Enhancing Self-Awareness Through Creative Experiential-Learning Play-Based Activities

2014 ◽  
Vol 9 (3) ◽  
pp. 399-414 ◽  
Author(s):  
Hope Bell ◽  
Dodie Limberg ◽  
Lamerial Jacobson ◽  
John T. Super
Keyword(s):  
Experiential Learning ◽  
Self Awareness

Instilling Competence: Emotional Preparation for Experiential Learning

2020 ◽  
pp. 105256292096563
Author(s):  
Kathy Sanderson
Keyword(s):  
Experiential Learning ◽  
Subject Matter ◽  
Classroom Instruction ◽  
Management Education ◽  
Self Awareness ◽  
Subject Matter Experts ◽  
Ethical Aspects ◽  
Hands On ◽  
Educator Development ◽  
Guiding Questions

As the prominence of experiential learning (EL) increases in management education, so do pressures on educators to adopt new, and less defined modes of classroom instruction. The incorporation of hands-on practice with standard pedagogy places expectations on educators to include assignments with emotional or ethical aspects. It is often assumed that as subject matter experts, educators are naturally equipped to manage EL. This article challenges the idea of such competence and readiness. It presents a stepped, self-awareness framework with guiding questions that educators can use to determine their own suitability and readiness for EL. To build competence, suggestions for educator development are included with each step. Examples from practice are presented to illustrate the use of the framework.

Developing the Theater of Leadership

2015 ◽  
Vol 17 (3) ◽  
pp. 337-347 ◽  
Author(s):  
Tammy Tawadros
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Behavior ◽  
Systematic Evaluation ◽  
Self Awareness ◽  
Improvisational Theater ◽  
Group Context ◽  
Interactive Drama ◽  
Hrd Professionals ◽  
Effective Use

The Problem Recent models of leadership emphasize the importance of adaptive, strategic, and socio-emotional capabilities for success. The development of leadership has transformed from teaching about the concept to an experiential learning of leadership, an approach that focuses on identity and problem solving. Over the past decade, improvisational theater and interactive drama based leadership development has received increasing attention; moreover, many advocate its use as a powerful and innovative experiential learning tool, to foster self-awareness and increase ability to deal with the unexpected and unpredictable. Through simulated, unscripted scenarios with actors, improvisation allows experimentation, discovery, and rehearsal of leadership behavior in a group context. It generates individual, relational learning that is immediate, emergent, and relevant to the emotional and cognitive complexities of real-world leadership. There is a paucity of literature on theater-based leadership. This makes it difficult for HRD professionals to justify giving theater-based leadership development (TBLD) techniques preference over other, less resource-intensive techniques. The Solution This article proposes a practical model for the systematic evaluation of TBLD techniques . A pathway mapping approach will be used. The model draws on recent social psychology research on social interaction and identity. Based on this, “micro” analytic techniques of discursive psychology and conversation analysis are proposed to examine patterns of leadership interaction behavior. The findings are to be used as a basis for building a “high fidelity,” evidence-based methodology for role-play and improvisation as development training for leaders. The approach offers a clear framework for HRD professionals. It will be used to analyze and inform the effective use of TBLD. This article is purely theoretical; it does not include empirical research. The Stakeholders Many can potentially benefit by using TBLD techniques, including human resource (HR) professionals and HRD practitioners, leadership development specialists and training providers, organization development practitioners, and professional actor trainers.

scholarly journals Residents’ transformational changes through self-regulated, experiential learning for professionalism

2021 ◽  
Author(s):  
Janet M De Groot ◽  
Aliya Kassam ◽  
Dana Swystun ◽  
Maureen Topps
Keyword(s):  
Experiential Learning ◽  
Patient Care ◽  
Professional Growth ◽  
Teaching Hospitals ◽  
Power Dynamics ◽  
Self Awareness ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Clinical Environments ◽  
The Impact

Purpose: Postgraduate trainees (‘residents”) are required to convey professional behaviours as they navigate complex clinical environments. However, little is known about experiential learning for professionalism. Thus, we asked residents about professionalism challenges within the clinical learning environment: 1) how challenges were identified, 2) what supported successfully addressing challenges and 3) the impact of addressing challenges to further inform resident education. Method: From 2015-2016, twenty-five residents across specialties and multiple university affiliated teaching hospitals participated in appreciative inquiry informed audio-taped semi-structured interviews. Transcripts were categorized deductively for the 2015 CanMEDS Professional Role element addressed (commitment to patients, society, the profession, and physician health).  A pragmatic research paradigm focussed descriptive data analysis on actions and outcomes.  Results: Residents actively identify opportunities for experiential learning of professionalism within the clinical workplace– addressing conflicting priorities with interprofessional clinicians to ensure excellent patient care, providing informal feedback regarding peers’ and other healthcare clinicians’ professionalism lapses and by gaining self-awareness and maintaining wellness. There were no descriptions of commitment to society. Values, relationships, and reflection supported professional behaviours. Many described transformative personal and professional growth as an outcome of addressing professionalism challenges. Conclusions: Residents self-regulated experiential learning for professionalism often results in transformational changes personally and professionally. Elucidation of how residents successfully navigate power dynamics and conflict to provide excellent patient care and feedback for professional regulatory behaviour will support professionalism education. An interprofessional research lens will be valuable to explore how best to incorporate commitment to society within clinical environments. 

