Week 6 As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the c ...[Show More]
3 years ago
Course Objectives:
We wish to co-design a learning environment that is
interactive, collaborative, respectful, and thought provoking. Together, we
will share ideas and wisdom, learn from one another and value diverse
perspectives. The central objective is to provide new insights on your preferred
leadership style and how you can adapt into how you can lead your teams more
effectively whilst creating a top-line perspective on strategy and
implementation.
Course Content:
Teams and team working • Decision-making and managing
team-based conflicts • Relationship building • Fostering critical
self-reflection • Managing performance • Leading team strategies into action
Learning Activities
Through a series of simulated and practical leadership
challenges, performance reviews, feedback, 'best practice' and central plenary
sessions, the course creates the right environment to practice the key elements
of effective leadership at a strategic level. Participants will be encouraged
to test themselves both in the practice and the theory of leadership and learn
both from success and failure. Giving, receiving and accepting open, honest and
constructive feedback and acting upon it are essential components of the
course.
Kinaesthetic learning (also known as tactile learning), is
when learners best acquire new skills and knowledge by ‘doing’. This
means making your training as practical, hands on and active as possible. It
will be important to encourage activities when they can be physically present
with other people – kinesthetic learners a very tactile and even like to touch
other people when they are talking to them.
Visual learners aren’t difficult to spot. In a work setting,
they may be the ones gravitating to the whiteboard or doodling in a notepad.
They typically remember information best when they have seen it written in an
acronym, in a photo, or in an illustration, rather than through hearing or
reading it.
Leading auditory learners involves appealing to their
natural inclination to respond to what they hear. A phone call or face-to-face
conversation will work better than a long email. You can adjust your leadership
style for auditory learners by having a meeting to deliver important messages
and asking them to repeat key points to demonstrate their understanding.
Assessing learners
Method 1: Application and Implementation Ability
The key questions that evaluators seek to answer at this
level include: • How effectively are participants applying what they learned? •
Were there noticeable and measurable changes in the activity and performance of
the leaders and aspiring leaders when back in their workplace? • Was the change
in performance and new level of knowledge or skills sustained?
Method 2: Learner Satisfaction
When participants consider the information or learning from
the class to be useful, the correlation with transfer is slightly higher.
The questions could all be answered on a 5-point scale but
it is important to provide space for participant comments to get specific
information about what worked and what did not. Questions that can be asked
include:
• How well did the
participants like the learning process? • Is the program relevant to
participants’ jobs and missions? • Is the program important to participants’
job/mission success? • Does the program provide new information? • Do
participants intend to use what they learned? • Will participants recommend the
program to others?
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