / Evolution" project in Croatia. Used to stimulate discussion in the steering committee and to foster feedback from the wider community.
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Inkubator Gradanske Inovacije - Civic Innovation Incubator
- 1. Civic Innovation Ecosystem Leadership Incubator / Accelerator Skillset + Mindset = Success Believe in New Yourself Times Proposal for Discussion Build New Yourself People Ivan Popovid ŽeljkoZidarid Be New 2 April 2012 Yourself Ideas
- 2. The Problem in Croatian Society After 70 years of repression in both the Serbian and Communist Yugoslavia, Croatian individualism along with identity was repressed - we still suffer. • Old fashioned hierarchical & patriarchic social personality • “Only when he is 45 does a man get out of his diapers” • Youth wait to get “Party Approval” to take initiative Modern society requires increase in emotional intelligence. Old communist mentality that still infests the three pillars of society needs to be purged. Civic / Social innovation and evolution is being held back because the youth are kept down and powerless. The Croatian people, especially the youth, need a renewal of hope. Hope comes from a new vision and vision is dependent on leadership. Zeljko Zidaric Croatia is today what the West was back in 1960 before the Hippie Movement sparked a social evolution. "Where there is no vision, There is no development pipeline through which the people perish.” future leaders can be developed. -- Proverbs 2
- 3. Vision Statement Vision - Foster social innovation Develop and cultivate a new communication age mindset which fosters individualism, creativity (conceiving) and innovation (implementing) which will provide a new hope and work toward improving the common good and reaching the fullest Croatian potential. Deprogramming from the Cult of Communism The young generation already has the innate Zeljko Zidaric characteristics required for success but they are being submerged by “social problems” Our goal is to bring out the best in the Croatian people so that they can attain their full potential
- 4. New Mindset - Humble Leadership Leadership = Character + Competence Traditional Characteristics = Emotional + Intellectual Intelligence of Good Leadership The higher the Emotional Intelligence the lower the Balkanism • Vision Humble Leaders: • Charisma 1. lead by example - integrity inspires trust • Communication 2. clarify purpose - through group involvement • Creativity 3. align systems – do and measure what you say • Ethics 4. unleash talent – empower people 5. willing to admit mistakes, and overcome them Power in today’s transparent and open world is not power over something, but power that energizes and connects. You build your power, not by ordering people around, but by finding areas of common ground and opening up a world of possibilities that can only be unleashed through cooperation and trust. A great leader takes risks by freeing up the creative genius in their followers to build their capability and multiply the talents of the organization. This leads to transformation of the community and greatness. 4
- 5. New Mindset – Empowered Individualism Our Objective In the EU – we compete on Brainpower Growth Mindset • Attitude magnifies Aptitude • Success requires a skillset AND Mindset 2020 Mindset / Mentality • A habitual or characteristic mental attitude that determines how you will interpret and respond to situations. • The set of beliefs a person has which Catalyst to affects the outcome of all their endeavors. Evolve 60 • Mindset is important because everyone is valuable and responsible for success. in 6 Years Three part initiative: Zeljko Zidaric 1. Promote enlightened individualism 1960 2. Foster civic creativity and innovation 3. Opportunity for self development Fixed Mindset Our goal is to unleash the potential ! 5
- 6. Result of Leadership “Mindset Catalyst” Our Goal: Catch up to global leadership standards, faster. Leadership capability ( LC ) m1 Catalyst Benefit m0 Croatia Catalyst Leadership m= Evolution m1 >m0 2010 2015 2020
- 7. Three Streams of “Mindset Catalyst” Creative Sample Critical Commun- Collabor- Civics Prob- Activities Thinking ication ation Ethics Solve CPp Commp Collb Civp Business Case People CTp Recognition Business CTb CPb Commb Collb Civb Program Youth Sabor Politics CTx CPx Commx Collx Civx Skills are the same, but tweaked for the relevant sector of society Develop activities which will optimize the learning experience for each stream and skill
- 8. Socratic Method – Social Learning + Self Discovery Harvard Case Base Education 1. Independently research a topic – identify the key issues then examine the causes and consider alternative courses Replicate the Croatian of actions and develop recommendation. Café Phenomenon 2. Open-ended provocative discussion. “Teacher” is more of a moderator of dialog and asks provocative questions. Key to success is that dialogue is Teaching by Asking Instead of by Telling exploratory and involves the suspension of biases and prejudices. The session is Socratic method of teaching is based on not a debate where someone must win. theory that it is more important to think for yourselves, achieving self knowledge, than to merely know the ”right” answers. Student does not just passively learn the subject but also learns to think critically and express ideas with clarity. Empower by developing self-confidence. Participants will learn their own truth rather then memorize someone else's. 8 Innovation!