scholarly journals Improving Student Internalization of Disaster Knowledge by Participating in Learning Package Development

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Rina Suryani Oktari ◽  
Intan Dewi Kumala
Keyword(s):  
Short Stories ◽  
Experiential Learning ◽  
Community Services ◽  
Self Awareness ◽  
Design Phase ◽  
Evaluation Phase ◽  
The Subject ◽  
Disaster Knowledge ◽  
Disaster Education ◽  
Participatory Method

In the subject of disaster education, it is crucial to establish a practical approach to give an impactful impression for the student so that it can increase self-awareness as well as for it to be applicable in daily life and memorized longer in each individual. This community services program titled "Development of Learning Packages by and for Students towards a Smart and Resilience Generations in dealing with Disaster." aims at developing creative and innovative disaster education learning packages that meet the needs and characteristics of students. This activity was carried out using a participatory method, through three (3) stages, namely: i) design phase, ii) production stage, and iii) evaluation phase. This activity adopts the experiential learning process, to assist the students in internalizing disaster knowledge in order for them to be able to apply the principles and develop the characters and competencies needed when disasters occur. The implementation of the program has resulted in the compilation of creative and innovative disaster education learning packages that meet the needs and characteristics of students, namely posters, poems, short stories, videos, and dances.

Taking the outsider route to learning

2016 ◽  
Vol 30 (2) ◽  
pp. 28-30
Author(s):  
Graham Cole
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Case Studies ◽  
Team Building ◽  
Action Learning ◽  
Organizational Success ◽  
Self Awareness ◽  
Transfer Of Knowledge ◽  
Key Factors ◽  
Content Type

Findings When it comes to identifying key factors to organizational success, leadership is invariably uppermost in many minds. It is thus hardly surprising that firms afford leadership development as the top priority. Expert in the field Morgan McCall perfectly articulated its importance when commenting on the imprudence of leaving leadership development to chance. Leadership development comes in an array of shapes and sizes. Mentoring, action learning, case studies, job assignments and experiential learning are just some of the methodologies commonly utilized. Transfer of knowledge, team building, raising self-awareness and increasing the ability to interact with others are core objectives typically pursued.

Ernst & Young Leadership and Professional Development Center

2013 ◽  
pp. 330-355
Author(s):  
Jennifer Butler Ellis ◽  
Timothy D. West ◽  
Angela Grimaldi ◽  
Gerald Root
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Self Awareness ◽  
Graduate Degree ◽  
Learning Spaces ◽  
External Space ◽  
Effective Leaders ◽  
Development Center ◽  
Unique Program

This case highlights a unique program for students pursuing a graduate degree in accounting. The program’s mission is to prepare students to be effective leaders and communicators in their careers. To accomplish this mission, the program has developed a Leadership and Professional Development Center (LPDC) that uses physical, virtual, and external space to support programmatic goals through cross-disciplinary collaboration. The LPDC houses trained consultants who provide services such as feedback on written documents, mock interviews, presentation assessment, and self-awareness development. The LPDC also hosts workshops on a variety of leadership and professional development topics. Furthermore, consultants partner with faculty and professionals to provide instruction and experiential learning inside and outside the classroom. The goal of this chapter is to highlight how cross-disciplinary partnerships promote learning in physical, virtual, and external spaces. Recommendations for navigating and utilizing cross-disciplinary collaborations are provided as well as suggestions for implementation in various learning spaces.

Ernst & Young Leadership and Professional Development Center

2014 ◽  
pp. 1028-1047
Author(s):  
Jennifer Butler Ellis ◽  
Timothy D. West ◽  
Angela Grimaldi ◽  
Gerald Root
Keyword(s):  
Professional Development ◽  
Experiential Learning ◽  
Self Awareness ◽  
Graduate Degree ◽  
Learning Spaces ◽  
External Space ◽  
Effective Leaders ◽  
Development Center ◽  
Unique Program

This case highlights a unique program for students pursuing a graduate degree in accounting. The program's mission is to prepare students to be effective leaders and communicators in their careers. To accomplish this mission, the program has developed a Leadership and Professional Development Center (LPDC) that uses physical, virtual, and external space to support programmatic goals through cross-disciplinary collaboration. The LPDC houses trained consultants who provide services such as feedback on written documents, mock interviews, presentation assessment, and self-awareness development. The LPDC also hosts workshops on a variety of leadership and professional development topics. Furthermore, consultants partner with faculty and professionals to provide instruction and experiential learning inside and outside the classroom. The goal of this chapter is to highlight how cross-disciplinary partnerships promote learning in physical, virtual, and external spaces. Recommendations for navigating and utilizing cross-disciplinary collaborations are provided as well as suggestions for implementation in various learning spaces.

