Coaching Leaders for Continuous Learning

2020 ◽  
Author(s):  
David M. Wallace ◽  
Stephen J. Zaccaro ◽  
Katelyn N. Hedrick
Keyword(s):  
Skill Acquisition ◽  
Learning Experience ◽  
Leader Development ◽  
Leadership Coaching ◽  
Organizational Changes ◽  
Cognitive Demands ◽  
Leadership Performance ◽  
Developmental Relationship ◽  
Developmental Growth ◽  
Leadership Context

Leader development is a continuous, lifelong learning experience which involves learning through both automatic and controlled processes of leader development. The cognitive demands of leadership performance, inconsistent practice conditions, and increasing complexity of the leadership context across individual and organizational changes present significant challenges to leaders’ skill acquisition and developmental growth. Leadership coaching is a developmental relationship that helps a leader work through these challenges through one-on-one interaction with a coach. This chapter presents an interactional framework of coach, coachee, and organization through which outcomes for the coachee and the collectives to which the coachee belongs are achieved. For the organization, consideration is given to who should coach, who should be coached, and how the organization can support coaching. For the coach, consideration is given to coaching behaviors (encouraging, collaborating, and facilitating) and coaching relationships. For the coachee, consideration is given to coachee readiness and developmental planning.

scholarly journals Functional Approaches for Applying Workbased Learning into Electrical and Electronic Technology Education in Nigeria

2019 ◽  
Vol 8 (5C) ◽  
pp. 831-839
Keyword(s):  
Skill Acquisition ◽  
Learning Experience ◽  
Sampling Technique ◽  
Study Data ◽  
Electronic Technology ◽  
Industrial Training ◽  
Mean Values ◽  
Tertiary Institutions ◽  
Learning Framework ◽  
Training Unit

The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)’. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.

An Alternative to Traditional Assessment: The Debate Showcase

2018 ◽  
Vol 8 (2) ◽  
pp. 5-31
Author(s):  
Mona Shrestha ◽  
Christopher Roffey
Keyword(s):  
Transformative Learning ◽  
Skill Acquisition ◽  
Alternative Assessment ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Assessment Approach ◽  
Productive Process ◽  
Recent Initiative ◽  
Course Outcomes

Recent debates indicate that there is a lack of focus on ontological transformation within university study due to an over-reliance on a tick-box approach to skill acquisition (Wilson et.al 2013, p. 1223). This paper discusses a recent initiative undertaken at a tertiary pathways institution focused on the utilisation of an alternative productive process to assess student learning. This alternative assessment approach was designed to better engage a specific student cohort that differs significantly from ‘conventional student bodies’ both socio-economically and educationally. It has been noted that many students within the cohort do not have the ‘assumed cultural capital’ (Delvin 2011) that facilitates success in a traditional tertiary environment. This paper focuses on how a debate assessment was modified using the concept of spiral curriculum (Bruner cited in Takaya 2008) to better align with the specific needs of the cohort and course outcomes. The concept was used as a scaffolding approach linked to real-life experience to help students make better sense of the key unit content. This paper argues that the showcase was generally successful, by shifting focus from a previously adversarial model to a reflective and ultimately transformative learning experience.

Intensive Learning Experience: Development of STEM Mentorship Program for High School Gifted Students

2021 ◽  
Vol 44 (4) ◽  
pp. 228-235
Author(s):  
Mihyeon Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Career Guidance ◽  
Learning Experience ◽  
Gifted Students ◽  
School Students ◽  
Mentorship Program ◽  
Academic Knowledge ◽  
Developmental Relationship ◽  
The Right

Positive mentoring experiences for high school students with high academic ability who want more in-depth academic knowledge and real job expectations can contribute to individualized career guidance within the mentor’s profession. This study examined a governor’s school program that is designed as a residential mentorship program for high school students with high academic performance in the areas of engineering and marine science. Evaluation from mentors, mentees, and parents was collected after completing the program. Throughout the evaluations, we learned four lessons to develop a successful mentorship program. Setting goals and expectations, building effective communication, developing the right human resources and training, and building a developmental relationship were important elements to be considered for the development of the mentorship program.

