Evaluation of Transformative Learning Circles

New models for competence development help adult educators1 meet new challenges

A learning model from an NVL pilot project NVL 2017 © Nordiskt nätverk för vuxnas lärande www.nvl.org

ISBN 978-952-7140-44-4

This publication has been financed by the Nordic Council of Ministers through the strategic means of NVL.

Cover photo: unsplash.com/Luke Ellis Layout: Marika Elina Kaarlela/Gekkografia

http://bit.ly/NVL_TLC

• 2 • EVALUATION OF TRANSFORMATIVE LEARNING CIRCLES – A LEARNING MODEL BY THE NORDIC COUNCIL OF MINISTERS’ NETWORK FOR ADULT LEARNING (NVL)

Kjell Staffas (Ed.) Uppsala University

WITH CONTRIBUTIONS FROM: Antra Carlsen Kompetanse Norge/NVL

Maria Marquard Aarhus University/NVL

Pirjo Lahdenperä Mälardalens University

Dorthea Funder Kaas UCC University College

Sami Lehto Tampere University

Malene Kongpetsak ASK, NUUK

Latifa Rachidy Region Gotland

Hans Mikkelsen IBA Kolding

Marianne Sempler Nasjonal kompetansetjeneste for arbeidsrettet rehabilitering

• 3 •

Index

Preface...... 5

1. Implementation, involvement and development process of the project – Maria Marquard...... 6

2. Transformative learning circles: Key concepts for the planning, organization and working methods of the project – Pirjo Lahdenperä...... 18

3. Evaluation report – Kjell Staffas ...... 24 The documentation process...... 26 The facilitation...... 31 Diversity in and between the learning circles...... 33 Conclusions...... 41 Discussion and further exploration...... 43

4. Stories of experience and local impact of the Nordic TLC work...... 44 Story of Experience – Dorthea Funder Kaas ...... 45 Entrepreneurial Mindset – Thinking about the Transformative Learning Circle process – Sami Lehto ...... 47 My personal story – Malene Kongpetsak Pedersen...... 48 Transformative processes with newcomers – Latifa Rachidy. . . . . 49 Building an infrastructure for stimulating entrepreneurial mindset – Hans Mikkelsen ...... 51 Short about the Norwegian circle – Marianne Sempler...... 52

5. Implications and recommendations for further Nordic work – Pirjo Lahdenperä/Maria Marquard...... 56

Appendix: Participants in the three Nordic learning circles and the steering group ...... 59

• 4 • Preface

he Nordic network for adult learning (NVL) plementation level . The knowledge base has been is a programme under the Nordic Council of created through a collaborative process at the Nor- TMinisters (NCM) which aims at developing dic level and has been directly implemented in the practice and policy in the field of adult learning . The participant organisations locally, bringing in this way NVL promotes Nordic cooperation in lifelong learn- positive results from Nordic experiences to the local ing by focusing on cross-sectoral cooperation in the communities and organisations . priority areas defined by the Nordic Council of Min- The fact that each participating organisation has isters . The pilot project on Transformative Learning introduced a challenge from their national or local Circles (TLC; 2015–2017) is a multi-layer initiative of context, has made the created solutions highly rel- adult educator competence development . It contrib- evant . The collaborative Nordic work dealing with utes to the professionalization of adult education a vast range of challenges has been based on the staff in the Nordic region by improving the quali- participants’ knowledge and experience, and sup- ty of further training and by testing an innovative ported methodologically and theoretically by a team model that supports the competence development of scientific advisors from the Nordic countries . This of adult education professionals . is why the results have a high transfer value at the The TLC pilot project is a true example of Nordic level and are of immediate relevance at lo- cross-sectoral cooperation and networking at the cal or national level . The evaluation of the TLC pilot Nordic level . The project has ensured a dynamic flow project shows that the methodology supports the of knowledge and experience among the different creation of an entrepreneurial mind-set particularly countries and sectors involved and has created a in changing practices, transforming the perception learning environment, which embraces the differenc- of things and building new relationships . es . It has also ensured that in depth learning takes The TLC model proves to be an innovative way place, resulting in the transformation of own prac- of organising further training for adult education tice . The innovation potential of the TLCs has been professionals and shows results that promote en- acknowledged by a vast range of participant organ- trepreneurship . For future organisation of TLCs, the isations including the public employment services, evaluation of the effects at the local level is desir- business colleges, adult education centres, munic- able . NVL will continue exploiting the results from ipalities, enterprises, organisations, and authorities the TLC pilot project and welcomes new coopera- dealing with migrants and newly arrived persons in tion suggestions . the Nordic countries . I would like to thank all the involved persons and The project has made the Nordic cooperation organisations, the Nordic project group and the re- visible through the participant organisations of the search team for their engagement and commitment! Nordic learning circles and their local background groups and networks . It has been successful at both, Enjoy the reading! the Nordic collaboration level and at the local im- Antra Carlsen, NVL Head-coordinator

• 5 • 1 Implementation, involvement and development process of the project

– Maria Marquard –

• 6 • INTRODUCTION

The Nordic Network for Adult Learning (NVL) The pilot programmes have been is a program under the Nordic Council of Min- implemented by two NVL networks: isters, (NCM) . It promotes lifelong learning through continuos adult education . The NVL works through transnational and cross-sec- 2006–2011 The NVL task force on adult toral networks on the basis of themes prior- pedagogy described com- itized by the NCM . petence requirements for The Nordic welfare societies are un- adult educators in innovative learning environments. The der pressure due to global, Nordic and network finished the work in national changes . Changed competence 2011 with the report “Inno- requirements, cohesiveness, sustainable vative Learning Processes in development, inclusion and democracy are Practice”.1 challenged areas in ever more super diverse societies . In several of the Nordic Council of Ministers programmes the challenges are on 2013–2017 The NVL’s network for Entre- the agenda . preneurial learning and inno- In order to meet these challenges and vation collected, developed improve the quality in adult learning it is nec- and disseminated experience and knowledge of the Nordic essary to develop new ideas and possibilities Countries on Entrepreneur- for lifelong learning and competence devel- ial learning and innovation. opment so that adult educators, who work The final report describes the with adult learning processes — can make results from the pilot devel- use of them . The NCM has for some years opment project “Transforma- prioritized innovation, creativity, entrepre- tive learning circles” accom- neurship and promotion of entrepreneurial plished by the network. mindset with a focus on the competences of adult educators, the pedagogical ways of working and on the structure and learning environments . The NVL develops, tests and It is expected that the results of these disseminates ways of working with innova- projects will contribute to the promotion of tion, creativity and entrepreneurial learning new thinking on Nordic continuous training related to adult education and competence and to establish solid networks of adult ed- development of adult educators . ucators in the Nordic Countries .

1 http://nvl org/Content/Innovative-lreprocesser-i-praksis-et-udviklingsforlb.

• 7 • NVL NETWORK FOR “ENTREPRENEURIAL LEARNING AND INNOVATION”

The Network on Entrepreneurial learning and innovation was initiated by the NVL in 2013 .

THE TASK AND PURPOSE THE WORK PROCESS

The purpose of the MCM and the NVL is to The process was divided in two phases . The work of the network follows the Compile, analyze and clarify 1 same structure . important factors in the best Nordic practices within the field of innova- Part 1. 2013–2014 tion and entrepreneurial learning, The network compiled, analyzed and de- on this background… scribed Nordic experiences and important factors in successful innovative and 2 Create, try out and evaluate a l entrepreneurial learning environments . earning model for the promotion of entrepreneurial and innovative competences of adult learners . Part 2. 2015–2017 On the background of the results from part one, the network and researchers The focus is not only on promot- developed a pilot project trying out and ing entrepreneurship but also evaluating a learning model for promot- intrapreneurship and “entrepre- ing adult learners entrepreneurial and neurial mindsets”, understood as innovative competences . the individual ability to deal with social, societal, and work related The work is therefore described as a changes and challenges in a more two-phase process that includes differ- complex and diverse society were ent models, and supplementary com- sustainable solutions are required . ments .

• 8 • Part 1. 2013–2014

THE PARTICIPANTS Network members The advisory board and research The network is composed by reflective involvement practitioners. When selecting them, the An advisory board of Nordic researchers was cre- NVL took into account the practitioners ated to follow the project . These researchers have who worked in innovative, entrepreneurial continuosly participated in the discussions of the learning environments, and had practical ex- networks . Some of them have contributed to the periences working with innovative and en- design of surveys, logs and evaluations . Others have trepreneurial pedagogical working methods. also contributed to the analysis and the final evalu- The participants represented different ation . The research members in the 2013–2014 ad- sectors and Nordic countries. In the net- visory board were: work 2013–2014 the participants were PART 1. from:

• Anssi Tuulenmäki, the research program Mind • “Yes GL” a new Greenlandic project at Aalto university Helsinki developed as a private /public initiative • Kaj Mickos, Innovation Plant, Mälardalen • “Biophilia” an Icelandic project University developed by the musician Björk • Marie Kirstejn Aakjær, DPU/Aarhus university and implemented by government • Shahamak Rezaei, Roskilde university Denmark initiatives in Iceland

PART 2. • The “Innovation factory” at Kolding The research members in advisory board working International Business academy; (Uni- with evaluation of the pilot project versity of applied Science) in Denmark • Anssi Tuulenmäki, the research program • “AIR” a national rehabilitation center Mind at Aalto university Helsinki and private NGO in Norway • Kamran Namdar, Mälardalen University, • The International Entrepreneur • Pirjo Lahdenperä, Mälardalen University Association in Sweden (IES) • Pro-academy at Tampere university, Discussion forums and continuos feedback Finland on the process • Benson Honig, McMaster University, Canada

• 9 • Model of the work. Part 1. 2013–2014 2013

NVL network

An advisory board for the “Entrepreneurial learning NVL network and innovation” is created. Invited participants are all working

in innovative, entrepreneurial adult “Entrepreneurial learning and learning environments. innovation” is created The participants represent all Participants: Researchers within Nordic countries and different the field of innovation, sectors involved in adult entrepreneurship and education adult learning

Meetings and preliminary discussions on The innovative and entrepreneurial Design and plan aspects in the different for the survey and practices related analyze of the best to target group, Nordic practices Concept content etc. clarification

Task and purpose clarification

• 10 • 2014

An advisory board for the NVL network Study visits and analysis

Discussion forum December at Design factory, Aalto University a Survey The NVL network initiated a Nordic discussion Two researchers from the advi- forum to discuss the results in a future oriented sory board developed a survey perspective. for the study visits Invited participants: • The advisory board and other researcher b Mutual study visits within the field The NVL network participants • Stakeholders from a broad field of innovative accomplish mutual study visits entrepreneurial adult learning and education in their practices. Information and data are collected through From the discussions the surveys. Two development projects were decided c Analyze and results 1. Transformative learning circles, Two researchers analyze and implemented by “NVL Network describe characteristics of the for entrepreneurial learning and innovation” learning and the learning envi- “NVL Island network” ronments in the innovative and 2. To-do Seminars accomplished by entrepreneurial practices. “NVL Island network” The two projects are separately implemented and evaluated.