- 9. Diaspora Involvement – “Mindset Transfer” Develop a Mentor Program where Diaspora Croats mentor Homeland Croats. Take Croatian social networking to the next level. There is no need to reinvent the wheel to become successful. Learn from others who have already accomplished what you want to achieve. Two types of mentors • Returnees physically in Croatia • “Virtual Mentors” - Croats still in the Diaspora Benefits to protégé • Learn for other people’s experiences • Gain new perspective, what you don’t learn in school • Get support and motivation in time of confusion Benefits to Mentor • Build your leadership and management skills • Give back to community – good civic citizen • Meet new people and access new talent • Insights into younger generation thinking
- 10. Mission Statement Mission Create a brand and ecosystem, for the new mindset, which will unlock the potential of young Creativity = Ideas Croats by giving them a theoretical foundation of Innovation = Ideas + Action what is possible and then guide them in integrating those concepts to expand their vision of what is Creativity = Novelty possible so that they can bring tangible evolution to Innovation = Novelty + Value the Croatian body. Process for Mindset Change Short Term Mid Term Long Term Zeljko Zidaric Introduce Integrate Reinforce Educate Pers. Dev. Inspiration for Action Develop agents of change: We will help you develop so that you can change the
- 11. “Teaching” a Mindset What we teach Skillset Mindset Socratic Social Reinforce Non-formal Skillset Method Networking Mindset Youth Peer Support Can be taught in Parliament Can be ‘taught’ in Groups days or weeks. How we teach 20% 50% months or years. Value comes to Value comes to those few that those many that have the greatest 10% 20% have the greatest depth of Introduce breadth of Formal knowledge. Lectures knowledge. Motivation Readings Coaching Explicit Implicit How to do it What is possible 11
- 12. Part 1a: Private Individual We need to overcome a culture of “let someone else solve the problem” We propose to develop an Award Program which is based on accepting new challenges, setting personal goals and experiencing successes which will build their self-esteem and self confidence. During the program participants will develop qualities like responsibility, trust, and the ability to Bronze Silver Gold plan and organize themselves. Social Service Participants do not compete with other, only with themselves. Self-motivation is fundamental to the Program. The criterion for gaining an Award is based Leadership on individual improvement based on each participant’s starting point and potential. Skill Develop Zeljko Zidaric Partner with: Exploration Hrvatska Mreza Vol. Centara VolonterskiCentar Zagreb, Osijek, Pula Civic dispositions we strive to promote: Udruga SMART – Rijeka public spiritedness, civility, respect for the rule Udruga Mi - Split of law, critical-mindedness, and a willingness European Voluntary Service to listen, negotiate, and compromise. 12
- 13. Part 1b: Public Citizen Citizenship, Civic Virtue and Duty Civics is not ‘sexy’ - we need a Trojan Horse A Foundation in Civics Politics and Adventure will be our Trojan Croatian education system does not educate Horse for getting people to think about students in the fundamentals of civics community, cooperation and responsibility. – how to be a good citizen. Training in “politics” might get people in Many people focus on their rights as citizens, the door but we plan on educating them but few consider what their responsibilities are. on the values of civic duty.. People wait for someone else to find solutions. The younger generation will start to think more about what they can do for their country rather than what their country can do for them. Corruption is based on placing private interests ahead of the common good. Zeljko Zidaric Hopefully, people that learn the value of civic virtue in their youth will be better leaders of society in the future – or at least expect more from their leaders and government. Merit should be prioritized over status. 13
- 14. Part 2: Business – Finding Opportunities Today, Croats are experts at identifying ten reasons why a new business idea will fail. Business is the safest laboratory for experimentation with a new mindset. Business problems are the easiest to analyze and solve and assess the value of the new mindset. In Silicon Valley, people identify ten ideas how to make a new concept work. Using concepts from Harvard business case method and Silicon Valley incubators, we will assess one another’s business ideas and develop a support system which will foster optimism. Zeljko Zidaric Bring best practices from around the world To motivate business leaders. Develop a monthly new venture networking event where young business professionals can meet and discuss new ideas. 14