COVID-19 and Leadership

2021 ◽  
pp. 160-168
Author(s):  
Asma Ayari
Keyword(s):  
Qualitative Study ◽  
Leadership Styles ◽  
Crisis Management ◽  
Leadership Style ◽  
Effective Leadership ◽  
Learning Experience ◽  
Culture Studies ◽  
Leadership Performance ◽  
External Stakeholders ◽  
Comprehensive Framework

The main aim of this chapter is to investigate and report the specific personality traits, attitudes, styles of individual leaders, and learning experience of Bahraini leaders during COVID-19. A qualitative study technique used in order to purse the objectives of this research. Semi-directive interviews were conducted with 15 Bahraini leaders from different companies and sectors. The data was analysed and discussed based on themes related to the crisis management and effective leadership style. The results revealed that an exceptional leadership style has emerged in the Bahraini organizational environment to instill confidence and resilience to staff, customers, and external stakeholders during crisis. The findings of the current study will offer a comprehensive framework for effective leadership performance in times of crisis. In addition, the results of this study will be beneficial for the field of gender and culture studies, for instance culture diversification and its relationship with leadership styles.

scholarly journals Interdisciplinary Prenatal Group Visits as a Significant Learning Experience

2011 ◽  
Vol 3 (3) ◽  
pp. 372-375 ◽  
Author(s):  
Angela Yerdon McLeod ◽  
Cynthia LaClair ◽  
Tina Kenyon
Keyword(s):  
Prenatal Care ◽  
Skill Acquisition ◽  
Learning Experience ◽  
Group Model ◽  
Patient Centered ◽  
Experiential Training ◽  
Team Members ◽  
Self Reflection ◽  
Group Visits ◽  
Competency Based

Abstract Aim Group visits offer documented benefit to patients and clinicians. They also provide an excellent venue to teach residents interdisciplinary care and group facilitation skills. Intervention Third-year residents received experiential training to provide prenatal care through group visits rather than one-on-one visits. Study Method A descriptive study is used to illustrate the effectiveness of various facets of resident skill acquisition and patient-centered prenatal care. Evaluation methods included feedback from patients, team members, learner self-reflection, and observation by a behavioral health clinician. Summary Residents collaboratively provide prenatal care in a group model during a 6-month period. Interdisciplinary team members explicitly teach and model biopsychosocial whole-person care and effective communication. This inventive experience has increased resident competency-based skills in facilitation and effective team collaboration as measured through observation. These skills are directly applicable in future primary care medical home practice. Using a group visit model benefits patients and clinicians, and promotes enriching and effective resident education. Our model can easily be implemented in other programs.

scholarly journals The Acquisition of Social Work Interviewing Skills in a Web-based and Classroom Instructional Environment: Preliminary Findings

10.18060/58 ◽  
2004 ◽  
Vol 5 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Phillip Ouellette ◽  
Valerie Chang
Keyword(s):  
Social Work ◽  
Skill Acquisition ◽  
Learning Experience ◽  
Work Practice ◽  
Social Work Practice ◽  
Online Environment ◽  
Background Characteristics ◽  
Instructional Environment ◽  
Web Based ◽  
Interviewing Skills

Little is known regarding the learning of social work practice skills in a Web-based online environment, most especially, social work interviewing skills. This article presents a review of the research methodology used to initiate a study to explore the similarities and differences of two groups of students who were taught interviewing skills in a classroom-based teaching environment with those taught in a Web-based instructional environment during the same 15-week period. Students’ background characteristics and their perceptions of their learning experience and skill acquisition are reported as preliminary findings.

scholarly journals The “Communicative Processes-Based Model of Activity Sequencing’ (CPM): A Cognitively and Pedagogically Sound Alternative to the “Representation-Practice-Production Model of Activity Sequencing” (P-P-P) in ELT

2017 ◽  
Author(s):  
Raquel Criado Sánchez
Keyword(s):  
Language Learning ◽  
Skill Acquisition ◽  
Teaching Method ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Communicative Language Teaching ◽  
Production Model ◽  
Learning Principles ◽  
Structural Methods ◽  
Communicative Processes

El modelo de secuenciación de actividades basado en procesos comunicativos (CPM): Una sólida alternativa al modelo Presentación-Práctica-Producción (P-P-P-) desde una perspectiva pedagógicay cognitiva.Con la llegada del Método Comunicativo, el tradicional patrón de secuenciación de actividades ‘Presentación-Práctica-Producción’ (P-P-P) vigente en los Métodos Estructurales recibió severas críticas. No obstante, el P-P-P no debería ser categóricamente rechazado, pues de hecho se ajusta a uno de los modelos de adquisición de destrezas más influyentes en la psicología cognitiva actual: el ACT-R (Anderson et al. 2004). Ahora bien, es necesario reconocer la necesidad de la existencia de un modelo de secuenciación de actividades que respete los principios cognitivos de adquisición de conocimiento y que esté explícitamente inspirado en procesos comunicativos reales, a fin de que el alumnado pueda relacionar su experiencia de aprendizaje con el mundo exterior al aula. Así pues, mediante la adaptación de una unidad en un conocido manual del siglo XXI para la enseñanza del inglés como lengua extranjera, el ‘modelo de secuenciación de actividades basado en procesos comunicativos’ (CPM) se describirá como una alternativa cognitiva y pedagógicamente sólida al P-P-P.Abstract:With the advent of the Communicative Language Teaching Method, the traditional ‘Presentation-Practice-Production model of activity sequencing’ (P-P-P) from Structural Methods became the target of severe criticisms. The P-P-P should not be categorically rejected, since it actually conforms to one of the most infl uential models of skill acquisition in contemporary cognitive psychology: ACT-R (Anderson et al. 2004). Nevertheless, it is necessary to acknowledge the need for an activity sequencing model which respects cognitive learning principles and is explicitly inspired by real communicative processes. In this way, students’ language learning experience can be linked to the world outside the classroom. The ‘Communicative Processes-based model of activity sequencing’ (CPM) is described as a cognitively and pedagogically sound alternative to the P-P-P through the adaptation of a lesson from a well-known 21st century ELT textbook.

