Learning by Doing: A “Sticky” Way for Students to Learn About Leadership

1. Lucy A. Arendt & Robin Sronce Learning by Doing: A “Sticky” Way for Students to Learn About Leadership

2. The course: Seminar in Leadership • The students: Juniors and seniors, most studying management • Class size: 20-30 (smaller = better)

3. Course learning outcomes • Students will recall and understand the basic philosophies, theories, concepts, techniques, and terminology of leadership. • Students will apply the practical tools and techniques of leadership to novel and concrete situations. • Students will have a well-informed and sophisticated understanding of the personal side of leadership, the leader as relationship builder, and the leader as social architect. • Students will communicate leadership concepts effectively through writing, speaking, and listening.

4. The REALLY BIG learning outcome Students will assess and develop their own leadership potential

5. If we want students to assess and develop their own leadership potential, then maybe we need to turn over the running of the class … to our students! • For us, that means …

6. NO Instructor-led lecture

7. Instead: • Students lead and actively engage in provocative conversation and thoughtful feedback. • Not just for part of the class • Not as part ofa quick in-class exercise • Thoughts so far?

8. SCARY?! Maybe

9. General perceptions of the class

10. Key Point: Responsibility for learning shifts to students • Course Participation • Discussion Leaders • Discussion Participants • Leader Feedback • Course Assignments • Reading Response Papers • Film Cases • Final Project Learning to BE a leader, rather than simply learning ABOUT leadership.

11. Linking … • Theory and practice, practice and theory • Over and over • Via discussion • Via reading response papers • Via film cases • Via final project

12. What worked well?

13. What would scare you about teaching this way?

14. Key Point: Cautions for teachers   • Relinquish control  • Fear material won’t be covered or incorrectly presented • Don’t step in • Allow mistakes to be corrected by group • Meet with students individually before and after session • Be task- and relation-oriented

15. Cautions (cont.) • Give honest feedback  • Provide opportunity for growth • Create supportive atmosphere • Class atmosphere – set the right tone on the first day

16. What could have been better?

17. Key Point: Risks for students • Leading peers  • How do we support and make this successful? • Hearing feedback  • Prepare for and help receive +/- feedback • Giving feedback  • Design opportunities for constructive feedback • Students relying on each other  • Demonstrate idea of reciprocity

18. Would you recommend the course?

19. Key Point: Outcomes for students • Practice as leaders • Real experience • Practice as participants  • Recognize importance of active and engaged followership • Ownership of learning outcomes   • Hearing and adjusting to honest feedback  • Giving honest feedback

20. Best taught as seminar?

21. Learning by doing … It sticks!

22. Questions? Concerns? • Are you ready to try this approach with one of your classes?