robert stoyan robert stoyan: intensive small group teaching in leadership and pm, for many students...

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Robert Stoyan Robert Stoyan: Intensive small group teaching in leadership and PM, for many students at low cost

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Robert StoyanRobert Stoyan: Intensive small group teaching in leadership and PM,

for many students at low cost

Contents

1. facts about the course

2. didactical challenges and solutions

3. outlook

Robert Stoyan: Intensive small group teaching in leadership and PM, for many students at low cost

Course

course:

develop leadership and project management skills

regular students of bachelor and master studies

all study fields

didactical method: „Tutor Pyramid“

Course Contents

leadershipmoderating meetingslearn to know your leadership styleselecting team memberstalking to customershandling project crises…

project management (alternatively AC)effort estimatesproject plansmanagement summariesrisk analysis…

study projectapply all the above in a real project

25 hours

classroom

20 hours

homework

35 hours

homework

„All you need to know to lead a small project yourself“

Participation

250 participants (2007) from 2 swiss universities

160 participants (2006) from all fields of study of Zurich University

25 participants (2005) from Computer Science

participation in course is voluntary

Teaching Methods

class room lectures (on leadership):1 tutor teaches 6 participantsminimal lecturing: theory read at home + few minutes intromost of the time: role plays&group work, feedback&reflectionno grading, to avoid stress

homework (on project management): rework till perfect result, zero errors accepted

study project: project team of 4-5 studentschanging PMuniform study projects, but real productlive coaching + feedback on meeting protocolls, etc.

All time is used to develop skills (and not bare knowledge!) different teaching methods

Participant Perception (2006)

“In comparison with the other academic courses taken so far, the value of this course for me was:

0

10

20

30

40

50

60

1 2 3 4 5 6perceived value of the course

nu

mb

er

of

an

sw

ers

6 = the highest5 = much higher4 = higher

3 = lower2 = much lower1 = the lowest

Preview of New Evaluations (2007)

significant learning effects, measured by assessment center

survey of skill usage in real life

Contents

1. facts about the course

2. didactical challenges and solutions- how to teach that many students?- how to educate the teachers?- how to ensure quality?- how to handle limitations?

3. outlook

Robert Stoyan: Intensive small group teaching in leadership and PM, for many students at low cost

Tutor Pyramid

...

up to 430 participants

up to 45 student tutors

up to 7 student course leaders (experienced student tutors)

1 staff member

...work for free / credit points

written instructions, handoutspowerpoint presentationsmultimedia materialse-learning applicationsname cards, T-shirts, …

Classes of 40 Students

Effort

staff effort:course execution: ~ 1 fulltime month course development + research: ~ 3 fulltime months

3 student assistants helped me, in total 200 hours of work

Summary of course execution effort:Pay 1/6 of the teaching force (course leaders, assistants, me)~ 1 month staff effort

Big effort: preparation and testing of the lectures

Fast-Trained-Tutors (FTT)

Selection of tutors in (small) assessment center

Train-the-trainer course directly before the course

Skip university practice of using last year‘s participants as tutors!

Better teaching quality

Rapid growth of the course

Cookbook Recipes or Situative Leadership?

Fast-trained-tutors (FTT)no project managersno professional teachers can execute predefined & well-trained didactical tasks

Teach only cookbook recipes?? No! (and yes…)examples:

how to tackle an issue with a team member:constructivist approach: everyone creates his/her own reality„systemic questions“ – e.g. „What might your customer think about the problem?“

leadership stylesdo not teach them which style is the right onerole play + peer feedback on student‘s leadership stylerole play to try out different leadership styles

Cookbook Recipes or Situative Leadership?

Summary:

We can provide full teaching value With the exception of:

unforeseen questions freely chosen student projects

To design a lecture for FTT:find the right domain: do, don‘t, milestones, think, questions, participant experiencesto identify „a cookbook recipe“

Contents

1. facts about the course

2. didactical challenges and solutions

3. outlook

Robert Stoyan: Intensive small group teaching in leadership and PM, for many students at low cost

Outlook - What Others DoCourse Open

Univ.Accen-

tureSemmel-

weisMedicalUniv.Hungary

ZurichUniv.

Distance learning / classroom learning

distance class-room

class-room

both

Number of students per course 400 300 70 250

students per teacher (classroom)

15 12 6

Group teachers are students too No No Yes Yes

teach PM Yes Yes No Yes

teach leadership No Yes Yes Yes

Outlook

Spread the course to further swiss universities

develop an e-learning and e-assessment game do „real“ PM actions at the computermeasure behaviour„wikipedia principle“ - expandable by the users:

game contents development = study projects of 2007 and 2008 250 students work 35 hours eachstudents do:

import course contentsmodel their own real reactions to a leader‘s actiondevelop game storiesdo part of the quality assurance

pair teaching