learning by doing: a “sticky” way for students to learn about leadership

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

Lucy A. Arendt & Robin Sronce

The course: Seminar in Leadership The students:

Juniors and seniors, most studying management

Class size: 20-30 (smaller = better)

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.

The REALLY BIG learning outcome

Students will assess and develop their own leadership potential

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 …

NO Instructor-led lecture

Instead:

Students lead and actively engage in provocative conversation and thoughtful feedback. Not just for part of the class Not as part of

a quick in-class exercise

Thoughts so far?

SCARY?!

Maybe

General perceptions of the class

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.

Linking …

Theory and practice, practice and theory

Over and over Via discussion Via reading response

papers Via film cases Via final project

What worked well?

What would scare you about teaching this way?

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

Cautions (cont.)

Give honest feedback  Provide opportunity for growth

Create supportive atmosphere Class atmosphere – set the right tone on

the first day

What could have been better?

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

Would you recommend the course?

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

Best taught as seminar?

Learning by doing …

It stick

s!

Questions? Concerns?Are you ready to try this

approach with one of your classes?