Change Agent Skills Essay

Published: 2020-04-22 15:25:15
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In order to be a successful sustainability change agent, an individual must have the following: 1. 2. 3. Knowledge of the environmental, economic, and social issues related to sustainability (understanding); A value system and self-concept to support and under gird the actions of a change agent (motivation); and Change agent abilities (skills).

Change Agent Abilities: The following is a listing of change agent abilities compiled from numerous sources. For ease of use, these sources have all been acknowledged at the end of this document. Change agents are: · Resilient · Optimistic · Tenacious · Committed · Passionate · Patient · Emotionally intelligent · Assertive · Persuasive · Empathetic · Authentic · Ethical · Self-Aware · Competent · Curious They can:

Communicate ideas clearly, concisely, and precisely both orally and in writing Listen to others and incorporate their ideas and perspectives Accommodate individual differences (cultural, socioeconomic, global, etc.) in your decisions and actions and be able to negotiate across these differences. Engage in self-assessment, self-reflection, and analysis Reflect on what is happening to make meaning, gain perspective and understanding Engage in civil discourse and debate Mediate and resolve conflicts Analyze power, structures of inequality, and social systems that govern individual and communal life Recognize the global implications of their actions

Span boundaries Challenge the status quo effectively when appropriate Creatively and collaboratively solve problems using critical thinking skills; search for families of solutions for complex multi-faceted issues Collaborate, network, develop alliances and coalitions, build teams Involve others, inspire and excite participants, engender support and commitment See the big picture and the larger goal and understand the need for systemic change Adjust to the diverse and changing needs of both individuals and society as a whole Set realistic and clearly defined goals and objectives

Be both a leader and a follower, as necessary Analyze and influence 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 ( in collaboration with the U.S. Partnership for Education for Sustainable Development ( ). 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 Political efficacy, a belief that what they think and do civically and politically matters Integrity Courage An understanding of organic change

Useful Theoretical Models: A Social Change Model of Leadership Development (1996) Systemic Leadership (Allen & Cherrey, 2000) Reframing Organizations¦ (Bolman & Deal, 2003) Relational 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 Education 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 engagement: 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 liberal 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 take a little while: A citizens guide to hope in a time of fear. New York: Basic Books. Lorde, A. (1984). Learning from the 60s. In Sister outsider: Essays and speeches (pp. 134-144). Trumansburg, NY: Crossing Press. Musil, C. M. (2006). Assessing global learning: matching good 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 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 apathy and create positive change agents: Essential and missing components of our educational curricula. Paper presented at the Chair Academy Conference Proceedings, Long Beach, CA. Stein, K. (2006). University of Delaware IFST Capstone Course Syllabus. Thomas, N. (2004). Educating for citizenship in a diverse and interdependent society. In K. Ferraiolo (Ed.), New direction in civic engagement: University avenue meets main street (pp. 43-50). Charlottesville, VA: Pew Partnership for Civic Change.

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