- 15. Part 2: Understanding Government What should we expect from a democracy? Develop year long mock Sabor Croatia is still in transition. The people do not yet have a “feeling” for what democracy should be. To Half the participants take the role of the many, the government is a soap opera that they government and given a ministry to be watch and grumble about in the café. responsible for. Commitment to Compromise Other half plays the role of the opposition Politics is the art of compromise. Winning the vote and acts as government critics. does not empower a tyranny of the majority. Once a party wins an election and becomes the government After the year long exercise, participants it must work for the benefit of all citizens. switch sides to develop new perspective. The Role of the Citizens Citizens ensure the accountability of the government. For 50 years people were afraid to speak out against the government. Some youth have spoken but they get criticized. People, especially the youth must be empowered to have their voice heard. Zeljko Zidaric Co-opetition – for common good Both government and opposition work for common good. Role of the opposition is not to just oppose the ruling party – but to propose superior solutions. 15
- 16. Part 3: Understanding Practical Politics The political process needs to be Understanding Election Campaigns demystified and reinvigorated Practical Politics: Air War • Youth Leadership School - National - for local, regional and national levels • How to be a Candidate and Campaign Manager • Organizing at University and Grassroots Levels Election campaign = • Public and Media Relations Shifting Resource Allocation 90% Science • Public Speaking and Debating + 10% Art • Fundraising Workshop Problem in new • New Media, Social Media and Blogging democracies is that often campaign Political Philosophy: managers don’t • Practical differences between Right, even know what Center and Left Wing philosophies they don’t know. • How to develop effective arguments against your opponents policies and programs Zeljko Zidaric Learn by Experience: • Case based / Socratic learning Ground War • Mentorships and internships - Local • Global nest practices 16
- 17. Program Scheduling Weekly Meeting W 2 hour event Based on participant W interests. Informal information sharing and teaching W Monthly Social W MS MN Networking event. Three or four hour event for meet to W MN meet and discuss social issues. W MS Monthly Seminar Zeljko Zidaric Summer Program – June, July August All day event with Develop a “Leadership Camp” – which would be part academic, professional presenters part athletic and part team building to help develop young and work groups to people as better citizens and leaders. develop skills Option: Youth Exchange – to learn from other cultures 17
- 18. Serve all of Eastern Europe Become a Destination Point Croatia can gain prestige by having the “go to” school for the new mindset and humble leadership training serving new societies that were once Eastern Block countries and are facing the same obstacles that Croatia is facing. Teach courses in Croatian for local students and in English for the international students. We also develop connections in the EU and around the world. Note: We use cross border experiences as learning opportunities. We all learn from one another. Zeljko Zidaric Develop cross-border networks and friendships which will lead to future understanding and cooperation. 18
- 19. Incubator Development Plan Steering Committee Guidance Taking steps at milestones Development Project Management Phase 5 Award We have a grand vision which we can attain Goal ??? through a number of small manageable steps. Phase 4 Mentorship The first phase will be to start developing the Goal : 1,000 brand and network through lectures and seminars. Weekly, we provide one two hour Phase 3 Mock Sabor lecture and monthly, a day long seminar. Goal: reach 750 participants Once a network is established, we will Phase 2 Networking Events reinforce the network through monthly social Goal: reach 500 participants networking events. Phase 1 Lectures and Seminars These first steps require more human capital Goal: reach 200 participants than financial capital. Once the brand is established then we can develop the more complicated activities which include the Youth The process could take anywhere from Mock Sabor and the Development Recognition one to three years depending on what Award. sort of partners we have participating. 19
- 20. Incubator Requirements Staff • Focus on practical business, social and political experience • New generation of business and political thinkers and activists • Specialists in marketing, sociology, psychology, organizational development • International support network • Database of volunteers that can teach • Library / education resource Location • Permanent physical location in either Zagreb or Split • Location is large enough to house: • Classrooms, meeting rooms and presentation areas • New media development center • Administrative offices • Dormitories for up to 30 students Funding Zeljko Zidaric • Not for profit status • Start-up to finance purchase of location and equipment • Foundation and endowment to fund ongoing expenses 20
