scholarly journals Learning Flow-based Sustainability: Prof. Csikszentmihalyi’s Experiential Learning Approach in Leadership Development

2020 ◽  
Vol 1 (2) ◽  
pp. 129-135
Author(s):  
Zsadány Vécsey
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Skills ◽  
Serious Game ◽  
Learning Approach ◽  
Leadership Program ◽  
Simulation Based ◽  
Learning Journey ◽  
Learning Flow

FLIGBY (an abbreviation for “Flow is Good Business for You”) is a simulation-based leadership program developing specific skills for establishing and managing sustainable organizational setups. Its concept is based on Prof. Mihaly Csikszentmihalyi’s “Good Business” ideas and embedded in an online serious game that tests and measures 29 leadership skills essential for sustainability. This paper provides an overview of the current challenges in the leadership development sector and gives a behind a curtain look on the designing process of this scientifically based experiential learning journey.

Social Change Model of Leadership Development: A 4-Year Program

2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega
Keyword(s):  
Social Change ◽  
Leadership Development ◽  
Leadership Skills ◽  
Change Model ◽  
Leadership Program ◽  
Social Change Model ◽  
The Social ◽  
Leadership Experiences ◽  
20Th Anniversary ◽  
Personal Level

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

Developing Team Leaders: A Leadership Development Program to Build Effective Team Leaders

2010 ◽  
Vol 3 (2) ◽  
pp. 102
Author(s):  
Mark Stanbrough
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Development Program ◽  
Team Leadership ◽  
National Standards ◽  
Trial And Error ◽  
Team Leaders ◽  
Leadership Program ◽  
Effective Leaders ◽  
Service Project

NASPE has developed national standards for coaches with Standard 8 focusing on providing athletes with responsibility and leadership opportunities as they mature. Standard 8 states that coaches should engage athletes in opportunities that nurture leadership and teamwork, which can be learned on the field and exhibited in life. It further states that sports provide an atmosphere for trial and error through practice and competition. Much is expected of team leaders; however, few of them are ever formally taught the leadership skills they need to perform effectively. Like physical skills, leadership skills must be systematically taught, developed, and practiced. Through a structured leadership program, some of the trial and error can be eliminated. High school cross country athletes (N=8) participated in an eight-week structured leadership program. The program met once a week, with each athlete leading a weekly session and the coach serving as a moderator. The topics addressed were: understanding the rewards, risks and responsibilities of leadership, leading by example, and vocal leadership. The athletes also spent five hours performing a community leadership service project and attended a leadership lecture presented by a national expert. There was a significant improvement between a pre and post self-rated Team Leadership Evaluation survey (Janssen, 2007). The athletes felt the program was effective, as they were able to develop insights and leadership skills needed to be more effective leaders.

scholarly journals Leadership Development of Technology Students Through Experiential Learning

2019 ◽  
Vol 6 ◽  
pp. 63-76
Author(s):  
Taciano Messias Moraes ◽  
Leonardo G. de R. Guedes ◽  
Sheryl Root
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Skills ◽  
Positive Outcome ◽  
Software Projects ◽  
Group Activities ◽  
Technology Students ◽  
Practical Experiences

Numerous studies show that leadership is one of the factors that impact most on software projects’ success. But even with more than $14B spent yearly on leadership development, it is worrying that more than half of the organizations still believe they are not doing it effectively. One of the most efficient methodologies used in companies is David Kolb’s Experiential Learning, but still uncommon on universities due to the difficulty of simulating practical experiences. Many approaches have been tried with various results and little standardization. For this reason, this study proposes a model for using group activities to help technology students practice leadership skills. A first pilot was executed with positive outcome but more experiments are necessary to ensure its application on other skills and contexts.

Gendered Meanings of Leadership: Developing Leadership Through Experiential Community-Based Mentoring in College

2020 ◽  
Vol 43 (2) ◽  
pp. 171-184
Author(s):  
Amanda Blakewood Pascale ◽  
Matthew Ohlson
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Qualitative Content Analysis ◽  
Comparative Method ◽  
Leadership Skills ◽  
Community Based ◽  
Relational Models ◽  
Reflective Journals ◽  
Constant Comparative Method ◽  
New Hires

Background: Employers consider strong leadership skills among highly desirable qualities for new hires. To meet the needs of today’s complex workforce, colleges and universities have increased opportunities for experiential learning for students. However, it is not known how students make meaning of these experiences in context with their personal backgrounds and experiences. Purpose: This study examines how women and men in college make meaning of leadership and leaders through experiential community-based mentoring participation. Methodology/Approach: A two-step qualitative content analysis of reflective journals, with a sample of 20 students utilizing the constant comparative method, is used to generate overarching themes. A second qualitative analysis compares how men and women understand leadership differently. Findings/Conclusions: Findings reveal that, despite a shift in the leadership literature away from hierarchical or trait models toward transformational, relational models that are typically more inclusive of women, our participants still made meaning of leadership and leaders in ways that were more closely aligned with antiquated understandings of leadership. Implications: Recommendations including use of experiential learning as a tool to intentionally increase leadership development and efficacy for women and men in college are discussed.

scholarly journals Leadership development in undergraduate programs: an example at the U.S. Coast Guard Academy

2016 ◽  
Vol 14 (1) ◽  
pp. 30-43
Author(s):  
Alina M. Zapalska ◽  
Nick Zieser ◽  
Tyler Kelley
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Community ◽  
Leadership Skills ◽  
Coast Guard ◽  
Undergraduate Program ◽  
Concrete Experience ◽  
Undergraduate Programs ◽  
The U.S

The paper presents specific examples of leadership training practices and educational activities that have been successfully implemented in an undergraduate program at the U.S. Coast Guard Academy. The purpose of this study is to illustrate a model of experiential learning that facilitates leadership development in an undergraduate program. The integration of cadets’ learning in a classroom, during students’ engagement in service learning, community engagements, internships, and extra-curricular activities allows cadets to develop necessary leadership skills required for graduation and employment in the future. A structured experiential learning environment allows students to discover their own styles of self-leadership and explore new leadership approaches. Concrete experience, reflective observation, abstract conceptualization, and active experimentation are exercised in the learning communities that include faculty, coaches, students (peer groups) and the community they serve

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

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