But the Chinese character for ‘ting’ grabbed my attention when I learned the separate characters for eyes, ears, attention, king and open heart–when combined–form the verb to listen or obey.

In my workshops around the world I show the ting character and ask participants what they think it means. In only one workshop, in Moscow, did anyone get it right. Not only did this Russian man know the word ting but he also identified the different sub-characters that form the verb. “How on earth do you know that?” I was astonished. It turns out that the KGB (the Soviet Union’s former spy and state security apparatus) had identified his skills at learning languages, put him through an intensive and advanced Mandarin course, sent him off to Ulanbaatar in Mongolia and there he sat in a tiny room listening to the secret radio transmissions of the Chinese military.

The HCR family uses the “ting” to help explain what we call community-centred media (CCM), which begins with doing little more than listening, or should I say “listen-ting”. CCM resists the urge to deliver messages to the community and instead puts them at the centre of the communication process, listening to their needs and building on their strengths. It ensures they play their part in message-making, as well as community-level decision-making. This then enables two complementary approaches.

The first approach is a partnership between community, media and service providers that embraces four strategies: sharing resources, using local voices, community field work (we call it getting our shoes dirty) and handing over the mic. In other words giving away control of the communication agenda and process to the community.

The second approach is to deploy what we call the Five Tasks of Media. The CCM partnership together creates a transformative dynamic for social change of onair messages and offair activities that inform, educate, advocate, facilitate social learning and, yes!, even entertain.

Participants in our workshops quickly understand the difference between CCM and provider-directed communication; CCM is community-centred because we come to the project with questions, not answers. To do the ting thing is to come to the community first with a non-self perspective: to listen with compassion (heart), focus (undivided attention), respect (king), assessment (eyes and ears and mind).

All this came to mind when I saw a TED talk by economist Ernesto Sirolli, in which he offered this advice: “Want to help someone? Shut up and listen!“

Then, last week, HCR Australia’s CEO Dane Waters told us about a briefing for partners of state government services that he attended. Apparently, the buzz word is “innovation” in government-funded service delivery. One speaker maintained innovation included “talking to other people, people you don’t usually talk to”. As Dane said with tongue-in-cheek: What a good idea!

When faced with a problem, many well-intentioned community development or health promotion workers reach for their “best practice” or “evidence-based” project plans. In my experience, the first thing to do is the ting thing. A UN agency told HCR, “You’re the first consultants we’ve had who spent a lot of time asking questions to learn about our context and didn’t come to us with a prepared plan”.

Put simply, the ting thing is the key to understanding that HCR’s community-centred media strategies start with the community, not media; begin with listening, not talking. The ting thing process opens minds and options, which transforms relationships between service providers and vulnerable, marginalised communities. We believe this brings positive social change.

Whether that is innovative or otherwise is not for me to say. But I do know that, for a long time, the ting thing has been HCR’s way of putting communities at the centre.

Dr Ross James is the founder of HCR Australia of which Amplifying Voices UK is a member

The post It’s a Ting Thing appeared first on Amplifying Voices.

It operates on the assumption that, if learning is to be instrumental for learner and facilitator, then the approach should be conducive to both learner and facilitator alike.

The model is different from other training models in that it directly addresses learning styles, particularly cultural dimensions of learning. This is a process frequently omitted or glossed over in training design. The key to the model is six incremental transitions in the learning experience for learners and facilitators. The model enables training designers to consolidate the entire process of training from identifying needs to the follow-through phases of maintaining a comprehensive training plan.

Incremental shifts in the learning experience for learners and facilitator are shaped by six transitions and associated learning outcomes. Knowledge (Cognitive transition) builds on Reflection (Projective) and the Application transition integrates behavioural skills with learning from the previous two transitions. The fourth transition, Synthesis, positions the learning in an operational context to establish problem-solving skills. The next transition, Group Reinforcement, builds teamwork skills while the final transition, Self-direction, provides the opportunity for strengthening individual skills.

Transition Learning Model – Learning Outcomes

Projective – Form attitudes and aptitudes relevant to the task

Cognitive – Frame knowledge related to the task

Application – Apply skills to the task

Synthesis – Anticipate and resolve problems that may affect performance

Group reinforcement – Reinforce team approaches

Self-direction – Maintain self-direction and initiative

Taking its lead from adult learning principles, the Transitional Learning Model is a transforming framework, giving priority to

• the life experience of the learner;
• skills in problem-solving and resource management;
• concrete experiences that lead to reflection and conceptual thought;
• the learner taking more control of his or her learning;
• activities that develop the capacity to discover questions to be asked rather than finding “fixed” answers
• and a non-formal environment.

For Example….

The Projective transition begins the process. It acts as a framing device to establish an overall direction for both learners and facilitator. If the course is about conducting a radio program interview, the transition activities would promote reflection on attitudes and aptitudes related to interviewing.

A systematised cognitive framework is the learning outcome of the Cognitive transition. A foundation of background technical information is laid before moving on to the practical. In the case of a radio program interview, the learning outcome would relate to a cognitive grasp of the process of preparing for, conducting, editing and broadcasting an interview.

Next, Application  makes the transition from knowledge-based elements to practical, behavioural-intensive skills. In our radio interview example, this might include framing questions, handling an interviewee, managing a microphone, editing an interview and so on.

Up to this point, the learning outcomes of the previous transitions have been attitude-, knowledge- and behavioural-based. Now, the Synthesis transition is critical for the learning outcome of problem-solving, in preparation for the final two transitions. In our imaginary radio interviewing course, the learning outcome would relate to solving unexpected or expected difficulties that may emerge during the planning and conducting of an interview.

The learning outcome of the Group Reinforcement transition is to reinforce problem-solving skills and to promote collaborative teamwork and group-learning where participants learn to work together, not compete with each other. Together, group members would each take a role and collaborate to produce a group project.

Finally, with Self-directed learning as a goal, the transition from facilitator-led learning to individual enabling is complete. In our example, individual participants would produce an interview.

The Transitional Learning Model transforms learning and learners, through increasing and incremental depths of involvement and responsibility. Learners develop confidence and skills in problem-solving, collaborative learning and teamwork, decision-making, organisation and self-responsibility. Practical activities are built-in opportunities in the transition sequence for learners to produce or achieve tangible evidence of their learning and effort. Learners directly participate in five of the six transitions (projective, application, synthesis, group reinforcement and self-direction transitions) and indirectly contribute to the Cognitive transition. Previous experience is demonstrably valuable to group dynamics and valued by the facilitator.

At the heart of the Transitional Learning Model is the transformation of the learning process.

ABOUT THE DESIGNER

Dr.Ross James describes himself as a pracademic—part practitioner and part academic—who is committed to empowering and multiplying learner-centred trainers. With his family, Ross has lived and worked in several Asian countries and conducted short-term training in many other international settings. Ross is the founder of HCR and is available for consultancy on training design and delivery.

FURTHER READING ABOUT THE TRANSITIONAL LEARNING MODEL

Ross wrote a book about the TLM, which is currently being re-written as a second edition. Download several chapters from the first edition made available here as PDF files.

• Introduction
• Chapter 1
• Chapter 2

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