- 21. Project Management: 6, 12 and 24 Month Plan Team & Think Tank Checkpoint Checkpoint Strategy Phase 1 Phase 2 Phase 3 Proof of Build National Org Local Leader Database Concept Checklist Checklist Checklist • Steering Committee • Develop Zagreb HQ • Develop offices in Rijeka, Split, Osijek • Org Paperwork • Find Educators • Start educating students • Vision + Mission • Curriculum • Spread Message & Grow • Org Structure • New media resources • Civic services and volunteerism • Local Partners • Diaspora Contacts • International Partners • Seed Capital • Build Budget • Operational budget $10-15,000 $50-$75,000 $5 to $10,000 per month • Diaspora • Parties & Udruge • Corporate donors • Local Investors • Croatian Gov’t • Wealthy donors •Nacionalnazakladaza • EU funds razvojcivilnogadruštva 21
- 22. Growth through Co-operation and Co-ordination Partnership - Leverage what exists There already exist organizations doing individual actions Our objective will be to partner with the best organizations Consolidation leads to critical mass and greater brand awareness Udruga 1 Potential partner organizations Phase 1 • Toastmasters Udruga 7 • Youth parties Incubator Zaklada2 • Young activists • Volunteer organizations • Civil Society Organizations Group 6 • Business schools Udruga 3 • Diaspora Croats Group 5 Phase 3 Group 4 Phase 2 22
- 23. Random Thoughts •New times require new ideas. •New ideas require a new mindset • Expect more from yourself, expect more from them •Igniting the imaginations of the next generations •Engage young Croatians in a meaningful exploration It is not the problems we face that define us of civics and the responsibilities of citizens It's how we choose to handle them •The days of ‘like father like son’ are gone. Inspiring early civic learning, building a •Turn noise of the people into the voice of the people foundation for future success •Inspiring self discovery •Active Citizenship A strong nation is built on strong people •Are you up to the challenge? 23 An evolving nation is built by innovative people
- 24. Steps in Social Evolution Leaders Role Models The People Destination Starting Point Step 1 Leader make the transition Step 2 Society takes transitional steps Step 3 Society reaches destination 24
- 25. Innovation in Action Sharing Collaboration Zeljko Zidaric 25
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Notes de l'éditeur
- We need to do research to understand what is holding us back.
- “Creativity is thinking up new things. Innovation is doing new things.” – Theodore Levitt.I think creativity is indeed thinking up new concepts/things. Innovation is making this new concept/thing practical in a novel way. Creativity is dreaming up a new invention and innovation is making it real in ones own unique way. When you bring something new into existence you can say you created it. You cannot say you innovated it. And again when you improve something that already exists you cannot say you created it but you can say you innovated it.Creativity is the capability or act of conceiving something original or unusual - “Creative”, however, is more of an “internal” word. It’s subjective, it’s murkier. It’s far harder to measure, it’s far harder to define. It’s an inward journey, not outward.Innovation is the implementation of something new. - “Innovative” is an “external” word. It can be measured. It generally talks about things that have been tested properly and found to have worked in the real world.If you have a brainstorm meeting and dream up dozens of new ideas then you have displayed creativity but there is no innovation until something gets implemented. Somebody has to take a risk and deliver something for a creative idea to be turned into an innovation.We tend to think of an innovation as a new product but you can innovate with a new process, method, business model, partnership, route to market or marketing method. Indeed every aspect of your business operation is a candidate for innovation. Peter Drucker said, 'Every organisation must prepare for the abandonment of everything it does.' So do not restrict your vision of innovation to products. Some of the most powerful innovations you can make are in business methods and customer services. If we look at companies like Dell, eBay and Amazon we see that their great innovations were with their business models rather than in new products.Innovations can be incremental or radical. Every improvement that you make in products or services can be seen as an incremental innovation. Most businesses and most managers are good at incremental innovation. They see problems in the current set-up and they fix them. Radical innovations involve finding an entirely new way to do things. As such they are often risky and difficult to implement. Most larger organisations and most managers are poor at radical innovation.