• 11 • THE ACTIVITIES MEETINGS AND STUDY VISITS

During the first two years, the participants in the network had several meetings to discuss different THE ANALYSIS3 – KEY POINTS practices, and to clarify concepts and understand- AND IMPACT ON THE PILOT ings related to different contexts . With the purpose PROJECT DESIGN of getting closer to possible common character- The results of the analysis of study vis- istics and important factors to encourage “entre- its and the elaboration of them at the preneurial mindsets” in the different practices, discussion forum became of crucial im- two researchers2 were asked to develop a guide portance for the continuing work in for study visits . The study visits were carried out in 2015–2017. In the analysis, some central 2014 . The results were analyzed by the researchers points of focus on co-creation were: and discussed during the Nordic discussion forum at the Design factory at Aalto University . What are the possibilities of participants to influence frames and content? Differences and similarities in the five cases To what extent can participants (not The analysis of the five cases (very different learn- in the meaning of teachers or planners ing environments) shows both of educational activities, but rather the “fundamental differences in structure, organi- traditional ‘learner’ or ‘student’) influ- sation, duration in time, target group, the type of ence the frames and content? learning activity and primary focus of the learning arenas in the five cases, and remarkable similarities Talking about ‘frames’ in relation to in the pedagogical approach: this includes structure, time, legislation, process, order and sequence of activities. Key points from the analysis regarding ‘Content’ includes the topic, actors or similarities: participants and approach. • “In most of the cases the content is more or less (co)created by the information that the participants have previously gathered ”.

2 Marie Kirstejn Aakjær, DPU/Aarhus university Shahamak Rezaei, Roskilde university Denmark 3 Analysen www .nordvux .net/Portals/0/_dokumenter/2015/Co-creating_learning_arenas_2014 .pdf

• 12 • • There is a “theme/challenge-based approach to structuring of activities and a clear focus on diversity as a driver of innovation . In all the study visits,

• The pedagogical approach combines theory a very high degree of and practice in different kinds of “learning by motivation and doing” processes which have “resemblances engagement was with experience-based, problem- and practice registered among oriented learning approaches… which can be participants. described as informed by the pragmatic approach to learning, knowing and doing”

The similarities and differences regarding steering of content and “the educators” role of the learning process are illustrated in the following model:

TOPIC/CURRICULUM DRIVEN

2Biophilia

Pro Academy (TEACHER AS) TEACHER / EXPERT FACILITATER

IBA IFS Open Arena

USER/CHALLENGE DRIVEN

• 13 • Project Development, Part 2. 2015–2017: Transformative learning circles

2015 PLAN AND DESIGN On the background of the analysis and insights TRANSFORMATIVE from the discussion forum in December 2014, it LEARNING CIRCLES was decided to plan and carry out a Nordic pilot project . The purpose was “to try out and evaluate The concept “transformative” is a learning model for promoting adult learners en- emphasized with the purpose of pro- trepreneurial and innovative competences” . moting changes at a deeper and more It was very important to find a model which transforming level in the participants’ took into account the described special charac- practice. teristics of the learning process and learning en- The content in the circle work is vironments in the innovative and entrepreneurial exclusively defined by the “real” tasks best practices . These were: and challenges the participants raise for • A collaborative / co-creative approach to discussion and development. learning, • Work with “real” tasks Transfer and strong linkage between work in the Nordic circle and own prac- • A very high degree of participant’s responsi- tice is pivotal and strongly emphasized bility and participant involvement, • That facilitators and not teachers supported To strengthen implementation it is the learning processes . required that all participants have a local team, circle or group, where they can Inspired by the Nordic tradition for adult learn- discuss and try out new insights from ing organized as study circles, and especially the the Nordic work. Swedish work with research circles, it was decid- The Nordic circles are cross national ed to use a circle organisation for the pilot pro- and cross sectoral (members from ject . Learning circles were regarded as a learning different countries and sectors) model, which make it possible to accommodate the important characteristics from the analysis .

• 14 • Circle organisation is not a new way of work- Pilot project preparatory education ing . The pilot project therefore became a kind of and circle work 2016 revival of an old Nordic pedagogical approach, and raised a demand for clarification of what new During the spring 2016 preparatory activities 5 insights the project could possible give, and what were carried out . A researcher created an were the new perspectives of working in this way . evaluation design for the pilot project based Very important keywords were highlighted dur- on the use of logs and continous reflection . ing the process: transformative, transfer between The NVL network for Entrepreneurial new knowledge and practice, implementation learning and the NVL island network cre- and cross national and cross-sectoral co-creation ated a commonsteering group for the pilot / collaboration . (See part 2) project . Two researchers6 conducted preparatory Facilitators and creation of education for NVL network members, the the Nordic circles steering group and the circle participants . The purpose was to create a common under- The NVL network decided to use the strong com- standing of working with “learning circles”, petences of facilitators within the network and to help with the evaluation design and to choose network members as facilitators in the explain the concept of transformation . two circles and a facilitator from one of the is- During 2016 the three Nordic circles had land network institutions in the third network . two common physical meetings and a num- The facilitators invite participants and create ber of digital meetings . The data was collect- the Nordic circle ed through logs, observations and interviews by a group of researchers at Inland Norway Circle 1. Entrepreneurial learning and rehabilita- University of Applied Science: Daniella D tion in working life Lundesgaard, Marit Haave, Inge hermanrud, Circle 2. Entrepreneurial learning and education Victoria Konovalenko Slettli, Åse Storhaug Circle 3. Entrepreneurial learning and integration Hole, Xiang Ming Hei, Martin Nkosi Ndlela and Kjell Staffas (Uppsala University) Each member in the circles was encouraged to The steering group had three meetings create a platform (circle, team, group) back in to discuss adjustments of the learning and their own practice to discuss, try out and imple- evaluation processes . ment new knowledge . Many of the participants succeeded in doing this 4.

4 See later examples National impact 5 Kamran Namdar, Mälardalens Högskola 6 Kamran Namdar, Pirjo Lahdenperä Mälardalens Högskola

• 15 • Model of the project

STEERING GROUP Two members from NVL network for Entre- coordinator Two members preneurial learning from the Island and innovation network

THREE NORDIC CIRCLES, DIFFERENT TOPICS

Facilitator in each circle Participants in circles Evaluation and evaluators with the task to: • All work in private or public • Only Nordic circles are evaluated • Choose members and create institutions and organisations • Swedish researcher create log design the circle • Different sectors, formal, non- • Two Swedish researchers introduce • Facilitate the process formal and informal learning learning circles and logs • Secure the data collection • Almost all participants have • A group of Norwegian researchers • Two facilitators have participated a national network, group or collect data in the network for entrepreneurial circle to discuss the Nor- • Data comes from: logs, group and indi- learning and innovation. One is new. dic learning and strengthen vidual interviews, observations, survey. implementation • Three Swedish researcher analyse and write

FACILITATOR, steering FACILITATOR,steeringgroup FACILITATOR, external, group/network member /network member steeringgroupmember

Entrepreneurial Entrepreneurial Island circle. learning and education. learning and rehabilitation. Entrepreneurial 7 participants 10 participants learning and integration. 8 participants N

N N N N N

• 16 • The structure created in 2016: NVL Network involved and responsible NVL Head Coordinator and Danish coordinator Reorganized NVL network for NVL Island network Entrepreneurial learning and Innovation

Steering group Two members from NVL network for Entre- coordinator preneurial learning One member and innovation from the Island network

Researcher support Evaluation and researchers Two researchers within the field Logs and evaluation design of collaborative adult learning Data collection Advisory board Final evaluation

CIRCLE WORK, EVALUATION AND cussed at three Nordic conferences and in one na- DISSEMINATION, 2017 tional conference . The project was prolonged to 2017 . The last two May: “Adult education in the age of global mobil- Nordic meetings were held in the beginning of 2017 . ity” The 7th Nordic conference on adult education After the last Nordic meeting for all circles, the and learning, Jönköping, Sweden . pilot project as such was finished and the evalua- August: “Innovative adult learning”, Nuuk, Green- tion process started . land The evaluation and the evaluation report was fin- September: “The adult educator and innovation” ished in autumn 2017 a Nordic Nordplus / NVL conference, Lund During 2017, the experiences, perspectives and November: Adult learning and inclusion in work- results from the project were disseminated and dis- ing life and civic society” Norwegian chairmanship conference, Bergen

• 17 • 2

Transformative learning circles: Key concepts for the planning, organisation and working methods of the project

– Pirjo Lahdenperä –

• 18 • TRANSFORMATIVE ENTREPRENEURSHIP7 is about engaging in actions that involve movements and creations in an entirely new The starting point of this project is the as- dimension . Transformative Learning Circles sumption that both the future and the mul- (TLC) is a model that attempts to respond ticultural society of today require new ways to this need . of thinking and acting . What is called for is something that could be termed an entre- TRANSFORMATIVE LEARNING CIRCLES preneurial mindset . Beyond engagement in starting new enterprises, the entrepreneurial The TLC model is based on participatory and mindset refers to a range of abilities as well action learning processes where developmen- as willingness to seek, identify, and realize tal potential and challenges are identified by potential in any context . participants in their daily, real life situations, In this project, a transformative entrepre- and then addressed by the circle collective- neur is someone who aims at, and is capable ly . Thus, learning is not objectified or theo- of -bringing about changes in his/her own retically decontextualized, but grounded in life, in the organisation the individual is serv- the praxis of the participants . All instances ing, and contributing towards global societal and issues that are taken up for discussion changes that involve the emergence of a new in TLCs are current and real situations with qualitative dimension of possibilities and con- unrealized potential within an organisation ditions . What constitutes a transformative or in its environment . change is usually open to discussion and con- A basic assumption is that the TLCs oper- sensual agreement . To give some indicative ate best when the participants represent dif- real life examples, a change in an individual’s ferent cultures, knowledge contexts, profes- life from a state in which the individual feels sional categories, etc . In the pilot project this like a victim of life circumstances to one in evaluation report covers, the TLCs have in- which the individual sees her/himself as a cluded practitioners of various backgrounds, master of his/her own life . This represents both ethnically and professionally . The ration- a transformative change . So, while entre- ale for this setup has been to make it possible preneurship always implies initiating some- for various kinds of knowledge and experi- thing new, transformative entrepreneurship ences to enrich and challenge each other, thus

7 Following documents or publications are used for the compilation of different key concepts: • Namdar, K. (2016). Fostering Transformative Entrepreneurship through Transformative Learning Circles: Experimenting a New Adult Learning Model [Position paper presented at the NVL Conference on Transformative Learning Circles] . Västerås, Sweden, 10 March 2016 . • Namdar, K. (2015). Evaluation Design and Evaluation Tool Kit for Transformative Learning Circles [Materials presented at the NVL meeting on entrepreneurship, entrepreneurial mindset and learning] . Oslo, Norway, 8 September 2015 . • Aakjær, M. K., Rezaei, S.(2015). Analyses of Co-creating Learning, Aarhus university DPU/, Copenhagen