scholarly journals Dopaminergic signaling supports auditory social learning

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nihaad Paraouty ◽  
Catherine R. Rizzuto ◽  
Dan H. Sanes
Keyword(s):  
Social Learning ◽  
Skill Acquisition ◽  
Discrimination Task ◽  
Food Reward ◽  
Learning Experience ◽  
Auditory Task ◽  
Dopamine Receptor Antagonist ◽  
Naive Observer ◽  
Rate Of Learning ◽  
Exposure Sessions

AbstractExplicit rewards are commonly used to reinforce a behavior, a form of learning that engages the dopaminergic neuromodulatory system. In contrast, skill acquisition can display dramatic improvements from a social learning experience, even though the observer receives no explicit reward. Here, we test whether a dopaminergic signal contributes to social learning in naïve gerbils that are exposed to, and learn from, a skilled demonstrator performing an auditory discrimination task. Following five exposure sessions, naïve observer gerbils were allowed to practice the auditory task and their performance was assessed across days. We first tested the effect of an explicit food reward in the observer’s compartment that was yoked to the demonstrator’s performance during exposure sessions. Naïve observer gerbils with the yoked reward learned the discrimination task significantly faster, as compared to unrewarded observers. The effect of this explicit reward was abolished by administration of a D1/D5 dopamine receptor antagonist during the exposure sessions. Similarly, the D1/D5 antagonist reduced the rate of learning in unrewarded observers. To test whether a dopaminergic signal was sufficient to enhance social learning, we administered a D1/D5 receptor agonist during the exposure sessions in which no reward was present and found that the rate of learning occurred significantly faster. Finally, a quantitative analysis of vocalizations during the exposure sessions suggests one behavioral strategy that contributes to social learning. Together, these results are consistent with a dopamine-dependent reward signal during social learning.

Implicit leader development: The mentor role as prefatory leadership context

2009 ◽  
Vol 2 (4) ◽  
pp. 7-22 ◽  
Author(s):  
Anthony E. Middlebrooks ◽  
Judi T. Haberkorn
Keyword(s):  
Leader Development ◽  
Leadership Context

scholarly journals Dopaminergic signaling supports auditory social learning

2021 ◽  
Author(s):  
Nihaad Paraouty ◽  
Catherine R. Rizzuto ◽  
Dan H. Sanes
Keyword(s):  
Social Learning ◽  
Skill Acquisition ◽  
Discrimination Task ◽  
Food Reward ◽  
Learning Experience ◽  
Auditory Task ◽  
Behavioral Strategies ◽  
Naive Observer ◽  
Rate Of Learning ◽  
Exposure Sessions

AbstractExplicit rewards are commonly used to reinforce a behavior, a form of learning that engages the dopaminergic neuromodulatory system. In contrast, skill acquisition can display dramatic improvements from a social learning experience, even though the observer receives no explicit reward. Here, we test whether a dopaminergic signal contributes to social learning in naïve gerbils that are exposed to, and learn from, a skilled demonstrator performing an auditory discrimination task. Following five exposure sessions, naïve observer gerbils were allowed to practice the auditory task, and their performance was assessed across days. We first tested the effect of an explicit food reward in the observer’s compartment that was yoked to the demonstrator’s performance during exposure sessions. Naïve observer gerbils with the yoked reward learned the discrimination task significantly faster, as compared to unrewarded observers. The effect of this explicit reward was abolished by administration of a D1/D5 dopamine receptor antagonist during the exposure sessions. Similarly, the D1/D5 antagonist reduced the rate of learning in unrewarded observers. To test whether a dopaminergic signal was sufficient to enhance social learning, we administered a D1/D5 receptor agonist during the exposure sessions in which no reward was present, and found that the rate of learning occurred significantly faster. Finally, a quantitative analysis of observer vocalizations and movements during the exposure sessions suggest behavioral strategies that contribute to social learning. Together, these results are consistent with a dopamine-dependent reward signal during social learning.

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