- the four imperatives of leadership.The first is to inspire trust. You build relationships of trust through both your character and competence and you also extend trust to others. You show others that you believe in their capacity to live up to certain expectations, to deliver on promises, and to achieve clarity on key goals. You don’t inspire trust by micromanaging and second guessing every step people make.The second is to clarify purpose. Great leaders involve their people in the communication process to create the goals to be achieved. If people are involved in the process, they psychologically own it and you create a situation where people are on the same page about what is really important—mission, vision, values, and goals.The third is to align systems. This means that you don’t allow there to be conflict between what you say is important and what you measure. For instance, many times organizations claim that people are important but in fact the structures and systems, including accounting, make them an expense or cost center rather than an asset and the most significant resource.The fourth is the fruit of the other three—unleashed talent. When you inspire trust and share a common purpose with aligned systems, you empower people. Their talent is unleashed so that their capacity, their intelligence, their creativity, and their resourcefulness is utilized.Leadershiphttp://www.alumni.hbs.edu/bulletin/2001/february/leader.html
- Pathways to effective cultural changeThere is a recommended approach to culture change. Gagliardi[ii] suggests the following be adopted:1. Educate stakeholders as to why change is necessary;2. Communicate the new culture that is desired;3. Use value statements to embed the new cultural requirements;4. Give people the skills, knowledge and capabilities they will need to work differently;5. Create processes, systems and ways of working that enable people to put the new values into practice; and6. Use performance management and rewards to enforce desired behaviours.http://www.leehopkins.net/2010/11/15/how-to-change-a-traditional-organisational-mindset/
- How to Change a MindsetTo change a mindset you first need to know that your mindset needs changing. Many people don't know that they need to change their mindset. Then there are those who are in denial, which means they know, but are too scared to make the changes. Finally, there are those who know and do. Which one are youInstructions1To change a mindset we have to change habits sometimes long time ones. Check out this definition of mindset: a habitual or characteristic mental attitude that determines how you will interpret and respond to situations.This means a right mindset could potentially change every decision we make for the better. On the other hand, a wrong mindset can change it for worse. So it seems, a mindset is pretty important if it has this kind of power over our lives.2Focus on the positive and let the negative slide. This is easier said than done, but doable. The alternative is focusing on the negative. After all, you can only focus on one at a time, so there's a choice. Choose the positive every time and see how much better the situation turns out.Unlearn the negativity in your life. If you learned it, which you did, then you can unlearn it. Somewhere in the past negativity was programmed into your mind. The only way to have a positive change in mindset is to kick the negative one out!3Be aware of what you say. The words that come out of your mouth go into your ears. If you're being critical of yourself and or others this feeds the cycle of negativity. It can only bring you and others around you down. Speak words of encouragement and lift yourself up to a higher level of performance and productivity. As a result, you will experience success instead of failure.Face fears head on and don't look back. It's when you look back that the old patterns start to look good, because they're what you know. If you want to change a mindset for the better then you can't go back. If you go back it will change too, but for the worse. When you allow a negative mindset to rule it always gets worse never better. There's nothing right about wrong!4Quit hanging out with naysayers let them go right now. If not, they will be happy to help you wallow in self pity and negativity. They don't want a change in mindset and they don't want you to have one either. The old saying misery loves company is still as true today as it ever was.Believe in yourself and know that life is what you make it. You really do hold the winning hand, but you have to play your cards right.Read more: How to Change a Mindset | eHow.com http://www.ehow.com/how_5237982_change-mindset.html#ixzz1u9NbQ8VDMoving from Fixed Mindset to Growth Mindsethttp://www.thechangeblog.com/how-to-change-your-mindset-for-growth/Nature of Changehttp://mindsetonline.com/changeyourmindset/natureofchange/index.htmlhttp://mindsetforliving.com/http://www.setminds-mindsets.com/mindsets/the-growth-mindset.html
- Simulations enable highest retention ratesEffective learning and development is about understanding and adopting new or different behaviors and skills. How often do we experience training and development interventions that do not achieve this adoption of new skills and behaviors? It is a fact that many of these training interventions fail to deliver the outcomes that had been hoped for - why is this? Put quite simply, it is because mindsets have not been changed!People only change behaviors when their beliefs change, and in order to impact behaviors we must first change people’s mindsets. Human beings tend to resist change and that is why any learning intervention must be able to effectively change mindsets in order to facilitate a change in behavior.It is not enough to teach people new theories; you also need to change their mindsets so they can adopt these new skills away from the classroom.Our Blended Learning approach and "Learning by Doing" methodology are more effective at changing mindsets than traditional training - this is why you will experience far greater impact and behavioral change with Actando than traditional approaches and organizations.