• 19 • enhancing the possibilities of transformative de- for participation . Co-creation calls for organi- velopments . Persons with knowledge and expe- sations to be mindful of lived experiences, to rience of a certain field of activity can look at the build platforms for engagement, to enable cre- potential existing and ways of realizing it, in an- ative collaboration and strategies that enhance other field of activity, in a way that detects more wealth, welfare, and well-being . Co-creation is possibilities than those who are accustomed to an approach that includes mind-set and practice . the field often manage to do . Similarly, persons Hence, co-creation is “understood as a pro- with different cultural backgrounds can make cess of interpersonal interaction, involving rela- each other aware of perspectives that a particu- tions, communication and leadership, aiming at lar worldview does not readily make accessible . innovation, i e. . at creating new value ”. (Darsø, Furthermore, TLCs strive to walk the talk in 2014) . A central idea is to engage ‘users’ ideas, the sense that the internal works of the TLCs expertise and capacity to increase loyalty and en- follow the same processes and dynamics as are gagement throughout the development phases expected of the circle members as they go out and ultimately throughout the ‘life’ of a service, to their organisational environments to carry out activity or product . Such definition of co-creation entrepreneurial acts of transformation . Especially can be understood as the active involvement of important is the engagement and active partici- end-users in various stages of the production pation of TLC members during the circle sessions . process . This principle of parallel processes is extended Bovill (2014) emphasises increased engage- to the evaluation of the TLC model . Evaluation is ment and motivation, awareness of meta-cogni- seen as an integral part of the learning process, tive perspectives and enhanced learning experi- rather than something that the learning process ences as some of the qualities of a co-creational is subjected to after it is over . The TLC model is approach to learning and teaching . Co-creation thereby based on the spiral dynamics of reflec- as collaborative innovation with participants tion, planning, action and critical reflection . adds a new perspective to how products or services are created, in which production and con- CO-CREATION sumption are more complex and often take place Co-creation is one of the fundamental frame- at the same time, which needs facilitators – not works of the TLC . Co-creation is a relatively new teachers, of learning processes . In a co-creation term in education and learning . In general it can approach, participants are addressed not as re- be stated that co-creation is an approach, which ceivers of information, but as shapers of knowl- involves the fundamental ideas: 1) all human be- edge . A co-creation approach perceives all par- ings are creative and 2) can participate in shaping ticipants as experts in each of their domains and future solutions, given the right circumstances, values diversity . tools and settings . In some – but not all – fields In the NVL pilot project, it is relevant to define working with co-creation the approach is based co-creation as an approach to collaboration and on a democratic idea of access and possibility innovation, which seeks to bring together people

• 20 • ” There are three grades of involvement towards the group you are facilitating.

with diverse backgrounds in co-creation of sus- According to Heron (1999) there are three ap- tainable and meaningful solutions for new learn- proaches to facilitation, or more precisely, three ing experiences or environments for learning . grades of involvement towards the group you are facilitating . A hierarchic approach means that FACILITATION the facilitator is in charge, has control, makes Facilitators play a central role in developing the decisions and manage the relational issues . A work of the group with the transformative, in- cooperative approach advocates for the sharing novative and entrepreneurial goals set in the of power with the participants, and the invita- project . Especially with regard to the creation tion of participants to design the processes . The of co-creation and transnational aspects of the third approach is a democratic style that seeks group’s work and learning, the facilitators’ role to develop the independence of the participants . and competence is crucial . The group is given responsibility for both plan- Facilitation is not to be seen as a one special ning of the agenda, the process and the sum- discipline, however it draws on several disciplines ming up . The facilitator can either use one of and perspectives such as psychology, group-psy- the approaches, or a combination of the three . chology, pedagogy and learning theories and or- During a pass, all of these different directions ganization and leadership theories . This eclectic may be useful . approach has contributed to seeing facilitation Factors that influence which style to use de- as a practice and a skill, more than a scientific pends on several factors, such as the compe- approach to learning and knowledge exchange tence and maturity of the group, the competence in groups . and personality of the facilitator, the problem Some of the competences that are useful at stake, goals for the groups learning and the for for creating transformative and cooperative context . learning in the group are 1) Clarifying objectives and seeking information, 2) design and facilitate Working Methods, Critical Incidents and Logs group-processes, 3) create and develop coopera- In order for transformative change to even be tive relations, 4) create and maintain a supportive possible, individuals and groups engaged in climate, 5) guide the group to learning, critical bringing it about need to critically reflect on their reflection and risk taking, 4) and guide the group ways of thinking and acting . Transformations are to the results for the project in question . usually facilitated or caused by critical incidents .

• 21 • REFERENCES: These are experiences or events that become turning points by providing new insights or new ways of per- Bovill, C . (2014) . An investi- ceiving reality, leading to new ways of thinking and gation of co-created curricu- acting . A system of logs, pertaining to both individ- la within higher education in ual and collective learning in the TLCs, is a central the UK, Ireland and the USA . methodological aspect of the TLC model . These logs Innovation in Education and are meant to help individuals and circles plan, reflect Teaching International, 51(1), upon, and learn from their attempts at transforma- 15–25 . tive entrepreneurship . The assumption is that there Darsø, L . (2014) . Setting the are several important aspects to focus on in the logs . Context for Transformation The first is that transformative action is derived from a toward Authentic Leadership guiding principle (see page X) . The second, the trans- and Co the Field, (pp . 97–113): formative quality of the action taken can be verified IGI Global . by an indicator of transformation . Finally, the critical incidents associated with actions taken and leading Heron, J . (1999) . Group facil- to transformative learning are identified . itation: Theories and models for practice . London: Kogan The Log System – supporting the TLC Page Limited . The logs were designed as an integral part of the TLC model based on the following three considerations . They would: 1 . help give a dynamic structure, a sort of flowchart, for the work of the Circles (See Appendix 1) . 2 .support and guide the learning process, with its focus on transformative entrepreneurship . 3 .facilitate the project evaluation by providing nar- ratives of how, Circle participants individually and Circles collectively, went through the learning experience .

The log constitutes a critical part of the TLC model helping to give a dynamic model . Facilitators and participants were expected to keep log books between meetings . The log system is outlined in a document entitled “Evaluation Design for the NVL Project: Fos- tering Transformative Entrepreneurship through Trans-

• 22 • FIGURE 4 ILLUSTRATES THE LOGGING PROCESS:

General Critical Individual Individual Log Incidence Log Learning Log

Circle Meetings Meeting Learning Evaluation Log

Figure 4. The logging process

formative Learning Circle” (Namdar, 2016) . The fined guiding principles, key questions and trans- Guidelines and Forms for Evaluation Document formation indicators . outline the following categories of interlinked logs: The Critical Incidence log requires participants to describe a critical incidence pertaining to per- a . The General Individual log sonal or organisational transformation . A critical b . The Critical Incidence log incident is defined as “an incidence that has had c . Individual Learning log a decisive impact on a transformative process or d . Meeting Learning Evaluation log itself has embodied a transformative event” . The individual learning log documents what the par- The logs are set up in a matrix system between ticipant wants to share with the circle in the next the meetings . Participants are expected to keep meeting . The participant is expected to choose a general individual log book, from which they one (critical) incident or process from the personal would extrapolate a critical incident log and from log book and give his/her own analysis of what this formulate an individual learning log . At the they and their working place have learned . In the start of the meetings, participants should have meeting evaluation log each participant takes up an individual learning log . By the end, a meeting one aspect of the learning process carried out learning evaluation log is expected . The individual during the meeting that (s)he thinks was particu- learning logs are accompanied by a set of prede- larly successful and requires further development .

• 23 • 3 Evaluation report

– Kjell Staffas –

EN SAMMANHÅLLEN KOMPETENSPOLITIK

• 24 • his evaluation is presented in the form of operationalizing NVL’s ambitions to fos- of a reflective narrative based on for- ter entrepreneurial learning . Taken literally, Tmal documentation as well as the the the notion of entrepreneur stems from the author’s experience from the Transformative French expression of s’entreprendre quelque Learning Circles (TLC) project . chose – to undertake something – and as The underpinning documentation consists such the notion of entrepreneurial learning of five focus group interviews and eleven in- makes an immediate coupling between the terviews with participants and facilitators, all learning and doing . lasting around one hour, all recorded and tran- What is different about TLC is that it is scribed, as well as the participants learning not just the actual meetings and subjects logs . In addition, we received 12 answers to a discussed and processed that stand in focus . questionnaire that was sent out to participants TLC has an intended function . TLC stands for and facilitators after the end of the project . a transformation of your mind and therefore Furthermore, direct observation of TLC meet- influences the whole you in your practice ings and stories from facilitators and partici- afterwards . The prefix ‘trans-‘ implies go- pants are part of this evaluation . The emphasis ing across and beyond, into another state is put on the practical outcomes of using the or place, surpassing the established . ‘Form’ model, what consequences it had, whether it indicates the visible shape or configurations seems to make a viable contribution to entre- of something, or a particular way in which preneurial learning and in which ways it can be something exists or appears . This evaluation improved or to what extent and what ground will explore whether the experience of be- it deserves to be further explored and devel- ing part of TLC had such consequences – i.e. oped . The method for performing the evalua- whether it caused entrepreneurial changes tion is best described as a direct interpretation in your life. This could be new activities at of the empirical material and a moving back your work, new products, services, business and forth between empirical observations and proposals, or just a better ability to tackle more generalizing reflections, in dialogue be- everyday problems . tween the authors, their interpretations, and In the following, the interpretation of the the material . experiences of the documentation process – Evaluating a learning activity is solely the logs; the facilitation of the learning cir- about focusing on what makes it different, cles; the learning practices in the circles are and hopefully better, than the usual or nor- presented . The conclusions include a sum mal practice . The TLC project can be seen up of the view on the outcome and future as a real-life un-controlled and open-ended potential of the TLC . quasi-experiment realized with the purpose

• 25 • THE DOCUMENTATION PROCESS A main feature of the TLC is the framework the participants had to adapt to and the role of the group leader, the facilitator . There was a clear documentation process the TLC participants had to follow – the logs, which are presented below .

General Individual Log

Entry date:

Effort Guiding principle Transformation Learning indicator

(P=personal O=organizational) Here you describe Here you explain which Here you describe the Here you describe what you what you have done guiding principle you transformation you and your organization have to bring about a have applied and how. think has taken place learned, what has facilitated change in yourself or and the indicator(s) that learning, and how the in your organization. thereof. learning has brought you Tag it with “P” or “O” closer to the realization of your vision.

These are entered based on discussions at the previous Circle meeting

(See Core Agenda point “Route Planning”)

Critical Incidence Log

Entry date:

Critical incidence Guiding principle Learning

Here you describe a critical incidence Here you explain what guiding Here you describe the trans- pertaining to personal or organization- principle the critical incidence has formation that look place as al transformation. A critical incidence been an enactment of. a result of the incidence and is an incidence that has had a decisive what you and your organiza- impact on a transformative process or tion have learned from the itself has embodied a transformative incidence. event.

• 26 • Individual Learning Log

A Process/An Incidence Learning Gained

Choose one (critical) incidence or process from your Give your own analysis of what you/your personal log book that you feel has been particularly organization have/has learned about enact- successful and that you want to share with the your ing and applying principles and Circle at your next meeting. the common goal state vision. Write a description of what was done and what happaned as a result.

