Embed Size (px)
DESCRIPTION
Citation preview
USING CREATIVITY IN THE BUSINESS CLASSROOM
Goal 4: Student Centered Learning Approaches
Latrice MorrisonAdjunct Faculty Howard Community College
University of PhoenixSection 8.5
Friday January 8, 2010 11:00-11:50 [email protected]
STUDENT CENTERED LEARNING Brandes and Ginnis (1986). In their book for use in second
level education (post-primary), entitled ‘A Guide to Student-Centred Learning’, they present the main principles of student-centred learning as: The learner has full responsibility for her/his learning Involvement and participation are necessary for learning The relationship between learners is more equal,
promoting growth, development The teacher becomes a facilitator and resource person The learner experiences confluence in his education
(affective and cognitive domains flow together) The learner sees himself differently as a result of the
learning experience.
O'Neil, G., & McMahon, T. (2005, Month Day). Student-Centred learning: What does it mean for students and lecturers?. Emerging issues in the practice of University Learning and Teaching, section 2
WHY CREATIVITY?
Why Not? Today’s students are nothing like those of the past
They need to believe that the concept or topic is interesting and matters
They need to be able to relate it to their experiences They need to know that it goes beyond the paragraphs of the
course textbook pages
HOW I USE CREATIVITY & STUDENT CENTERED LEARNING IN THE CLASSROOM Active Learning Environment
Day 1 Students are informed this is their course, I am a coach or facilitator they
drive the vehicle Training role vs. student role
Learn from one another Accountability and Authority given to students Peer assessment and evaluations/coaching Success is measured/determined by their efforts
Application Leadership Focus “Real World” issues according to students Group Discussions Debates Computer Assisted-learning
Case simulations and games Role-play Mind Mapping Peer Assessment
Project Leads Report Outs & Blogs
Projects Activities & Games Music, Videos, Movies
MUSIC & MOVIES
Business Ethics DeBeers Diamonds & The African Blood Diamond
Conflict How students relate:
Rapper Kayne West Video: Diamonds from Sierra Leone
Leonardo DiCaprio, Jennifer Connelly, & Djimon Hounsou Movie: Blood Diamonds
Wal-Mart Documentary: Wal-Mart-High Cost of Low Prices Internal Video Case on Wal-Mart's Values & Culture
Debate the Pros & Cons Discussion on the different viewpoints
LEADERSHIP
What type of leader (candy) are you?
USING CANDY TO TEACH LEADERSHIP?
The candy leadership game was developed as a creative method to teach business students about leadership styles and theories, as well as motivational theories used in human resources.
The game can be modified to fit the specific leadership theories, terminology or concepts covered in your course or use it as a supplemental to your course concepts.
Practical application in the following courses: Introduction to Business Leadership Human Resources Management Organizational Behavior
OBJECTIVES & MATERIALS Objectives:
Compare various management and leadership styles and theories
Describe strategies/theories managers use to motivate employees
Compare the motivational theories of management and how they relate to leadership and employee productivity
Discuss student experiences in the workplace Materials: (Substitute actual candy for candy cards if
necessary) Candy Bars:
Kit Kat M&Ms Symphony Pay Day Take 5 100 Grand
Handouts: Leadership Worksheet Leadership Assignment
IN-CLASS ACTIVITY (AFTER LECTURE ON LEADERSHIP THEORIES AND BEHAVIORS)
Have students lead a discussion on leadership styles and theory. What have some of their experiences in the workplace been like? Could they identify their supervisors or managers style? Select some students to come to the board and attempt to match the leader behavior with the correct leadership theory (Leadership Theory Worksheet). Then have them try to match the leadership style with the correlating theory.
Students should complete the leadership behavior column on the Leadership Theory Worksheet either at this time or during the discussion. Have them write the connecting motivational theory on the blanks under the situation column (if covering this
concept). Stick candy on the board and have four different students
attempt to match the candy based on its title, advertisement or slogan, or general things it makes you think of with the four leadership theories. Take this time to re- emphasize the correlating leadership styles. Modified Option:
Hand out candy cards (print out of candy bar labels on card stock) Have students use their worksheet to try and match the cards with the
correct theory Award 6 actual bars for students who correctly match the candy and
leadership theory
Note: Students should retain their worksheets from this activity for exam review and because we will use it again when discussing motivational theories.. If also use for motivational theories have students match the leadership theory to the motivational theory on their prior worksheet.