- http://www.nae.edu/File.aspx?id=14491
- The Crucial Difference Between Creativity and Innovationhttp://lateralaction.com/articles/creativity-innovation/Innovation and Creativity -- Beyond the Mission Statementhttp://clomedia.com/articles/view/innovation_and_creativity_beyond_the_mission_statement/1our mindset is not a minor personality quirk: it creates our whole mental world. It explains how we become optimistic or pessimistic. It shapes our goals, our attitude toward work and relationships, and how we raise our kids, ultimately predicting whether or not we will fulfill our potential. Dweck has found that everyone has one of two basic mindsets.If you have the fixed mindset, you believe that your talents and abilities are set in stone - either you have them or you don't. You must prove yourself over and over, trying to look smart and talented at all costs. This is the path of stagnation. If you have a growth mindset, however, you know that talents can be developed and that great abilities are built over time. This is the path of opportunity - and success.
- Formal education is linked with schools and training institutions, from lower primary schools to the upper reaches of university. Non-formal learning is linked with community groups and other organisations, “covering highly contextualized, highly participatory educational activities”. Informal covers what is left, e.g. interaction with friends, family and colleagues (Rogers, 2004). The kinds of learning within these contexts are intentional (purposeful learning) incidental learning(learning as a by-product of doing). The learning outcomes are Explicit(the student can verbalize what he knows) implicit (the student acts adequately in the situation he is in, without being able to explain why and how).Formal learning Formal learning is learning that: - occurs within an organized and structured context (within the conservatoire), that is explicitly designated as learning; - is curriculum-bound, teacher-driven or at least teacher-initiated: ‘what’ and ‘how’ to learn and teach is pre-described (Boeckaertsand Minnaert, 1999); - expects students to remain on-task regardless of the value they attach to the task, their motivation or interest; - relates to intentional learning and explicit knowledge (knowledge that can be verbalized and skills that can be demonstrated at request). Incidental learning and implicit knowledge (unintended learning results) are not formally recognized; - regards the teacher as all-knowing and students as ignorant (empty vessels that have to be filled with knowledge); aims at the acquisition of relevant musical competencies that are specific for the core business of the musical profession; is structured in 1st cycle studies (e.g. Bachelor) and 2nd cycle studies (Master) programme, which include major/minor components; - is credential-based and leads to a formal recognition; - requires specific entry competencies from students. Learning and teaching Learning is primarily intentional: the aims (what to learn), the learning tactics (how to learn) and the performance levels (when is it sufficient) are specified. The learning process is, especially in the first cycle, primarily teacher-directed, and the instruction is given by qualified teachers or mentors. Outcomes Assessment is related to intentional learning and explicit knowledge. Incidental learning and implicit knowledge are not formally recognized.Informal learning Informal learning is learning that: is described as active, voluntary, self-discovering, self-determined, open-ended, non-threatening, enjoyable and explorative; relates to a number of self-regulated processes spontaneously, such as self-initiating learning and self-monitoring their progress; makes an explicit appeal to intrinsic motivation (which in itself facilitates self-regulatory processes); is mostly embedded in a social context, meaning that social cues are highly relevant and that students engage in cooperative learning activities (Bjornavold, 2002); is directed, and mediated by peers who often share the same values, interests and beliefs; utilizes (realistic) objects, materials or settings that are highly contextualized; is more qualitative than quantitative, more process-oriented than product-oriented, more synthetic than analytic, and more flow-driven; is unhurried in nature, self-paced and open-ended with relatively few time constraints; - is not compulsory, lacks individual testing- or assessment procedure, but is based on a collective, informal type of assessment or self-assessment, based on feedback; - is not curriculum based: learning that is not is not structured in terms of formally described learning objectives; - has goals which tend to be broader, resulting in considerable variability in what is learned (Boekaerts & Minnaert, 1999). Learning and teaching “By ‘informal music learning’ I mean a variety of approaches to acquiring musical skills and knowledge outside formal educational settings. I will in general terms refer to informal music learning as a set of ‘practices’, rather than ‘methods’. Informal