Meeting Learning Evaluation Log

1. Each participant takes up one aspect of a) what currently are some of the Circle´s the learning process carried out during learning strengths and how the Circle can the meeting that (s)he thinks was particu- build on these in the future. larly successful and, if (s)he so feels, one aspect that (s)he thinks requires specially b) what currently are some of the Circle’s further development. The aspects are to be learning needs and how these can be presented in form of pictures that are then addressed in the future. commented upon. In stating and discussing learning needs, it is important that each participant voice her/ 2. With the help of the facilitator, these views his ecperiences and interpretations without are summarized (closely related points accusing anyone. The purpose is to find a categorized), leading to 1–3 points (in collective way forward, if possible based on pictorial form) to be discussed. the identified strengths.

3. The points are discussed by the Circle 4. The evaluation part is closed with the with the purpose or arriving at a unified facilitator recapping the identified learning understanding and decision(s), presented strengts (showing the pictures depicting in pictorial form, as to: these).

• 27 • ” After a while it turned into a tool for reflection that was very good for me.”

The issue, problem or assignment is written “In the beginning, it was tricky and felt like down as an Effort or Critical Incident where the a burden . After a while it turned into a tool participant describes the matter at hand, and for reflection that was very good for me ”. what is done to bring about a change . To help “I have learned a lot from it and it has a processing the effort/critical incident there are great potential. The times I used it, it really five (5) Guiding principles that help to identify- made sense, but the lacking user-friendli- ing and solving the problem . It is up to the par- ness and a too complicated logic behind ticipant to find the applied Guiding principle(s) . the documents made it too much of a Then the participant describes what changed threshold to start using it . But I have set during the process, and on what indicators they my mind on looking for a better log . So a based their opinion . The participant describes further development – perhaps by people what they or the organisation has learned from that are good at user-friendliness and de- the process . As illustrated above, this descrip- sign – would have been welcome ”. tion is a slight simplification, but it is what came out from the observations and the interviews Besides the experienced difficulties, the logs with the participants . became useful when they got a grasp of it . From the questionnaire it is clear that many However it was evident that many participants struggled through the process of getting into needed a more extensive introduction to both the system on writing logs on the website . Thus, the templates and the framework underpin- the problem become two parted, partly from ning its logic . finding the forum on the website troublesome, and partly from not understanding how to for- “I started with the interesting templates in- mulate the problem as a critical incident and troduced to me at the first meeting in Den- connect it to guiding principles . mark and showed how I should write my logbooks . With help of the experts, I got it “I had tremendous difficulties with it – I even more fleshed out and could start writ- was under much pressure at the time – and ing the logs and all went well in the end ”. it was hard to get it done during the al- ready busy working week ”.

• 28 • For some, it became an important tool for trans- plying a need for a more extensive introduction . formation of their professional practice, some- Furthermore, the concrete practice of filling out times expressed as a way of sharpening the the logs should at least initially be given time focus and analysis of efforts and events in the during or after the meetings in order to estab- home organisation . In some cases, the thinking lish the practice . behind the logs was more important than the “The log is a good tool for reflection and actual logs, to visualize sequences of critical in- when I got it done, it gave many good con- cidents and their consequences . In other cases, siderations and made me aware of new filling out the logs also meant drawing parallels knowledge and input . We rare- to everyday work situations: ly had time to work with the “The log-writing has been logs in the seminars and when a good experience for me, I have really” learnt one came back home one got especially in two ways: busy again. That meant that a lot from myself In my everyday work I the work with the logs was de- work with students’ writ- being a writer in layed and thereby many details ing processes as a part a learning process were forgotten . In the future, of the documentation of that I have been the evaluation logs should be their learning . I have real- ‘exposed to’ ...” made immediately after the ly learnt a lot from myself seminars ”. being a writer in a learning process that I have been ‘exposed to’ ... The Despite the fact that most of the participants other perspective I want to emphasize is, found the physical meetings most significant . that I, through the log writing realized the However, the preparations and after-meeting relation between different activities that I work make the difference in relation to the am involved with than I had realized be- purpose of entrepreneurial learning by knit- fore . Log writing opens up for new recog- ting together learning and doing . Therefore, nitions and in the descriptions of critical it becomes apparent that the introduction it- incidents, one gets a view of the many dif- self must present the task ahead of them (the ferent meanings and consequences a given course, or the circle) as a Critical incident with experience can give for the further work ”. sub critical incidents more accurately describ- ing what will happen and what will be learnt . A common denominator for comments and re- Then the different matters can easily be con- flections about the documentation system, i .e . nected to the guiding principles to describe the the logs and the framework underpinning it, process about to happen . In this way, the foun- was that it meant a considerable treshold im- dation for the logs is done right from the start .

• 29 • GUIDING PRINCIPLES KEY QUESTIONS INDICATORS

NR 1. Entrepreneurship regarded How can I collaborate with others New pattern of collaboration initiated as an organisational or collective to bring about a change in our with one or more colleagues with the function. organisation’s way of operating? aim of bringing about a change in the organisation’s way of operating.

NR. 2 Entrepreneurial actions How will the actions I plan to One or more aspects of a society derived from ethical principles of engage in, in the first instance, conducive to human flourishing in a global social responsibility, solidari- enable our organisation to better global perspective identified. ty, and sustainability. contribute towards a more humane and sustainable society? One or more connections between the organisation’s way of operating and the above aspects identified.

Initiative(s) taken that could change the organisation’s way of operating in order to achieve the goals identified above.

NR. 3 Entrepreneurship aimed, in What potentials have not been One or more potentials or unreal- the first instance, at helping a col- (sufficiently) observed and realized ized possibilities in the organisation’s lective (an organisation, a commu- in our organisation? operations, in keeping with the above, nity, the global society) realize their identified. best potentialities. Measures undertaken to realize these potentials.

NR. 4 Entrepreneurial innovation How will my engagement in a Specific needs for changes in the seeking primarily to transform given area bring fundamental values and ethical principles underly- the culture (the prevalent values, changes in the way our organisa- ing the organisation’s way of operating the quality of relationships, the tion operates? towards a greater degree of human meaningfulness of processes) of an flourishing and sustainability identified. organisation. Practical ways of bringing about one or more of the above identified and undertaken.

NR. 5. Personal growth and How do I need to change myself Needs for personal development development regarded valuable as in order to be able to better serve identified in the light of increased ca- a necessary requirement for being my organisation and the global pability to serve the organisation and able to better serve the wellbeing society? society at large in their development of a collective (an organisation, a towards a higher level of humaneness community, the global society) and sustainability.

One or more practical measures for personal development in keeping with the above identified and pursued.

• 30 • The learning logs stood out most clearly as and see what it really was we were talking the distinguishing feature of this approach to about that time ”. learning by trying to make a clear connection Summing up the experience of the docu- between the concrete experience in everyday mentation system of logs with its underpinning life and more general principles of entrepre- framework, the most striking aspect is the rel- neurial learning . However, the novelty of the atively high threshold to get into the practical TLC did not lie in its parts, but in its unique com- procedure of filling out the forms and to under- binations in which facilitation was also a part . stand the logic of the underlying framework . In To further analyse the (mostly initial) diffi- consequence, in order to make the logs a more culties with the documentation (the logs) par- rewarding experience for more participants a ticipants explained that the meetings and the more extensive introduction is needed . documentation made there became more important . This could be considered as the Meet- THE FACILITATION ing evaluation log with a twist, since maybe, While not uniquely designed for the TLC con- some of the documentation process during cept, the facilitation of interactions in the TLCs meetings replaced the initial thought with the also stood out as a crucial component of the Critical incidents and Guiding principles: model . Any of the facilitation styles (Heron, see “I think the verbal meetings we had, gave ch . 2) is fit for the whole learning process . The a lot . I felt that it was hard for many par- group leader has to adapt to each situation and ticipants to use the logbooks, but when either master all three of them or mix them . A we talked, it became easier . Unfortunate- facilitator can adapt to just one of the approach- ly, there were so many technical problems es, but the dynamic of the group risks to be hin- that our hang-out meetings weren’t of any dered . It is clear from the physical meetings that higher quality. The participants educational the approaches differed in the three circles . In and IT-background also varied which influ- the entrepreneurship learning and education, enced the process BUT for the content, it the participants quickly adapted to the model was very good that we in the group were and facilitation approach making the facilitator so different . It gave an entirely different part of the group . In the inclusion of newcom- dimension to the work ”. ers, the participants had language issues and “All meetings were documented, both in were not familiar to the learning environment . images and in writing . I think this was an They also had difficulties to adapt to the facil- important factor for people to experience itation process, which in consequence became more value in the conversation . Without the more hierarchical, nevertheless it had also co- documentation, the conversation is forgot- operative attempts . In the Inclusion of working ten and in the end completely disappears . life group the facilitator switched between hi- When it is written down, you can go back erarchic to cooperative and the group managed

• 31 • to take the facilitation burden themselves during but at the same time plenty of room for the a meeting were the facilitator was not present . It needs and wishes of the group ”. worked well probably because the participants “We had a main structure that we followed, were used to cope with situations by their own with room for bringing up the group’s own and come up with decisions and solutions . topics ”. Facilitators are responsible of creating the frames for the work . This includes pushing the pro- “Typically, the facilitator’s suggestion was dis- cesses in the group forward . Of great importance cussed, where after the frames and content is to manage the diversity of the group, which led were collectively decided upon ”. to the facilitator acting sometins like a juggler, balancing the different inputs and stages during Several of the participants listed the dialogue and the different processes . This means also empow- the process in their TLC group as the most im- ering the participants making them able to share portant elements or aspects in the participant’s what is on their mind at all times . The question- own learning: naire addressed how the frames for and the content of the meetings were decided, with answers “Learning dialogues, where others in the ranging from radically democratic to more mixed group gave feedback on a dilemma – that approaches with decisions more or less made by lead to new insights ”. the facilitator, i e. . a top-down approach: “Many good brainstorming sessions with “Collectively in the introduction of each meet- skilled people with new perspectives . Infor- ing ”. mal but serious tone with a lot of humour ”.

