School of Education

Case-in-Point Inspired Pedagogy: Creating a Laboratory for Examining Leadership

Francois Guilleux, PhD Charlene A. Trovato, PhD

School of Education

June 7- 10, 2015 California State University, Fullerton

School of Education

Agenda

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• EXPERIENTIAL LEADERSHIP LEARNING: THEORY

• Constructive developmental theory (Kegan, 2000)

• Adaptive leadership theory (Heifetz)

• EXPERIENTIAL LEADERSHIP LEARNING: PEDAGOGY

• Case-in-Point (Failed leadership case and large and small consultation groups

• EXPERIENTIAL LEADERSHIP LEARNING: HYBRID ENVIRONMENT

• Challenges, Adaptations and Reflection

School of Education

Experiential Leadership Learning: Theory

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Constructive developmental theory (Kegan, 2000)

•Broadening one’s perspective or growth edges (Garvey Berger, 2004).

•Embracing the transformative process of coming to a different way of knowing.

•Teaching for epistemological transformation:

• Helping students recognize the edge;

• Being in good company at the edge; and

• Helping to build a firm ground in a new place (p. 346).

School of Education

Experiential Leadership Learning: Theory

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Adaptive leadership theory (Heifetz, 1994)

•Leadership is an activity, a process for mobilizing group resources to tackle tough problems (1994)

•Role of leadership is to move individuals, groups and organizations through adaptive problems for which no technical solutions exist

•Leadership requires change of values and beliefs.

• People themselves are the problem, therefore, the solution lies within them

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Experiential Leadership Learning: Pedagogy

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Case-in-Point Pedagogy to teach Adaptive Leadership

•Develops a studio-laboratory where the group as a social system is experienced and studied. The group is viewed in the moment as a living organization

•Diagnoses situations in the moment by observing (from the balcony) and interpreting (on the dance floor).

•Offers an opportunity for students to exercise their capacity to lead adaptively with and without authority

•Takes place in the large class and in the small consultation groups

•Builds a bridge between the classroom and students’ professional world

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Experiential Leadership Learning: Pedagogy cont’d

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Student…

•Presents personal leadership cases from their own work lives for consultation

•Uses the adaptive leadership framework to exercise leadership and practice authority through the consultative process

•Writes a memo about the experience

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Experiential Leadership Learning: Hybrid DeliveryChallenges of Online Teaching

•Faculty transition to online teaching– New representation of “self”

– New roles, expectations, behaviors

– New teacher-student interactions

– New technologies

– New pedagogies (Baran, Correia & Thompson, 2013)

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School of Education

Experiential Leadership Learning: Hybrid Delivery

Challenges of Case-in-Point in a Hybrid Environment

•Being fully present and in the moment to diagnose the situations

•Gathering data (observing) in the “room” to intervene

•Understanding how the group is functioning as a social system

•Knowing how well the students’ needs are being met

•Using interactive technologies to connect

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Experiential Leadership Learning: AdaptationsAssignments/Assessments

•Readings and Journal Postings

•Collaborative Work Space

•Virtual Group Project

Representation of “Self”

•Interactive Technologies (Podcasts, YouTube Videos, Voice Over PPT, Flipgrid, Skype, Google Hangouts, FaceTime, etc.)

•Teaching Online @ Pitt Course

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ReferencesBaran, E., Correia, A. & Thompson, A. Teachers College Record Volume 115 Number 3, 2013, p. 1-41 http://www.tcrecord.org ID Number: 16896, Date Accessed: 6/5/2015 10:55:08 AM

Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M., & Cohen, C. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs – Final Report. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.

Heifetz, R., Sinder, R., Jones, A., Hodge, L., & Rowley, K. (1989). Teaching and Assessing Leadership Courses at the John F. Kennedy School of Government. Journal of Policy Analysis and Management 8(3), 536-562.

Heifetz, R. (1994). Leadership without easy answers. Cambridge, Mass.: Belknap Press of Harvard University Press.

Heifetz, R., Kania, J., & Kramer, M. (2009). The dilemma of foundation leadership Cambridge Leadership Associates.

Kegan, R. (1982). The evolving self : problem and process in human development. Cambridge, Mass.: Harvard University Press.

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School of Education

References

Kegan, R. (1994). In over our heads : the mental demands of modern life. Cambridge, Mass.: Harvard University Press.

Parks, S. D. (2005). Leadership can be taught: a bold approach for a complex world. Boston, Mass.: Harvard Business School Press.

Schall, E. (1995). Learning to love the swamp: Reshaping education for public service. Journal of Policy Analysis and Management, 14(2), 202-220.

Schön, D. A. (1983). The reflective practitioner : how professionals think in action. New York: Basic Books.

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School of Education

Contact information

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University of PittsburghSchool of Education230 Bouquet Street

4310 Wesley W. Posvar HallPittsburgh, PA 15260 US

Francois J. Guilleuxfjg6@pitt.edu

Charlene A. Trovato, Ph.Dtrovato@pitt.edu

412-648-7429