scholarly journals Stimulating learning about social entrepreneurship through income generation projects

2014 ◽  
Vol 20 (5) ◽  
pp. 417-437 ◽  
Author(s):  
Jane Yann Ching Chang ◽  
Abdelhafid Benamraoui ◽  
Alison Rieple
Keyword(s):  
Experiential Learning ◽  
Social Entrepreneurship ◽  
Curriculum Design ◽  
Social Enterprises ◽  
Self Awareness ◽  
Income Generation ◽  
Content Type ◽  
New Ideas ◽  
Market Needs ◽  
And Performance

Purpose – The purpose of this paper is to examine the use of income generation projects as a pedagogic method to assess students’ learning about social enterprises. The authors are interested in how and why this innovative approach might improve students’ understanding of the different aspects and attributes of social entrepreneurship. Design/methodology/approach – The study used thematic analysis of qualitative data comprising the reflective logs of 87 students on an undergraduate entrepreneurship module in a university business programme. The major attributes of social entrepreneurship were identified from a review of literature, and the paper uses the logs to judge whether students had learnt about these attributes. Findings – The results show that students developed an understanding concerning social enterprises’ diverse stakeholder environment, market needs, social enterprises’ ideological foundations, resource mobilisation processes and performance measurement – both social and financial. In addition, they developed skills in reflection and self-awareness, communication, empathy and the generation of new ideas. Research limitations/implications – The study is limited in that it focused on only one cohort of students, undergraduates. The authors cannot claim that the findings are generalisable to other students or contexts. Practical implications – Students are better able to understand the needs and values of social enterprises. However, this is a resource intensive process for educators with implications for curriculum design and management. Social implications – This study sheds new light on how experiential learning helps to raise students’ awareness of social enterprises. Originality/value – This study sheds new light on how experiential learning in the form of income generation projects helps to raise students’ awareness of social enterprises. Its value lies in helping to develop a novel and effective pedagogy for entrepreneurial learning.

scholarly journals Developing meaningful and practical global experiences through student-faculty-community partnerships

2020 ◽  
Vol 4 (2) ◽  
pp. 9-26
Author(s):  
Carmen Monico ◽  
Ketevan Kupatadze
Keyword(s):  
Experiential Learning ◽  
Study Abroad ◽  
Teaching And Learning ◽  
Academic Standards ◽  
Self Awareness ◽  
Global Learning ◽  
Partnership Model ◽  
Intercultural Competencies ◽  
Teaching And Learning Research ◽  
Improved Learning

The student co-teacher and co-mentor model introduced in this article seeks to promote learning, reflection, and critical thinking and to nurture students’ intellectual curiosity through high academic standards and experiential learning, including community engagement and study abroad. Similarly, scholarship of teaching and learning research on pedagogical partnerships demonstrates improved learning, self-awareness, and engagement with the educational material as a result of students’ partnership and collaboration with faculty and staff. Limited existing research combines the student-faculty partnership model with the development of students’ intercultural competencies in experiential learning contexts, such as practicums, internships, and study abroad. This article focuses on approaches to engaging Elon University students as partners in a practicum course in Guatemala. The study provides evidence of the model fitness as well as the potential for replication of higher education approaches, such as the emerging global learning model for practicum instruction.

Experiential learning for engaging nutrition undergraduates with sustainability

2017 ◽  
Vol 18 (7) ◽  
pp. 1108-1122 ◽  
Author(s):  
Judith Maher ◽  
Sarah Burkhart
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Food Systems ◽  
Food Challenge ◽  
Learning Task ◽  
Self Awareness ◽  
Dietary Practices ◽  
First Year Students ◽  
Sustainable Food ◽  
Content Type

Purpose The purpose of this paper is to describe students’ self-reported learning from engaging in an experiential learning task designed to develop their understanding of sustainable food systems and dietary practices. Design/methodology/approach In all, 143 first-year students enrolled in an entry level food and nutrition subject undertook a three-week eco-friendly food challenge (1. Reduce food (and food-related) waste; 2. localise food purchases; 3. eat seasonally and sustainably; or 4. reduce meat consumption). They blogged about their experience and respond to an action-orientated reflective question each week. Content analysis of the blogs was undertaken using NVivo 10. Content was systematically coded and categorised according to action/activity, learning and response to reflective question. Findings Students reported undertaking a range of self-selected practical activities throughout the challenge. Self-reported learning suggested students gained self-awareness and knowledge and demonstrated problem-solving abilities. The importance of planning and preparation was the most common theme in students’ blogs when responding to the action-orientated reflective question in Week 1. In Week 2, students identified socially mediated barriers and the time and energy required to undertake their challenge as the most likely barriers preventing others engaging in the challenge. They provided advice and solutions to overcome these barriers. In Week 3, a range of community, government and multi-sector initiatives to support consumer food-related behaviour change were identified. Originality/value This approach presents a possible means for engaging nutrition undergraduates with environmental sustainability.

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