“We developed the frame for the work in the “To get time to reflect with the group, to put circle together – every participant brought words on the knowledge that we own togeth- their practice challenge and we used the guid- er ”. ing principles in the logs as far as possible to “Our pedagogical dialogues and reflections ”. structure our meetings ”. “Dialogue and relations are to me the two “The group in the start of each meeting decid- words that are tightly related to the success ed them. The facilitator had good ideas about of the work in the groups ”. the facilitation itself, the group decided about frames and content ”. “I learnt many new facilitation methods and to see new ways of getting constructive feed- “We tried a few ways but the facilitator nor- back ”. mally had a suggestion that we could com- ment upon ”. “For me, the belief and knowledge that the group collectively owns the answers has “Good process management by the facilitator become clearer. To dare to rely on that the

• 32 • knowledge is there among the members er in the cap for the organizers, what really of the group ”. counts is what happened in between meetings and afterwards . In some cases, the meetings “My most important learning was to dare to were seemingly too nice and too affirmative of ‘let go’. To not having a given goal in focus, common views to the extent that nothing was but rely on that the process will guide us in put at risk – and nothing really happened be- the right direction ”. tween the meetings either . The challenges or “That new knowledge arises in dialogue.” the diversity of the group were not big enough . It is sometimes argued that the encounter with “Dynamic teamwork that challenged my novelty and otherness only becomes real when general understanding and often led to new your own knowledge is put at risk . Certainly, ideas and transformative solutions ”. that was not always the case . In all these respects, there were differenc- “I feel that the circle members have been es both within and between the groups . The supportive and come up with good ideas three groups were significantly different from and inspired me ”. each other and it is therefore tempting to de- “That the knowledge developed in a TLC scribe the groups forming the TLC experience process is based on interpersonal interac- in terms of generalizing caricatures . The dif- tion, including relations, communication ferences partly came from the fact that the and facilitated process ”. facilitators were the ones selecting members for each group, but also because of the participants’ professional background . One group DIVERSITY IN AND BETWEEN was educational or pedagogic experts, the sec- THE LEARNING CIRCLES ond consisted of social workers and daycare personnel working with newcomers and the The very notion of ‘transformative’ does create inclusion of them in the Danish and Swedish expectations . One reason the TLC project met society . The third group was composed by con- such good critique is that the participants knew sultants, academics and public servants, all from the beginning that they were privileged to working with innovation and networks . These enter a whole new concept of learning . There- differences in group compositions were spe- fore the motivation and expectation level was cifically apparent in how the work proceeded high right from the start . and the formal documentation in the learning Not surprisingly, the climate in the investigat- logs went on . ed circles was good and many felt very satisfied While demands on documentation for pur- with the (physical) meetings, and mentioned poses of reflection were strict, an important them as fruitful and nurturing to their exposed notion of TLC is the non-standardization of its matter they shared with the group . But even direction . Different circles were intended to de- though this of course is satisfying and a feath-

• 33 • ” During the process, it was not clear from the participants how to relate the learning log to a relevant Guiding principle.

velop in different directions according to the of the group members themselves . The “task” needs and emergent practices of the groups . In for the next meeting in October was to start consequence, TLC may be described through using the logs in their daily work to prevent the its documentation routines and frames of ref- task to be something that was filled in just be- erence for facilitation, but this will never fully fore the meeting just to completing the task . define what TLC is, as it cannot be fully de- Besides the facilitator there were seven par- fined without its practice in a specific group . ticipants and the secretary filled in the log as This aspect of TLC was obvious in the experi- a continuous diary on the work and progress, ence of the project . while only two others wrote something, although not entirely as planned: they did not Inclusion of newcomers pay attention to the fact that the log should The activity started in June 2016 with a meet- reflect the continuous process, or maybe they ing and presentation to get an initial under- simply did not notify something worth record- standing of the concept . The next meeting in ing . During the process, it was not clear from August focused on the participants’ develop- the participants how to relate the learning log ment tasks and to convey the structure for the to a relevant Guiding principle . Most of the in- learning circle and its future work . The partic- dividual learning logs Guiding principles were ipants had not yet started writing their logs left blank . Some of them used the learning log because the work on their development tasks as sort of a diary at least, although few Criti- just begun . The underlying theme of the de- cal incidents were reported . So, apparently, for velopment tasks was “What change do you/I the participants it was not clear the continu- want to work with, and what do you/I/we know ous chain between using the General individ- better?” The evaluation structure and examples ual log to identify Critical incidents and from on logs was presented by the secretary of the there draw conclusions posted in the Individ- group . The participants from Gotland worked ual learning log . in a joint project, while the Bornholm party’s After the meeting in Hamar in November, projects were individual . The primary target the work with the logs was more organized, group for the learning circle is the parents to but they were used more like a diary and con- children in kindergarten, elementary school clusions were posted without reflecting on how and asylum center, besides the development to identify the actual problem and its charac-

• 34 • ter via Guiding principles . The process of un- of concept” . Their task also included to under- derstanding how to identify Critical incidents stand the meaning of co-creation and co-pro- was also far from clear; they struggled with the duction in the learning model of TLCs . A Meet- concept on finding the critical core of the pro- ing Learning Evaluation log was completed cess . However, several of them started to use later via e-mail . The diversity among the partic- the logs as intended via the homepage so one ipants was mentioned as one of the strengths step further in the process, although it was not of the circle, which was expected to be a con- as expected and desired . The culture is though tributing factor in the future works . becoming solution based and the progress of After the second meeting in Elverum only the projects and processes are well described . two Learning logs were recorded out of all the At the end of the circle participants . None of these there is a clearer pattern be- two handles more than one tween the logs and the out- ” event, from where one was come (the learning) . Still they The Meeting Learn- properly handled with iden- did not connect Guiding prin- ing Evaluation log tification of Critical incident ciples to what they identifyied showed some and Individual learning log . as learning processes . Since diversity between Only four participants were there are only two persons the inspired work present, one of them new . The that have shown their logs, it in the group and agenda for the meeting clearly is hard to draw any general focused on the work with Crit- the work “at home”. conclusions on the consensus ical incidents and its connec- of development of the circle tion to Guiding principles and members in general from the NVL platform . the evaluation logs and “development tasks” . It is obvious that an introduction of using Instructions on how to start their own circles or the learning log and the critical incident log projects were provided . The Meeting Learning should be done by presenting the introducto- Evaluation log showed some diversity between ry material in the format of the log documen- the inspired work in the group and the work “at tation . By doing so, the logs get a more rele- home” . Also, a missing connection between the vant introduction on how to use them . More learning in the circle and the documentation data was collected from the Questionnaire and of Individual Learning logs . Therefore some interviews . confusion about the learning focus of the circle was mentioned . Inclusion in working life The next meeting was on Skype and was Ten participants attended the first meeting in attended by five people . It was decided to work Västerås . At the beginning, the participants in pairs to complete the logs before the next filled in their Individual learning log and de- meeting in Hamar . There was another Skype terminded their development tasks and “Proof meeting where the progress with the devel-

• 35 • opment tasks was discussed before Hamar . among the participants, and the facilitator was After the Hamar meeting, they experienced also in the same project group . It was a clear struggling with the essential part of writ- focus on the Learning model and the Guiding ing the logs . Since the facilitation process principles, and the importance of deciding on is supported by a strong and “in charge” a development task is apparent . The develop- facilitator you can suspect that the con- ment tasks are projects on developing Upper cept of TLC depends on the personal agen- Secondary school learning in Finland, intro- da of the facilitator supported by the par- ducing action learning on Greenland, devel- ticipants and their experience of learning oping companies to become more productive environments . The conclusion of what to through the creation of a more sustainable and bring up on the meetings from the Individ- joyful working culture, and developing further ual learning logs is laking . Participants have a coaching campus for teachers in higher ed- learned that it is very important to have a ucation in team coaching methodology . good structure when writing the logs, how- Besides one late participator all filled in ever some did not complete the Individual their Learning logs with Critical incidents and Learning log . Since the Critical incidents are produced an Individual learning log from the still there, perhaps this is due to a problem first meeting . They held two Skype meetings with the web-based platform . Their own cir- for preparation for the physical meetings and cles seem to have started with themselves a Meeting evaluation log was done . After their as facilitators . The documentation is not by first meeting (there were two) no documenta- any mean different from the quality of the tion on the NVL platform is to be found . They Island circle so far . The recorded develop- found the logs useful as tools for personal re- ment tasks were two . flection, but not so easy to use . Instead of dis- The focus of the third and fourth online carding the logs or using them in its original meetings was on how to develop facilita- form they decided to develop a new documen- tion skills so that less energy is spent on tation tool that better served their purposes, an sorting out the difficulties related to using app that could be used on their mobile phones . the documentation system (the logs) . The This is of course a clear example on the entre- fifth online meeting was scheduled for the preneurial mindset the TLC is about to create . 3rdof January, besides the original meet- They used the Skype meetings for reflec- ing in Uppsala . No documentation is to be tion on the physical gatherings; how they were found in these matters . conducted, what was achieved and how they could develop the best possible environment Entrepreneurship and education to promote transformative learning processes . The third circle was somewhat special be- This is in itself another example on how the cause two of the developers of the con- reflection part generates alternative activities cept of a new Nordic learning model were of reflection and development besides using

• 36 • the logs explicitly . The perspective for the circle was clearly systemic in its structure to establish new knowledge and experiences in their common studies . The need to handle diversity was Commonalities and differences perhaps more obvious in the inclu- across the TLC groups’ experience sion of newcomers’ group, in which The comparison between the groups shows the it was discovered that there was no radical differences in their development in rela- common language for everybody, as tion to the core activity of the TLC; the logs . The not everybody spoke English. This first group had a slow start, but increased their created even greater demands on ef- ambition . The second group had an ambitious forts to bring everybody on board in start but later searched for social solutions to the process: the documentation problem i .e . working in pairs “I think I have become better at listening to complete the logs . The third group worked in to others and I am no longer so focused a structured way, but responded to the dissatis- on reaching my goals. I have become more faction with the technical platform by innovat- aware about the importance of everybody’s ing a documentation app for smartphones . The contribution to the process and that the groups were also different in composition, the end goal gets better when everybody is last group to a large extent being pedagogical involved.” professionals, the middle one being consultants, academics and civil servants, and the first one having the greatest ethnical diversity and least experience in using this kind of tools . This shows group was the one concerned with inclu- that background and composition of the groups sion of newcomers and several of the group did matter, but did by no means predict the out- members were of non-Nordic background . come . However, not only diversity mattered, but Diversity was generally valued, even as the so did also dimensions of practice-near learning, most important factor for the learning ex- user involvement, transformative learning and perience: co-creation of knowledge . “The most important to my own learn- How did diversity matter? ing exchange of experience across na- tions and institutional differences ”. It may be argued that the diversity within two of the groups could have been greater . However, the “I want to emphasize that it has been recruitment of the groups, made by the facilita- very valuable in every sense to meet tors, as well as the topics of the groups probably across contexts, background, languag- contributed to the differences . The most diverse es and Nordic borders ”.

• 37 • How the practice-near user involvement happened The proximity to practice is a cornerstone of TLCs, and indeed the motivation for the ambitious documentation process . This proximity was also evi- “My most important learning is dent in examples of activities triggered by the TLC that a long-term, structured and experience, and how the new gained knowledge systematic process of reflection was used in practice: opens new perspectives on one’s own access to problem-solving ca- “By establishing circle meetings at my work- pacity in one’s own practice.” place ”.

“We arranged a conference with 120 partic- “I got something I can use in my ipants from 20 countries, which was a great everyday life and got new perspectives.” success . I would like to continue doing such a big project again ”.

