PARTICIPANT-CENTERED LEARNING

A KEY TO TRANSFORMATIONAL LEADERSHIP FOR THE 21ST CENTURY

PCL Similar to Medical Model• Review info and provide opinions, analyses, and conclusions• Develop skills, abilities, knowledge, and approaches, as well as practice and

discipline in becoming more reflective and creative• Must review the relevant information, analyze it, reach conclusions, and

recommend something (treatment)• As in medicine, the most powerful and interesting situations are those which

permit multiple analysis of the same information to lead to several equally viable and powerful analyses, each with different action implications

Importance of Planning the Session

• Set objectives for the session

• The general design for the session

• Detailed planning—sequencing of session and materials to be used

• Defining performance or process evaluation measures

Key Ingredients for the Session

• Proper preparation, both by instructors (trainers) and participants required to make discussion and learning effective

• An action perspective, development of major themes, structural consistency, and effective closure

• The discussion trilogy—questioning, listening, and responding

TYPES OF QUESTIONS AND FUNCTIONS

• Open/Closed-End (Directive, Imaginative)• Information Seeking (Check on Preparation)• Analytical (Reasoning/Depth)• Predictive (Forecast)• Hypothetical (“What Ifs”)• Action (Decision-Making)• Evaluative (Critique)• Linking (Tie Together)• Bi-Polar (Opposing Views)• Clarification (Reduce Confusion)• Experiential (Test, Feel, Discover)

THE NON-QUESTIONING PROCESS

Verbal Cues Visual Cues Voice Body Language

Volume Movement Tone Location Speed Direction Information Giving Posture

Interpretations Facial Expression

NON-QUESTIONING PROCESS(continued)

Summaries Gestures class (group) hands

instructor (trainer) arms periodic fingers

closingDirective Board or FlipEcho Chart Used

Silence

INSTRUCTOR (TRAINER) PREP FOR QUESTIONING & TRANSITIONS

• What is my overall teaching plan for the session? What will my board plan probably look like? What will be the major subject blocks or themes?

• What will be the four or five key questions in the planned questioning sequence? Do the questions match the subject blocks?

• What are my planned transitions during the session? What will the transition questions or summaries more than likely be?

ENDING THE SESSION • HIGHLIGHT

• SUMMARIZE

• ASK FOR PARTICIPANT OR PARTICIPANTS TO SUMMARIZE

• POSE CLOSING QUESTION FOR CONSIDERATION

• QUOTE FROM SOURCES

REFERENCES• Barnes, L. B., C. R. Christensen, and A. J. Hansen. Teaching

and the Case Method: Text, Cases, and Readings, Third Edition. Boston: Harvard Business School Press, 1994.

• Christensen, C. R., D. A. Garvin, and A. Sweet (Eds.). Education for Judgment: The Artistry of Discussion Leadership. Boston: Harvard Business School Press, 1991.

• Marquardt, M. Leading with Questions. San Francisco: Jossey-Bass, 2005.