Change Agent Skills Essay

In order to be a successful sustainability interpolate means, an individual must(prenominal) affirm the following 1. 2. 3. Knowledge of the environmental, economic, and social issues related to sustainability (understanding) A valuate system and self-concept to support and under gird the actions of a change agent (motivation) and Change agent abilities (skills).Change gene Abilities The following is a itemisation of change agent abilities compiled from numerous sources. For ease of use, these sources have all been acknowledge at the end of this document. Change agents are Resilient Optimistic dark Committed Passionate Patient Emotionally intelligent Assertive compelling Empathetic Authentic Ethical Self-Aware Competent Curious They supportCommunicate ideas clearly, concisely, and precisely both(prenominal) orally and in writing try to others and incorporate their ideas and perspectives Accommodate individual differences (cultural, socioeconomic, global, et c.) in your decisions and actions and be able to manage across these differences. Engage in self-assessment, self-reflection, and analysis Reflect on what is misadventure to buzz off meaning, gain perspective and understanding Engage in civilian discourse and debate Mediate and resolve conflicts Analyze power, structures of inequality, and social systems that place individual and communal life Recognize the global implications of their actionsSpan boundaries dispute the status quo effectively when appropriate Creatively and collaboratively solve problems using circumstantial thinking skills search for families of solutions for complex multi-faceted issues Collaborate, network, develop alliances and coalitions, build teams Involve others, jeer and excite participants, engender support and commitment crack the big cinema and the larger goal and understand the need for systemic change line up to the diverse and changing needs of both individuals and nightclub as a whole Set realistic and clearly defined goals and objectivesBe both a leader and a follower, as necessary Analyze and bias group dynamics Make ethical decisions which incorporate responsibility to self, community, and society Help envision, articulate and create positive scenarios for the future of society See the paths, small steps, for changes needed for a more sustainable future, convert it into a tasklist and timeline, and follow through effectively Tolerate ambiguity and cope effectively with change ACPA College Student Educators International (http//www.myacpa.org/) in collaboration with the U.S. Partnership for bringing up for Sustainable Development (www.uspartnership.org ). May be reproduced for educational purposes with credit given.They have Insights into the functioning and interconnectedness of systems A commitment to finding solutions to societal problems policy-making efficacy, a belief that what they think and do civically and politically matters Integrity courage An understanding of organic changeUseful Theoretical Models A cordial Change Model of leadership Development (1996) Systemic Leadership (Allen & Cherrey, 2000) Reframing Organizations (Bolman & Deal, 2003) comparative Leadership (Komives, S. R., Lucas, N., & McMahon, T. R., 1998) Social Entrepreneurship Servant Leadership Resources and References A social change model of leadership development Guidebook (Version III). (1996). Los Angeles University of California Los Angeles Higher development Research Institute. Allen, K. E., & Cherrey, C. (2000). Systemic leadership Enriching the meaning of our work. Washinton, DC University Press of America. Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered Engaging higher education in social change. Battle Creek, MI W. K. Kellogg Foundation. Bolman, L. G., & Deal, T. E. (2003). Reframing Organizations Artistry Choice and Leadership (third ed.).San Francisco Jossey-Bass. Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2004). The role of higher education in preparing undergraduates for lives of civic responsibility. In K. Ferraiolo (Ed.), New Direction in civic mesh University avenue meets main street (pp. 51-58). Charlottesville, VA pew Partnership for Civic Change. Drayton, B. (2005). Everyone a changemaker. Peer Review, 7(3), 8-11. Freire, P. (1972). Pedagogy of the oppressed. New York Herder and Herder. Hines, S. M. (2005). The practical side of munificent education An overview of liberal education and entrepreneurship. Peer Review, 7(3), 4-7. Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership For college students who want to make a difference (2nd ed.). San Francisco Jossey-Bass. Loeb, P. R. (1999). Soul of a citizen Living with conviction in a cynical time. New York St. Martins Press. Loeb, P. R. (Ed.). (2004).The impossible will come to a little while A citizens guide to foretaste in a time of fear. New York Basic Books. Lorde, A. (1984). Learning from the 60s. In Sister ou tsider Essays and speeches (pp. 134-144). Trumansburg, NY Crossing Press. Musil, C. M. (2006). Assessing global learning matching skinny intentions with good practice. Washington, D.C. Association of American Colleges and Universities. Recklies, D. What Makes a Good Change Agent? Retrieved December 19, 2006, from http//www.themanager.org/Strategy/change_agent.htm Rowe, D. (2002). Environmental Literacy and sustainability as core requirements Success stories and models. In W. L. Filho (Ed.), Teaching Sustainability at Universities. New York Peter Lang Scientific Publishers.Rowe, D., Bartleman, D., Khirallah, M., Smydra, M., Keith, G., & Ponder, M. (1999). Reduce cynicism and stolidity and create positive change agents Essential and missing components of our educational curricula. piece presented at the Chair Academy Conference Proceedings, Long Beach, CA. Stein, K. (2006). University of Delaware IFST Capstone pattern Syllabus. Thomas, N. (2004). Educating for citizenship in a div erse and interdependent society. In K. Ferraiolo (Ed.), New prudence in civic engagement University avenue meets main street (pp. 43-50). Charlottesville, VA Pew Partnership for Civic Change.