“I have a good collaboration with my manag- ers and also use the logs and other valuable “The most important was the impor- ideas I got from the TLC meetings.” tance of systematic and facilitated re- “I have brought the very work method with flection for driving change. The learn- me in relation to e g. . team development ”. ing circle gave me a structure in which I could reflect ”. “By creating a development, programme for managing financial coordination locally and “My most important learning was that, regionally in a region in Sweden ”. besides inspiration and feedback from others in the group, I got new tools to Several participants also listed the coupling to develop new projects ”. practice and the logs as the most important aspect for their individual learning: How the transformative “Definitely the time to reflect. To sit down and learning occurred think about why things became the way they The critical point of the experience is of did and how my acts influenced the process . course whether or not transformative learn- Filling out the logs was important for estab- ing occurred in practice . With the insist- lishing this deep reflection ”. ence on the tight coupling between learning “That I had to make my own reflection work and acting, and the importance of the time both before and after each meeting. Even dimensions, especially the questionnaire though it was not so user-friendly ”. shed light on what kind of consequences

• 38 • ” The circle has been a catalyst for the innovation- and development work I am doing.

the TLCs had in practice . One example of such A number of participant also listed the trans- changes of the form of interaction at the local formative learning aspects as the most impor- workplace was the application of the TLCs in spe- tant learning from the project: cific situations at the home organisation: “The circle has been a catalyst for the inno- “I have used the approach in team dialogues vation- and development work I am doing ”. with my employees ”. “The transformative learning process has “I would like to say that the reflective di- meant a change of our work identity ”. alogues that I with a person in my group meant using my new knowledge . In addition, “The uniqueness in the knowledge and I gave the learning log to the participants learning created both for the individual in my innovation project. Especially one of and for the group – comparing TLCs is like them became very interested and has used comparing apples and pears ”. it ever since ”. “I have rediscovered and re-learnt my problem-solving routines ”. Another example of new practices that goes beyond established thinking and ambitions is the “The most important factor has been the initiation of projects, resulting from a reversed common knowledge-creation about the thinking about entrepreneurial possibilities: specific challenges any specific group member has brought in, and the ongoing “We are applying for funding for a project, reflection about the group’s capacity to seeing refugees as ‘bridge builders’ for new- learn to learn, i e. . a search for transforma- comers, inspired by the TLC participants from tive potentials ”. Gotland. That is a direct consequence of the TLC work. The example came from a meet- “The work in the circle has influenced my ing where we asked ourselves “Can we do it values and I think that I have another un- anyhow?” which gave the energy and cour- derstanding for and curiosity about other age to work with this project ”. people . I am not so fast at labelling them .

• 39 • The discussions in the group have changed “Feedback on the design of a conference our way of working. Today, we have an entirely and the budget . Good advice on facilitation .” new attitude towards our clients ”. “Time for reflection and a method for it.” “We have worked a lot with co-creation at my “When you presented a dilemma and the work. Through the TLC we have experimented other participants asked profound ques- with, adjusted and thought about new ways of tions, there was a learning process in terms promoting co-creation – concretely through a of the reflections that arose ”. multicultural network across our departments and voluntary organisations . We have over “The common reflections were important 100 participants and it has been a great suc- to realize how differently we can perceive cess. The departments have not collaborated things and unknown competences surfaced before, but we are using the same openness among the participants in an entirely new and ideas of co-creation as in TLC and it has way ”. been a good thing for everybody involved ”. “Very concretely, the reflections from a TLC “My own work process became more focused meeting made me realize that my innovation and distinct in my communication of the solu- project was going into a new phase where tions I saw in relation to the challenge I pre- ownership, roles and tasks were about to sented in the circle ”. change . Without that insight there would easily could have been misunderstandings, ambiguities and barriers for progression ”. How co-creation of knowledge was manifested The output from the project could also take the form of an ongoing co-creation with local ac- The participants were asked to provide examples tors in the home-organisation, not only applying on how the TLC group helped to process, learn TLC or specific principles, but also letting them and develop the work . Many pointed at the quali- develop and adapt to better serve the local or- ty of the interaction and co-creation in the group . ganisation: “The group as a social and learning commu- “It is a mix of dissemination and involvement nity created a trust-based work frame which of colleagues . I have discussed with my boss made it possible to be challenged about own about the possibilities to draw on the knowl- assumptions and behavioural patterns ”. edge from this project and two colleagues “I have been able to create new development have therefore participated in a one-week arenas to promote collaboration and develop- conference on entrepreneurial mindsets in ment of the welfare system both locally and teaching and a discussion forum organized on a national level ”. by the TLC project respectively.”

• 40 • “I have a group of colleagues with whom Second, there was a clear underestimation I have shared my knowledge. This has led of the challenge of introducing participants to to several co-creation initiatives such as the principal framework and technical work of multicultural networks and activities for filling out the logs . The TLC experience is a story young people wanting to establish them- of both expectations of and resistance to the task selves in working life ”. of formalizing the learning process . The expectations surely created motivation, in many cases making it possible to overcome the threshold of CONCLUSIONS working with the logs – also for the ones hav- As argued in the introduction, the evaluation ing least experience in technology and analyt- of a new learning model should solely focus ical work . On the other hand, the documenta- on what makes it different . This tion system was frequently not is why the assessment in rela- used very much or even not at tion to the purpose of TLC has all – even by the ones perhaps to be more critical than the im- For very ”experienced having the best background for pression from the participants students the logs doing it . For some participants may seem . can be transformed virtually nothing happened ex- First, the utmost important and developed for cept for meeting in the circles conclusion to make from the and doing the ordinary things, the actual purpose TLC is the documentary system, not putting one’s own knowl- i e. . the logs and solving prob- of the circle edge at stake in real meetings lems, based on agreed Guiding during the process. with otherness and uncertainty . principles . They are the key in- Hence, the degree to which the strument that, to my knowledge, separates TLC learning was practice-near and constituted true from any other learning circle or forum . This user-involvement varied significantly . is also obvious from the comments, actions, Third, while the differences between the and reactions from the facilitators . The logs practices in the TLC groups were evident and are a clear requirement for the transforma- to some extent discussed, this evaluation is not tive learning to occur . For very experienced capable of answering what kind of facilitation or students (experienced in terms of familiar in what mode of co-creation worked better than the profession of teaching, leading or guiding the other in the respective groups . As relevant others) the logs can be transformed and devel- as that issue might be, it should be noted that oped for the actual purpose of the circle during the notion of TLCs also assumed different prac- the process, but the analysis from the Guiding tices to develop in different groups, given their principles can never be neglected . They have to backgrounds, needs and the dynamics that de- relate to all stages of the process in the circle . velop in the groups over time . To explore how

• 41 • these aspects interact with e .g . different fa- transformation based on new understand- cilitation practices and styles would be an ing and concrete initiatives were character- interesting question for further exploration . istic for how the TLCs worked . The learning Fourth, one cannot take the different logs were rewarding for those who invest- aspects for granted in the composition of ed enough to get over the threshold and the groups and background of participants . used it actively in their reflection process . In Diversity has many aspects among which general, the TLCs supported entrepreneur- the experience of intellectualize through ial learning, were found useful, and their abstract thinking and verbalization is a de- specific features had a function with con- cisive one for working in with TLC . In this sequences in everyday working life . respect, there were significant differences In the further development of TLCs, it is between the groups . However, these differ- of great importance to lower these thresh- ences interestingly did not predict the use olds, or perhaps also to be very clear about of the TLC model and the logs – it simply what it takes to get something out of the defined the magnitude of the challenge . TLCs . Logs must be thoroughly briefed Furthermore, these challenges also to some right from the beginning so it does not be- extent correlated with the languages spo- come too much of an issue . An ambitious ken in the groups . It was a harsh awaken- introduction of the conceptual structure, ing to realize that English is not a de-facto more user-friendly interfaces for the logs, lingua franca in all groups . an insistence on the preparation and use of Fifth, the concept of transformative documentation of the participants, manda- learning showed to work . TLCs did have tory diversity in the composition of groups, consequences that were indeed useful and quality-assured platforms for online meet- really shaped the form of practice in many ings, and assessment of facilitation skills are cases . The method, process and outcomes examples of things that would improve the were seen as the most important learnings TLCs experience . The TLC is a path worth for the participants . The logs, the dialogue, further exploration because they do not the facilitation, the diversity and the cou- over-simplify learning and therefore have pling to practice were the most important a chance to make a real impact in society . learnings in the project . The reflection and

• 42 • DISCUSSION AND FURTHER EXPLORATION

The pilot project is implemented on three First, the facilitation process can be inves- circles with different backgrounds and tigated from the framework presented in areas . It is therefore relevant to investi- this report, and how different approach- gate how the different groups act on their es affect the work in the circles . Since the premises . The education professionals ob- participants are supposed to start and im- tained a better instrument they immedi- plement their own projects, their facilita- ately could apply, since they were expe- tion skills will be on target . Therefore, it is rienced intructors/tutors . The group of appropriate to focus on the development “inclusion in working life” was composed and knowledge on facilitation skills in the by professionals with great experience in groups . Second, the different modes of leading projects . Problem solving is a nat- co-creation that occur in the groups should ural part of their daily service . The group be investigated . “inclusion of newcomers” has experience The logs need to be more user-friendly . in teaching and learning, but coming from As mentioned above it would probably be different backgrounds resulted in language beneficial to present the circle’s purpose issues . The inclusion of immigrants in the and planning as a Critical incident and in- Swedish and Danish society is a complex troducing the Guiding principles when de- problem . Refugee families and unacom- scribing the process of the goal (-s) for panied refugee children are a topic that the learning . Explaining the structure of would fit into the new concept of TLC . In TLCs does not just explain the core con- this context, futureTLCs projects could fo- tent of the learning circle, but also puts cus on mapping the participants’ experi- a focus on that effective and reflective ences and backgrounds to survey the de- learning can make a real impact on socie- velopment of each individual, also to get ty and its development . History provides data on how diversity inside the circles af- us with great storytellers and scientists, fects the process, progress and learning but perhaps TLCs can contribute with a results . new dimension on how we act in life as To develop the concept of TLC and its facilitators creating and inspiring learning use, some key features can be identified: environments .

• 43 • 4

Stories of experience and local impact of the Nordic TLC work

• 44 • Story of Experience

Dorthea Funder Kaas, Assistant Professor UCC – Bornholm University College, Denmark

n the TLC island circle, where our com- to each other at different times in a process, mon theme has been inclusion and inte- can dig deeper into the learning and change Igration of newcomers, the transformative processes . How questions can be absolute- learning process has lead to a change of our ly crucial to the direction a learning process (work) identity . It has been about the meet- takes . Subsequently, we worked with the group ings we have with citizens, especially those logs . One participant spoke about the chal- who are new to our community, but also oth- lenges of getting a financial decision through er professional stakeholders, such as our col- local politics, so that she could implement a leagues, that we share knowledge with . I’ve change in the school’s transition classes (mod- had a two-sided view at my personal learn- tagerklassser) . After talking for a while in the ing process in the circle work . As a facilita- group about the challenge of political and tor, I have gained insight into and worked to economic decisions that are not always tak- support the other participants’ learning pro- en quickly enough, another participant said, cesses through the elaboration of logs . As a ”Do you think you could do it anyway?” . That participant, I have kept logs myself and have question turned the conversation upside down worked with a local network of stakeholders in and we began considering future scenarios in connection with newcomers in schools and day which the school would create opportunities care centers on Bornholm . Below, I elaborate for change now and here, instead of waiting for on these two roles with an example: economic possibilities and political will . I found this meeting instructive and val- THE FACILITATOR ROLE uable to all participants – a critical incident At one of our physical meetings, I had pre- on the way to a determining transformation, pared a dialogic presentation on ”asking good where inclusion becomes part of the way we questions” . Here we discussed Theory U and act, professionally and humanly, rather than how we, by using different types of questions being dependent on a number of conditions

• 45 • that must be in place before we can include tion and material from the Gotland TLC par- newcomers . These reflections can be linked to ticipants . It can therefore be described as a changes related to the 4th guiding principle in direct outcome of the work of TLC – but not the evaluation design: How can the initiatives I necessarily as transformative learning . How plan to engage in fundamentally change how can transformative learning become part of our organisation works? our local outcome on Bornholm? As described in my log of February 9th 2017, the meeting THE PARTICIPANT ROLE with newly arrived families is being problem- During the course of the process, I have been atized to a relatively high degree among local coordinator of a local network for stakehold- school and institutional actors . It is a big task ers from schools and day-care institutions on to include children and parents in the institu- Bornholm, where we work to find opportuni- tional culture . The project about local culture ties and to qualify the work with a group of ambassadors was very well received, and the newly arrived asylum seekers, especially par- meetings were characterized by highly critical ents of children in school and in day care . This reflection and attention to context . The many local network has been my ”task” in the TLC individual experiences have gained value and project . In our TLC, I have been very inspired importance – a process that is not about ”own- by Gotland’s holistic and gender-promoting ing” the project but about taking ownership . work with families and parents as well as a There is therefore a hope that the local pro- project about ”culture guides” on Gotland . In ject can activate the professionals’ desire to collaboration with Hans-Jacob as leader and think in opportunities and perhaps thus cre- the local network, I have written a project, ate a basis for that meetings with newcom- which we call ”Bornholm Cultural Ambassa- ers can bring about greater value and change dors”, which we are currently seeking fund- in the community . The transformative learning for . As mentioned above, the project of ing processes are not always short term, but upgrading local refugees and immigrants to work in the long term and can in part be pur- being ”bridge builders” at parents’ meetings sued by attentively facilitating and managing has been developed on the basis of inspira- the processes .

• 46 • Entrepreneurial Mindset – Thinking about the Transformative Learning Circle process

Sami Lehto, team-coach, Proakatemia, TAMK – Tampere University of Applied Sciences, Finland

eing part of the Entrepreneurial mind- ti-cultural groups in my university of applied set TLC was one of the highlights of my sciences, I will take responsibility to create Bfew years professional career in higher new six-month entrepreneurship side subject education . There are many reasons, and not all for multicultural student group in Tampere of them are directly related to my development University of Applied Sciences, and I actively challenge that I formed for working in the cir- search new opportunities to collaborate with cle . In a way, the biggest part of my actual trans- new partners in different countries . formative learning happened in unexpected way . This is something I feel is the most valu- One of the most important learning and un- able thing that I got out of the NVL Learning derstanding that developed to me personally Circles . There is something for me personally, during this process was that I’m capable to work but also to the organisation I work . with international professional education group, For the personal development challenge . and that my current knowhow can be applied I have had many changes to evaluate my in multicultural environments with other profes- work with the company I´ve been working sional fellow colleagues and people who work to improve their culture and working condi- with education . I see this as critical part of my tions . We have not been able to transfer all developing professional identity . the things into action we discussed about I feel that without our group and TLC as a for- in Learning Circle, but there has been ma- mat, this development would have taken much jor developments . Dialogue and feedback more time to happen – or it could be possible are nowadays more integrated to daily rou- that I would have never taken the step forward tines of the company, and few practical im- with starting to cooperate with this depth with provements have been made, that employees multicultural groups . After experiencing TLC, I said will never be achieved when we started have had the courage to mentor and coach mul- working together .

• 47 • My personal story

– Malene Kongpetsak Pedersen School Inspector, Atuarfik Samuel Kleinschmidt, (ASK), Nuuk

y personal story as a participant in When I attended my first meeting of the net- the NVL project started in March 2016, work in Hamar, I met the other participants . It was Mwhere I as a newly arrived in Green- very instructive and inspiring . What I especially land participated in an introductory course to learned from listening to others and from receiv- Greenlandic culture . The teacher was Inaluk Brandt ing good questions from the others was to see and after the meeting, I decided that I would meet my project from the outside, and I was challenged Inaluk Brandt again, and that I would work with to see it from other perspectives . In particular, it her in some way to develop the primary school I made an impression to meet other people, who had just become an inspector of . Therefore, I gave were actually complete strangers, and that I, after her my email address . a few minutes, was telling open-heartedly about After a while, Inaluk contacted me to invite me my biggest challenges as a leader and who were to join the NVL project . We agreed to do a pilot sincerely preoccupied by creating learning dia- project based on the action learning model at ASK, logues that could really move something forward . my school . Together we designed a project aimed I returned to Nuuk with a completely new per- at creating learning processes among school staff spective on our pilot project – and in fact, it was and thus develop the school through organisation- when I listened to the others’ dilemmas and chal- al learning . Inaluk and I were both very focused lenges, that I was most inspired to see my own sit- on the idea, that for students to learn more and uation in a new perspective . Daring to change my become more successful, the teachers themselves own ideas for another mind set also often led to must be interested in learning – and preferably suddenly being able to see new solutions . Being from one another . part of the network with subsequent Skype meet- Before I met Inaluk, I had an idea of how to ings meant that I got the courage to maintain the lead the development process at the school with idea of organisational learning as being the most organisational learning as the focal point, but I important part of the development of the school . lacked some sparring in terms of e g. . a model or This actually became the start of a major cultur- a design for the process . Therefore, Inaluk and the al change in relation to cooperation and dialogue project arrived at the very right time, and precisely among the school staff and their view on learning . the action learning model became a good starting The pilot project resulted in an exciting progress point for the design of the project – we had the that led to much more organisational learning than framework for the project . I had hoped for – and we only just started . .

• 48 • Transformative processes with newcomers

Latifa Rachidy, Integration Assistant, Region Gotland, Sweden

rom each experience we learn some- Below, the process is described thing new . By participating in the in some brief steps. Ftransformative learning circle about ”Integration” we have learned at the Inte- Create security and trust gration Unit, Region Gotland, how we want STEP 1: By accepting and respecting oth- to meet the newcomers in our activities . ers, one builds a bridge called We have gone from only making demands security and trust with the new- on them to instead making demands on comers. We show that we ac- ourselves as well . We have learned that we cept and respect our newcom- must first open ourselves to them and be ers by meeting the individuals responsive so that we can then support the with an open heart, sitting down individuals to reach independence . We have with them, drinking coffee, let- found that integrating them into our Swed- ting them talk, listening to their ish society requires that we first integrate stories, involving them and let- into their society . ting them know they are an im- Through our learnings we have created a portant part of society. new way of working at the Integration Unit . In the past, we did not spend time creating Receiving information security and trust between staff and individ- Once we have established trust uals . We are doing this now, and the results STEP 2: and security, the individual is re- have become so much better . Now we have ceptive to information. At the very satisfied participants who feel a great beginning we provide oral in- deal of trust for the staff . When confidence formation and we do the most is established, it creates the opportunity for of the work that needs to be the staff to make demands on the individ- done, for example, various ap- ual, and a personal development of the in- plications for compensation, etc. dividual can then take place .

• 49 • STEP 3: Routines In the next step, we support the individuals to do everyday routines themselves, such as paying How long time this process takes bills. It is very important that is of course different depending our newcomers do not live in on the individual. Therefore, it is a constant dependence on oth- important to make an individual ers. Being able to control their adjustment based on needs. If you own lives is a human right that do not know the individual, you we must help to create condi- can not make these adjustments, tions for. Knowing how to do, which means that it is time-effi- and why, is important for our cient to spend more time at the newly arrived adults, especially beginning on getting to know the from a parent perspective. individual. Then you can shorten the process for some and extend Demands STEP 4: it for others more needy, not a Now we start a training peri- big deal really. We have the frame- od where we make demands on work and methods, but are flexi- the individual. Now we clearly ble within these. show that we believe that the individuals have the capacity to solve tasks and problems themselves. By making demands, we also show that we have high expectations, which often leads to a faster development in the individual.

Independence STEP 5: Now the individual is completely independent and is able to manage on her or his own. The goal of the Integration Unit’s work has been achieved.

• 50 • Building an infrastructure for stimulating entrepreneurial mindset, at IBA Erhvervsakademi Kolding

Hans Mikkelsen, Development manager at International Business Academy, IBA Kolding

he Transformative Learning Circle “En- phere, which helped and stimulated the loops trepreneurship and education” had, of reflections I experienced . Tas an overall learning objective, focus At the first meeting, I presented my local on how entrepreneurial mindset could be in- project and the feedback taught me to base tegrated as part of teachers and consultants my reflections on logs – mainly critical inci- work – and how entrepreneurial mindset could dents logs . be integrated as an embedded cultural ele- At the next meeting, I did a presentation ment in the study environment . on how I had analyzed the critical incidents My local project, the individual learning logs and found some patterns that I would case I brought into the TLC, was how to de- like to discuss with the circle members . The sign a kind of ecosystem supporting and stim- following discussion and reflection made me ulating entrepreneurial mindset amongst stu- aware that I needed to change perspective on dents . how to handle the tasks in my local project . From my very first presentation at the To much focus on internal issues and to little first circle meetings spring 2016, to one of focus on external issues – or put in another the last activities in the project, a discussion way, I needed to change focus from inside-out forum held in June 2017, I gained new insights, to outside-in . Some members in the TLC came knowledge and inspiration from the co-cre- from Tampere University of Applied Sciences ation processes we went through in the TLC . and their concept had inspired me . Due to the meta-reflection processes, During psychical and virtual meeting in the which occurred at the circle meetings, I even TLC my ideas was further developed, and I had to change my own approach how to de- began to wrap it up . sign and implement the solutions I developed This new insight made me look for con- in my local project . cepts supporting and stimulating entrepre- Basically co-creations processes were de- neurial mindset . Concepts that had proofed pending on interpersonal interaction between their value . The learning philosophy from the circle members in a trust building atmos- Proakatemia, in Tampere University of Ap-

• 51 • plied Sciences, how to learn through entre- sulted in a change in my own perspective on preneurial action, pushed me in direction of things, and brought me to a solution, which other European concepts and I found com- will be implemented in the coming years . plementary ideas at EU Science Hub . With the experiences, I have made from A year-long trip based on own reflec- the TLC work, I will continue with adopting tions and intense discussions and challeng- this way of transformative learning into oth- ing questions from the circle members, re- er IBA educational elements .