LEADERSHIP THEORY WORKSHEET
Leadership Style Authority Level Behavior Application Employee Outcome Candy Association Explanation
Autocratic High Authority used by manager
makes decisions without consulting others
when quick decisions need to be made or when it seems like the group
cannot come to a consensus
For newer employees or Ambiguous job provides path
for proper outcomes
M& M=Micro Manager (letters)
Democratic Delegate Authority involve employees in decision making
When time is not an issue and opportunity for
planning
Involving employees makes them become more invested
in the process, and the ultimate output is better
Kit Kat= Give me a break (jingle)
Take 5= Opportunity to make own decisions
(name)
Laissez-faire/Free-rein Little Authority used by manager
Hands-off approach to management and more
advisory in style, encouraging employees
to contribute ideas rather than specifically
directing their tasks
often best used with groups and teams
give employees a sense of challenge, commitment, and renewed energy as they are left to handle tasks on their
own
Symphony= Working together, team (what symphony involves)
Pay Day & 100 Grand= rewards, compensation
for meeting goals/outcomes (name&
title association)
Leadership Theory
Characteristic Application Leader Behavior Employee Outcome Candy Association Explanation
Directive Describes tasks, sets schedule, and offers
guidance on performance
Vague job description or task Tell what is expectedHow & when to do itHow fits with othersSchedules & norms
Procedures & regulations
Provides direct/clear goals and expectations
M& M=Micro Manager (letters)
Supportive Shows concern for subordinates
New employee or employee lacks self confidence in abilities to perform
task/job
Courteous & friendlyConcern for well being & needs
Open and approachableBalance equal treatment with
status
Increase confidence to achieve work outcome
Kit Kat= Give me a break (jingle)
Take 5= Opportunity to make own decisions (name)
Participative Relies on subordinates’ suggestions when making
a decision
Employee dissatisfaction with job and/or rewards/incentives
Share work problemsSolicit suggestions, concernsInclude in decision making
Clarify follower’s needs & clarifies rewards
Symphony= Working together, team (what symphony involves)
Achievement-Oriented
Sets challenging goals Mature employee or in position long time & Lack of job challenge
Set challenging goalsSeek continuous improvement
Expect highest performanceConfident in effort & achievement
Workers assume more responsibility
Set high goals and achieves them. Job satisfaction and
performance
Pay Day & 100 Grand= rewards, compensation for meeting goals/outcomes (name& title association)
LEADERSHIP THEORY WORKSHEET
EXTENSION ACTIVITY
Contingency Leadership Theory After supplemental lecture on contingency
theory of leadership or additional leadership concepts recruit a student to volunteer to complete the transparency with the assistance of the class based on either a “real life” or “hypothetical” scenario. As they go through the worksheet re-address the four leadership theories and discuss their characteristics
-or- Handout the worksheet and have student
complete it based on their own direct or indirect experiences. Select a few students to share their answers.
Note: This can also be given as a take home writing assignment
CONTINGENCY LEADERSHIP WORKSHEETContingency Theory of Leadership
Description of work environment
Describe the work environment you intend to review for this assignment.
In the table below, categorize different leadership approaches that could be used in the work environment you have described. Provide different suggestions for each of the four approaches to leadership.
Directive approach Supportive approach
Participative approach Achievement-oriented approach
Leadership recommendation
What is your recommendation for the BEST leadership approach for the work environment you described? Explain your recommendation.
THE “HAND YOUR DEALT” Card game designed for students to discuss, debate, and analyze how they would apply
course concepts, along with their experiences, and beliefs to business challenges/issues
Concepts covered: Ethics Business Environment Leadership Marketing & Consumer Behavior Finance Business Principles
Students are given five cards to play: Card 1: Identifies their role/title in the company/organization. Were they fit in the
organizational structure (line of authority) Card 2: Communicates the environmental information and factors such as culture,
mission, goals/objectives ect. Card 3: Identifies either their leadership style (if manager role or higher) or their preferred
style (subordinate level) and the style of their immediate manager/supervisor Card 4: Business Challenge or Issue is presented in which they must resolve. Given 3
options to choose from (Modify for higher level courses by having them create their own options)
Discuss the options using concepts learned in class and/or their personal experiences Decide on one final option that would be best based on the “hand they have been
dealt” Discuss whey they chose their particular option and additional insights
After discussion is satisfied amongst the teams the instructor has the option of providing a fifth card which provides the optimum choice given their hand
Modify the game to allow teams to trade cards with other players; however they do not know what card they are getting so they could end up with a bad choice “another problem” or good choice “an factor that benefits their scenario.”
QUESTIONS?
