of the Master Worker Project is to assist underrepresented students
to develop sixteen "21st Century" workplace competencies that were
defined collaboratively by local employers. A Learning Facilitator
team presents Bootcamp, Apprentice, Journeyman and Master phases,
and assesses the students inside and outside the classroom. Students
are responsible for demonstrating their competencies throughout
the curriculum, and are certified as achieving self-mastery by a
Board of Directors composed of Business, Industry, Government and
Special Services Foundation
The success of the Master Worker Project rests on the foundation
of the Special Services Program. In addition to classroom interaction,
each Special Services Master Worker student is assigned a family-like
support system team to fulfill the combined missions of each categorical
program (DSPS, EOPS, CARE).
The End of Education as We Know It
No walls-learning everywhere anytime.
We focus on learning and assessment in and beyond the classroom,
24 hours a day.
Learning Facilitator Teams. The Learning
Facilitator team is composed of administrators, support staff, faculty,
and students. We facilitate classes in teams of two or more facilitators.
This approach provides several benefits:
- A broader perspective on individual and class
performance and issues.
- Training opportunities for new facilitators,
including previously certified Master Worker students.
- A larger variety of experiences and perspectives
are shared with the students.
- An opportunity to assess and improve our own
Guides versus sages. Our approach
to teaching, which we call learning facilitation, involves the gradual
transfer of leadership and resultant responsibility from the facilitator
to the class. We as facilitators, strive to be "guides on the side,"
versus "sages on center stages." Facilitators are learners too.
Modeling the development of our own self-mastery is critical to
the empowerment of our students. Thus, we do our best to be real,
in the moment, in and outside the classroom.
The Experiential Learning Process.
We usually apply a four-cycle learning model that includes the following
We use energetic exercises that engage the students on multiple
levels: physical, mental, and emotional.
Limber Lesson Planning. Planned exercises
follow a general pattern but must be left flexible. We address behaviors
and learning, in the moment. Allowing the class to get stuck offers
the class the opportunity to "repair" itself. Often the facilitator
will have to sit back and let the natural consequence of ineffective
behavior be the teacher. We have found it to be a far more effective
strategy than lecturing students "about" real life.
We're offering a three-unit course for educators, managers, and
business people entitled, "Introduction to Facilitation," which
begins November 18, 2000 at Cerro Coso College. The curriculum includes
two weekend workshops, one in November and one in March, and a three-month
period of independent study via telephone bridge line, email (cyber
coaching), and workplace observation. For further information, please
We plan to provide California Community College faculty, and staff
with a Toolbook to help them deliver the Master Worker facilitative
learning processes to their students. This Toolbook will make the
success of the Master Worker curriculum more accessible, transferable,
and replicable in other courses and institutions.
We also plan to offer the Master Worker skills and approach to
a wider audience that includes facilitator training at other institutions,
training employees and employers in their workplaces, and follow-up
personal coaching via telephone and internet.