Short about the Norwegian circle

Marianne Sempler, AiR – National Centre for occupational rehabilitation (NK-ARR), Norge

iR – National Centre for occupation- AND prepare them for the co-creation ses- al rehabilitation (NK-ARR), Norway, sions BEFORE the Open arena . NK-ARR de- Ahas been representing Norway in cided to try out a Norwegian transformative the Nordic network and in the Nordic learn- learning circle parallel with the Nordic learning circle (one person as participant and ing circle “Inclusion in working life” . one as facilitator) . NK-ARR use open arenas NK-ARR invited the facilitators and own- and learning networks as driving forces for ers of the 10 development groups from Open workplace innovation . The largest event is arena 2016 to participate in the Norwegian the annual 2-days ”Work and Health Open learning circle with their development tasks . Arena” . The purpose with the co-creation Facilitators from six of the groups started arena is to support local/ regional devel- with a meeting in May 2016, and facilitators opment work by facilitating co-creation be- from two new groups joined later . The fa- tween researchers/academics, service pro- cilitators have had the possibility to meet viders, service users and civil servants . A (physical- and net meetings) in the Norwe- challenge for NK-ARR has been to support gian transformative learning circle altogeth- the development groups in their innovative er six times during 2016 and 2017 . The focus work AFTER the co-creation in Open arena has been to support entrepreneurial learning

• 52 • for the participating facilitators and to support them in their local/ regional/ national development work . Two of the participants and the facilitator were also participants in SHORT ABOUT the Nordic circle . THE PARTICIPANTS IN THE NORWEGIAN CIRCLE: STORY A FROM WOMAN, 50, 12 facilitators/ co-facilitators have par- PARTICIPANT IN BOTH NORDIC ticipated in the Norwegian learning AND NORWEGIAN CIRCLE circle. 8 women and 4 men, between My connection to the Nordic circle is two- 30 and 60 years old. 3 work at univer- fold . I participated both in the Nordic circle sity/ competence-centre with formal as representative from the Norwegian circle education/ research, 3 are in public and facilitated a locally founded projects in authority administration, 1 is private the Norwegian circle . This story is about how consultant, 4 work in public workplace both the Nordic and the national circle work (rehabilitation institutions or Hospital) has provided structure and reflection space 1 is a representative for service us- leading to change, transformative behavior ers. The participants cover big parts and innovation . of Norway – from Oslo and up to the very northern Norway. Reflection Space: The Facilitator has been the same Both the Nordic and the National circle has person as in the Nordic circle, assist- provided a reflection space among peers . ed by a colleague who has also been In evaluation rounds I noticed that peo- participant in both the Nordic and the ple highlight the importance of such space Norwegian learning circles. when engaged in developmental work . This is also the case for me . In a hectic working environment, I find it difficult to schedule time for reflection and if I do, it is hard to stick with it . In addition to the meetings, the learning log also provided a reflection space, but again it was difficult to take the time to sit down and do it .

• 53 • ” A local project has proved to be both transformative and innovative.

Entrepreneurial support: ences . In addition, it provided a space where A second experience from work in the circles the group could access knowledge about the was that of support . In the Nordic circle I met entrepreneurial process . with peers, engaged in different aspects of transformative learning, co-creation and fa- Transformative learning leading to cilitation . These are all knowledge areas still transformative behavior: very much in the making and meeting peers A local project has proved to be both trans- outside the organisation is rewarding . Reflec- formative and innovative . Transformative, tions on the Nordic model delivered ideas and much due to participation in the learning cir- perspectives I brought back to the national cle . Innovative much because of the design group . In the national circle, I experienced the process used to develop it, but overcoming same kind of enthusiasm about getting sup- implementation issues in the learning circle . port in the entrepreneurial task . Most of the Through the year, they have developed a tool, people attending the circle have few or no one engaging employer in a Return-to-work pro- else to include in the process . Entrepreneur- gram . The reflection space has provided spe- ial work is very much a task, which involves cific ideas and important input to the pro- understanding, sensing, providing energy to cess of implementation, among other things and sometimes provoking resistance from the how best to involve CEO, awareness of shift- organisation around me . To navigate through ing roles in the project and specifics concern- these obstacles and possible fall pits can be ing the tool . Transformative because the re- a lonely task and the circle provided a place flections has led to a fundamental change on where I could share or listen to successes or how the involved persons from the clinic per- failures, provide or get advice or other perceive the employers place in the rehabilita- spectives to the situation . It became a com- tion process . munity creating a safe space to share experi-

• 54 • STORY B FROM WOMAN, 40, PARTICIPANT WHO WAS ONE OF THE “NEW-COMERS” IN THE NORWEGIAN CIRCLE (HAD NOT ATTENDED OPEN ARENA BEFORE).

Story B started in the fall of 2016 at a pro- composition of a co-creational group and fessional seminar . J . attended it, was in- methods used . Participation helped struc- troduced to Open arena and the nation- ture and shape the project and at the same al learning circle . Since November, she has time gave her support to take on the task . attended 4 net meetings . At her workplace they had just started talking about devel- Reflecting, challenge oping a new return to work service for pa- and plan for diversity tients with brain injury . A diverse group were to be gathered at Open arena . A user participant, a physio- Boosting entrepreneurial activity therapist, a civil servant from health, leader In the learning circle she was introduced of occupational rehabilitation, a research- to other professionals with entrepreneurial er in RTW and a clinician from hospital for tasks . The decision to join the circle seemed brain injury were to be handled, guided and to pave the way for an emerging project . challenged at the arena . The learning circle This included work around leadership en- actively supported the process of planning gagement, project participation, clarifying it, giving input on tools and methods and re- objectives and seeking information . The flection space as basis for better decisions . learning circle provided input, support and At the arena, this planning process resulted promoted progress in between meetings . in a better understanding of the task, ideas The learning circle was used to plan for a for further steps and a broad spectre of a co-creational event early 2017 . Reflections in very relevant network . The work continues the group challenged the traditional way of at the clinic . thinking about ownership to the challenge,

• 55 • 5

Implications and recommendations for further Nordic work

– Pirjo Lahdenperä/Maria Marquard –

• 56 • his report outlines the final results The following focus areas are recom- from the implementation of the mended for further Nordic work: NVL network on “Entrepreneurial T • For future Nordic projects, the language learning and innovation” issue should be discussed in more de- The evaluation of the pilot project on tail . In language teaching contexts, it Transformative learning circles highlights has come to be possible to use trans- several possible outcomes related to pro- languaging, i e. . it is an advantage that moting entrepreneurial and innovative several languages, like different Nordic competences which lead to “transform- languages, are used in the learning con- ative” changes . The evaluators point out text, not just English . important areas for further exploration of the TLCs . • Working methods with log and critical TLCs were inspired by a Nordic tradition incident occurred as mentioned with of co-created learning in study and research verbal and linguistic documentations circles with a strong emphasis on involve- In view of the continued work with the ment and responsibility of participants . The transformative circles, it would be of Nordic Adult Learning Network is an organ- great interest to test differernt types of ised programme on cross national and cross documentations such as video record- sectoral, co-created learning and coopera- ing, specially of the improvement of the tion . The network also encourages partici- practices . This would allow to broad- pant involvement and engagement . en the studies by investigating the in- The results of the pilot project indicate novation, creativity and entreprenurial that working with participatory, co-creat- learning as well as the current changes ing, collaborative learning and develop- of the practices . ment in circles or networks at a Nordic lev- • Method with logs and critical incidents el might lead to transformative changes that requires good language skills and in work life and in personal approaches to habits to reflect, document and draw meet challenges, an ability that might also conclusions seem to be very complicat- be useful in an increasing complex and a ed . The evaluation shows that not all the diverse civic society . participants got used to these methods

• 57 • and some needed longer than others to un- • Of course, the results of various types of eval- derstand the meaning of writing logs and uations show that this project has involved a documenting critical incidents . Obviously, large number of participants in different Nor- the participants who had previously used dic countries . All these participants express these complicated learning methods in their that they have learned a lot in general and education or in their work had an advan- that they have learned a new way of work- tage . In addition, the work was mostly done ing in particular, ie . transformative learning in English, which of course gave advantage circles that they have and may continue us- to those who had better English language ing in their work . skills . In view of this, one can conclude that • In the Nordic context, there is great potential the use of these complicated working meth- to use and develop work on Transformative ods and using English as dominant language Learning Circles for innovation and to find created unequal learning opportunities for new ways to work broadly with the problems participants . and challenges facing society in change . This • It should be noted that these evaluation project with TLCs has proved to be able to report did not study the facilitators, spe- offer new ways of learning of adults and to cially on how they used the differences in be engaged in co-production of knowledge the groups for transformative learning . It is development that improves the practice and assumed that TLCs benefit transformative different activities in society . In view of the learning when the participants represent dif- development areas identified in the evalua- ferent cultures, knowledge contexts, education, it would be worth for the Nordic Council tion backgrounds, proffessional experiences, of Ministers to see the benefits of this project different organisations, etc . In this context, and support its further development . it would be relevant to further explore how these aspects interact with different facilitation practices and competences .

• 58 • – Appendix –

Participants in the three Nordic learning circles and the steering group

Anders Korsgård, Hedensted Municipality, Denmark Annika Bayskov, Paradisbakken School, Denmark Antti Vuento, Tamk, Tampere University of Applied sciences . Dorthea Funder Kaas, University College Copenhagen/Bornholm, Denmark Erik Niklas Bjurström, Inland Norway University of Applied Sciences - INN University Hans Jacob Binzer, University College Copenhagen/Bornholm, Denmark Hans Mikkelsen, International Business Academy, Denmark Hrobjartur Arnasson, University of Iceland, Iceland Inaluk Brandt, Founder and Senior Consultant at Visiobox Consulting ApS, Greenland Ingrid Andersén, Uppsala University, Sweden, Department of Public Health and Caring Sciences Janita Saarinen, Coaching and training company Idema Oy, Finland Jenny Lennhammar, Regional center of integration, Gotland, Sweden Kari Gunnarsson, University of Iceland, Iceland Kasper Fruergård Nissen, Red Cross, Denmark Kristin Skåre, NAV, The Norwegian Work and welfare administration, Norway Lars Thuesen, Founder and Change Leader at WIN, Denmark Latifa Rashidi, Regional center of integration, Sweden Lotta Rehn, Region Gotland, pre-school department, Sweden Madelene Johansson, Region Gotland, quality and development department, Sweden Malene Kongpetsak, Atuarfik Samuel Kleinschmidt, Greenland Marianne Sempler, National Centre for Occupational Rehabilitation, Norway Sami Lehto, Tamk, Tampere University of Applied sciences, Finland Samir Bektas, NGO ”Bornholms flygtningevenner”, Denmark

• 59 • Sara Soleimani, Region Gotland, primary school, Sweden Stefan Mörk, Global Cooperation Sweden AB Timo Nevalainen, Tamk, Tampere University of Applied sciences, Finland Toril Dale, National Centre for Occupational Rehabilitation, Norway

Researchers involved in advisory board, writing analysis and report, project and evaluations design and knowledge support during the project

Anssi Tuulenmäki, the research program Mind at Aalto University Helsinki, Finland Benson Honig, McMaster University De Groote Shool of Business, Canada, /University of Southern Denmark Kaj Mickos, Innovation Plant, Mälardalen University, Sweden Kamran Namdar, Mälardalen University, Sweden . Kjell Staffas, Uppsala University, Sweden Marie Kirstejn Aakjær, DPU/Aarhus university, Denmark Pirjo Lahdenperä, Mälardalen University, Sweden Shahamak Rezaei, Roskilde University, Denmark

Researchers involved in data collection part 2 of the project

From Innland Norway University of applied Science

Daniela D Lundesgaard Hanne Marit Haave Inge Hermanrud Martin Nkosi Ndlela Victoria Konovalenko Slettli Xiang Ying Mei Åse Storhaug Hole

Kjell Staffas, Uppsala University, Sweden

Participants from NVL

Maria Marquard, NVL Danish coordinator . Coordinator and leader of pilot project Antra Carlsen, Head coordinator NVL

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www.nvl.org

Innovation • 62 •