Leading Adult Learning 2.0

Drago-Severson, Eleanor. (2027). Leading Adult Learning 2.0. Thousand Oaks, CA: Corwin

I , Bill, like Isaac Newton, stand on the shoulders of giants, and have written about several on this website.  Drago-Severson joins this group. As a leading expert on adult development over the years, I have learned from the first edition, been energized by her book on ‘Tell Me So I Can Hear You’, as well as having attended several workshops.  Leading Adult Learning 2.0 is the latest and most expansive work on leading adult development. Follow the ideas in this book for positive results.

As Art Costa asked me over 30 years ago, ‘how are you creating a mentally stimulating environment for your staff?’  Then Art said, ‘if you don’t do that for the staff, why do you think they will do it for students?’  If we are not continuing to learn as adults, how do we expect to model and create learning for our students.

Drago-Severson makes the case early about the differences between technical challenges (a clear problem, with specific solutions), adaptive challenges (ambiguous undefined problems, with no clear solutions), and mixed challenges (some issues clear, some murky, and no straightforward solutions).  In organizations, and especially in education, the changing environments, technology, and the need for creative solutions will be continuously challenging in the future.  How we deal with this will determine our best future.

“The only sustainable competitive advantage is an organization’s ability to learn faster than the competition.”

Peter Senge, MIT

With the current losses in leadership experience, teachers leaving the profession, and reducing staff working in schools, this book should be on every leader’s shelf.  Drago-Severson is one of the strongest research-based authors, provides practical actions to elevate learning, and gives multiple applications for implementation.

Educators, business, non-profits, and communities are wearing out.  Keeping hope alive during chaotic times is becoming increasingly important.  Attracting talents, retaining knowledge workers, and sustaining their focus and creativity is requiring new thinking and rehumanizing the workplace.

Here are a few of the many ideas that stood out for me. First expanding on her earlier identifying four to five ways people tend to lead and contribute to the organization.  Ways of Knowing:

  1. Instrumental – desire for concrete models, best practices, clear goals, and an organized classroom.
  2. Socializing – very socially oriented to colleagues, kids, and community. Connections are key as a pathway to contribute.  Very open and caring environment
  3. Self-Authoring – high in efficacy and agency, skilled in their preparing and delivering of instruction and contribution to students or direct reports. Highly competent and seeks ideas to implement
  4. Early Self-Transforming – always willing to share knowledge, skills, and applications with others. Ready to learn expanding their own talents.
  5. Later Self-Transforming – continual learners and contributing even more to the organization. They have respect from most people in the organization and open to feedback. They are trusted servant leaders by example

One of my favorite concepts Drago-Severson introduced me to several years ago was the terms “growth edges.”  At each of the previous stages there are edges of competence and confidence.  How do leaders and professionals identify their own growth edge?  How do leaders facilitate direct reports with their growth edges?

Two additional ideas:

  1. Marshall Goldsmith’s concept of FeedForward. ‘what is one thing you want to get better at in the next six months, year, etc.?’
  2. Peter Block’s Bonus Question – ‘what question, if you had the answer to, would set you free/solve a problem/increase your skill?’

“The growth and development of people is the highest calling of leadership”

Harvey Firestone

This book provides several ideas on how to mentor, engage in reflective practice, and create learning centers in schools and districts.  Is your school or district a learning center or a compliance system.  What this book refocuses on is how do we encourage and engage learners rather than only a command-and-control center.  Of course, we must have physical safety.  I would suggest that our organizations must start focusing on Psychological Safety as key to learning, creativity, and innovation.

I whole-heartedly support Drago-Severson’s work as I have for decades.  This expanded and current edition is a go-to guru guide.  Buy it, read it, and IMPLEMENT IT.  Staff and students deserve it.

References:

Block, Peter. (2002). The Answer to How is Yes.  San Francisco:  Berrett-Koehler.

Clark, Timothy. (2026). The Four Stages of Psychological Safety (2nd ed).  San Francisco: Berrett-Koehler.

Goldsmith, Marshall. (2007). What Got You Here Won’t Get You There.  New York: Hyperion