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Federica Montaguti
Developing skills for the future
Palma de Mallorca, 1st June, 2016
MANAGERIAL SKILLS: THE FUTURE
MANAGERIAL SKILLS: THE FUTURE 2
01
5
• 1. Complex problem solving
• 2. Coordinating with others
• 3. People management
• 4. Critical thinking
• 5. Negotiation
• 6. Quality control
• 7. Service orientation
• 8. Judgement and decision making
• 9. Active listening
• 10. Creativity
20
20
• 1. Complex problem solving
• 2. Critical thinking
• 3. Creativity
• 4. People management
• 5. Coordinating with others
• 6. Emotional intelligence
• 7. Judgement and decision making
• 8. Service orientation
• 9. Negotiation
• 10. Cognitive flexibility
Sources: WEF – Future of Jobs, cfr CISET for ManagerItalia, 2015
! CAN’T WAIT
FOR THESE SKILLS TO BE DEVELOPED ON THE JOB
Real
Live
Experiential
• Real commissioner
• Results expected
• Unsolved issues
• Happening “now”
• Experiential learning cycle
• Teacher as tutor
LIVE PROJECTS
Heriot et al, 2008; Stravenga de Jong, et al., 2006; Chang, 2013i, Thomas&Busby, 2003; ecc.
UN
CER
TAIN
TY
TIM
E
Transferrable skills development
“Deeper” knowledge of tools, concepts, approaches
THE TWO CASES To
uri
sm M
aste
r’s
pro
gram
me
- Li
ve p
roje
cts • 11 years
• Transversal module
• 5-6 months
• The whole class working for 1 commissioner, divide into max 5 people groups
• Assessment: reports, FB diary, tutorial continuous ass., discussion with commissioner
Stu
den
ts G
rou
p C
on
sult
ancy
U
nit
•8 years •Specific unit transversal to 3 different degrees (tourism management, food marketing, events management) •13 weeks •Assessment: reports, group diary, discussion with the commissioner
WHAT DOES IT MEAN?
The experiential learning cycle
DO
WHAT HAVE YOU
DONE?
SO?
AND NOW?
EXPERIENCE
DEBRIEFING
THEORY/CONCEPTUALISATION
APPLYING
TRA
DITTIO
NA
L TEAC
HIN
G
INFORMATION ≠ KNOWLEDGE LEARNING IS A 2 WAYS ROAD NOBODY REALLY LEARNS
FROM 0
LIVE PROJECTS WITHIN EXPERIENTIAL LEARNING
LIVE PROJECTS – STUDENTS’ CONSULTANCY
RESOLUTION OF PROFESSIONAL PROBLEMS
• USED IN NURNSING AND MEDICAL STUDIES
FIELD WORK/INTERNSHIP
PROJECT WORK
COMMUNITY SERVICE (US)
SIMULATION/ROLE PLAY
ACTION RESEARCH
STUDENT TEACHING
COOPERATIVE LEARNING
CASE STUDY
UN
CER
TAIN
ITY
\ SU
DEN
TS R
ESP
ON
SIB
ILIT
Y
+
- LECTU
RER
’S CO
NTR
OL
SIMULATION BASED
ACTIVE BASED
PROBLEM BASED
SERVICE BASED
PLACE BASED
• When given as an option, it can attract the weaker students (applied=easier (????)) • It empahsises where the student is weak or has not really understood a concept
HOW DOES IT FIT?
• Often requires a negotiation with standards and control bodies (usually based on reproductive learning), and with the students themselves
Student-centric
• I requires different kinds of materials
• The other disciplines iand lectures involved need to be willing to adapt or shift the focus of their course
• The course content is for the majority non replicable
Flexible
• Although seeking it, students are not really ready to face this kind of expericence; it requires to take the responsbility, be active, and it is uncertain Challenging
Reveiling
WHAT DO I DO?
C – Selects and adapts the activity, engages the business T – engages the students L – focuses
C– coordinator T - Tutor L – Student
EXPERIENCE
REFLECT
THINK
CHANGE APPLY
INTEGRATE
FOCUS
LEARNING GOAL
Adapted fromHDRO
C – Adapts the expericence T – facilitates L – takes the challenge
C – Asks provocative questions T – supports the discussion L – reflects on the experience done
C – Lead the information, tootls, concept research T – stimulate sand deepen L –critically assesses ideas and instruments
C – Adapts the feedback activity T – helps the students L – modifies behaviours, schedules and activities
C –foresees the possible results and failures and adopts control measures T – Monitors the activity L – modifies behaviours, schedules and activities
C – assesses T – supports assessment L – integrates new knowledge in his/her activities, behaviour, tools
PROS AND CONS
IT DEVELOPS PROBLEM SOLVING
IT DEVELOPS LEADERSHIP, TEAM
WORKING, CREATIVITY, FLEXIBILITY
PROVIDES UNFORGETTABLE
EXPERIENCES TO THE STUDENTS
EMOTIONALLY STRONG
EXPERIENCES-> STRONG LINKS
REAL CONSEQUENCES AND
IMPLEMENTATION
PROVIDES A REASON TO LEARN
LEARNING RESULTS NOT FORSEEABLE
STUDENTS WORK UNDER PRESSURE (A LOT
OF PRESSURE)
STUDENTS CAN EXPERIENCE FAILURE IN A
REAL CONTEXT
TIME CONSUMING
MORE EFFECTIVE WHEN STUDENTS HAVE
SOME BACKGROUND KNOWLEDGE
WHY?
STUDENTS’ EMPLOYABILITY COOPERATION WITH INDUSTRY
NEW SKILLS AND SELF CONFIDENCE EMPLOYABILITY
REASEARCH OPPORTUNITIES ANSWERING LEARNING NEEDS
“I AM HAVING FUN!” (The CISET Master’s Director)
YOUTUBE HAS A TUTORIAL AND A
COURSE FOR EVERYTHING, FREE
REWARDING
Thank you!
www.unive.it/ciset @ilCISET @F07Montaguti
https://it.linkedin.com/pub/federica-montaguti/30/783/537