music practices may be both conscious and unconscious. They include encountering unsought learning experiences through enculturation in the musical environment; learning through interaction with others such as peers, family, or other musicians who are not acting as teachers in formal capacities; and developing independent learning methods through self-teaching techniques” (Green, 2002, p. 16). Musicians working in the field of classical music learn a lot from talking and working with colleagues in the professional field. The culture of the professions that classical musicians are traditionally working in (orchestras, music schools) is often very directive and has strong implicit standards about how to behave (Price, 2002). Outcomes Learning can be intentional (but not teacher-directed) as well as incidental. Young popular musicians largely teach themselves to play music, through processes of skill and knowledge acquisition that are both conscious and unconscious. One central early learning practice is solitary and involves purposive and attentive listening linked to the close copying of recordings, as well as more distracted listening leading to close imitation and improvisatory adaptation. The written is always secondary to the aural. Another central practice involves learning from each other in pairs and groups, through casual encounters and organized sessions, both aside from and during music-making. Through such interaction they copy and exchange ideas, knowledge and techniques, learn to play together, including making covers, improvisations and compositions, of original music (Green, 2002, p. 97). The learning results can be implicit as well as explicit. It doesn’t lead to a qualification but it can be recognised within a formal context (see under definition of informal learning). Musicians working in the field of classical music are constantly expanding their repertoire by choosing and practicing new pieces of music by themselves. By this they not only learn new repertoire but they also improve their practice routines (by learning to cope with deadlines for instance). Non-formal learning Non-formal learning is learning that: - is embedded in planned activities that are not explicitly designated as learning but that contain an important learning element, what is sometimes described as semi-structured learning (Collardyn, 2002); - refers to any organised educational activity that takes place outside the established formal education system (outside of the conservatoire); - is highly contextualised, intended to serve identifiable learning clienteles and objectives (www.infed.org); - is based on a curriculum that is tailor-made, adapted to the needs of the learner group (Rogers, 2004); - is based on a curriculum that is flexible signifying that the structure is non-linear and bottom up; - can be characterized as ‘learning by doing’ and ‘learning on the job’; - depends strongly on reflection (‘in’ and ‘on’ action) fostered by an expert in the field, acting as a mentor: helping students/apprentices to transform experience into knowledge, skills, attitudes, values and convictions; - is fostered by self assessment and peer assessment. Learning and teaching Learning is intentional as well as incidental. The focus here is on learning by doing. Learning from fellow students/participants is as important as learning from a teacher or mentor. Coaching is the dominant teaching tactic in this context. Coaches don’t always have to be qualified music teachers; musical experts and other experts related to the professional field (staff members of orchestras and music schools etc.) can be involved too. First and foremost they have to be very good reflective practitioners. Outcomes Incidental learning outcomes are as much valued as intentional learning outcomes. Reflection is a powerful means to learn from experience, to make explicit what is acquired implicit, to transform experiences into knowledge, skills, attitudes, emotions, beliefs and the senses.
- Also develop an award program for organizations and companies which work to promote the new mindset and empower youth to make a difference in society.
- Government: Youth (Mock) SaborVision - Develop a critical capacity for inquiry and reflection of Parliamentary democracy and governance.Learning Objectives Students will come to understand key concepts of Parliament and active citizenship. Students will develop a knowledge of issues that the government must take into account.Skill Development Build research and critical thinking skills. Develop presentation skills and building arguments in constructive speech and debate. Collaborative cooperative learning skills will also be emphasized. Write articles communicating how the Youth Sabor would address issues of concern.Youth Sabor participants will hopefully have an opportunity to interact with Sabor members for a real world learning opportunity.
- Other siteshttp://www.civicinnovation.org/trailblazer_history.htmlTrailblazer Award Program
- MotivacijeskeTehknikehttp://www.poslovniforum.hr/management/motivacijske_tehnike.asp