and encouragement to take risks that will enhance growth.
The nature of support and risk is sensitively gauged and
meet the needs and aspirations of the individuals and groups
process that is guided by agreed objectives, but
which also provides opportunities for open-ended curiosity,
of moving beyond what is safe, known or familiar.
that are fulfilling and intrinsically rewarding.
The sense of fulfilment and reward may arise mostly from the
itself, or may arise mostly from the process of
through positive feedback - perhaps following 'unfulfilling'
that are 'missing'.
For young people these experiences will generally involve
thresholds and new ways of learning. For older people these
may include rediscovering 'the child within'. What is
be guided by a curriculum/checklist of experiences to which
has a right, but what is 'missing' is something that is
intuitive judgement made by the individual - perhaps in
trusted others. For many young people the 'missing' experience
in a supportive developmental group is the starting point from
other 'missing' experiences can be 'found'.
are the outcomes?
learning is now part of me, some I will need to remember."
(quote from a development training participant)
("now a part of me")
'Growth' outcomes are sensed but they may be hard to describe
measure. The person has changed
(typically more confident - but perhaps only in certain
("I will need to remember")
'Learning' outcomes are achieved more consciously and are
describe and measure. The person is empowered
(typically more in control, but does not necessarily choose to
what they have learned).
The ultimate outcome is not independence
in which the learner no longer needs support and
Lifelong learners need continual support
and encouragement, but may learn to source these things in
ways (e.g. through mentoring, developmental supervision or
development training links: