Peer Coaching and Reflective Practice in Authentic Business Contexts

2011 ◽  
pp. 2958-2967
Author(s):  
Richard Ladyshewsky ◽  
John Ryan
Keyword(s):  
Experiential Learning ◽  
Reflective Practice ◽  
Peer Coaching ◽  
Management Education ◽  
Past Experience ◽  
Positive Outcomes ◽  
Learning Method ◽  
Learning Effects ◽  
Post Graduate ◽  
Powerful Learning

The development of managerial expertise is a combination of acquiring further knowledge and integrating it with past experience and beliefs. To do so in isolation limits the potential for positive outcomes in one’s management development. Peer coaching is one experiential learning method that can be used to enhance the depth of learning in managerial education. In this chapter, the experiences of 43 students who participated in a peer-coaching program as part of their post-graduate management education are revealed. Powerful learning effects are reported as well as characteristics of successful peer-coaching relationships.

Peer Coaching and Reflective Practice in Authentic Business Contexts

2006 ◽  
pp. 61-75 ◽  
Author(s):  
Richard Ladyshewsky ◽  
John Ryan
Keyword(s):  
Experiential Learning ◽  
Reflective Practice ◽  
Peer Coaching ◽  
Management Education ◽  
Past Experience ◽  
Positive Outcomes ◽  
Learning Method ◽  
Learning Effects ◽  
Post Graduate ◽  
Powerful Learning

The development of managerial expertise is a combination of acquiring further knowledge and integrating it with past experience and beliefs. To do so in isolation limits the potential for positive outcomes in one’s management development. Peer coaching is one experiential learning method that can be used to enhance the depth of learning in managerial education. In this chapter, the experiences of 43 students who participated in a peer-coaching program as part of their post-graduate management education are revealed. Powerful learning effects are reported as well as characteristics of successful peer-coaching relationships.

scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

scholarly journals Experiential Learning in Management Education

2017 ◽  
Vol 15 (1) ◽  
pp. 42-56 ◽  
Author(s):  
Eyal Eckhaus ◽  
Galit Klein ◽  
Jeffrey Kantor
Keyword(s):  
Experiential Learning ◽  
Management Education ◽  
The Novel ◽  
Management Skills ◽  
Business World ◽  
Final Grade ◽  
Hands On ◽  
Course Material ◽  
Game Simulation ◽  
The Impact

Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

Enhancing Sustainability through Experiential Learning in Management Education

2017 ◽  
pp. 256-274
Author(s):  
Aasha Jayant Sharma
Keyword(s):  
Experiential Learning ◽  
Business School ◽  
Management Education ◽  
Social Issues ◽  
Action Learning ◽  
School Curriculum ◽  
Business Practices ◽  
Holistic View ◽  
Responsible Business Practices ◽  
Corporate Level

Sustainability related areas like CSR, business ethics and corporate governance as subjects is seen in most business school curriculum, whether its inclusion leads to inculcating interest and values for responsible business practices is still a big question. Sustainability incorporates holistic view of issues; the curriculum therefore, has to make linkages to social issues and has to be contextual. The focus of business school curriculum has to be on sensitizing students towards responsible citizenship along with competency building in the area of sustainability. Here, experiential' or action learning would be helpful. The chapter posits the importance of experiential learning in the context of management education and highlights the fact that unless sensitized to the sustainability issues, business schools or at corporate level will see it only from compliance perspective. The chapter also discusses success story of existing modules on experiential learning crafted by 2 NGO's intended to sensitize the participants.

Learning from Decision Making

2013 ◽  
Author(s):  
Deborah Roberts ◽  
Karen Holland
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Reflective Practice ◽  
Student Nurse ◽  
Reflective Practitioner ◽  
Learning From Experience ◽  
Key Skills ◽  
Working Together ◽  
To Come ◽  
Reflection On Practice

This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.

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.

scholarly journals Interdisciplinary and experiential learning in urban development management education

2019 ◽  
Vol 30 (5) ◽  
pp. 919-936
Author(s):  
Yawei Chen ◽  
Tom A. Daamen ◽  
Erwin W. T. M. Heurkens ◽  
Wouter J. Verheul
Keyword(s):  
Urban Planning ◽  
Experiential Learning ◽  
Urban Development ◽  
Management Education ◽  
Professional Knowledge ◽  
Professional Roles ◽  
Educational Setting ◽  
Development Management ◽  
Interdisciplinary Teaching ◽  
Urban Problem

Abstract To understand and deal with real urban development problems, urban planners, designers, and managers need to combine and synthesize a variety of academic and professional knowledge. As our urban challenges grow more complex, learning how to do this effectively becomes ever more important. For educators, this means teaching students how to work in interdisciplinary settings, i.e. how to jointly discover the different disciplinary dimensions of an urban problem, and how to reflectively design courses of action. In this paper, we explore and evaluate the components of such interdisciplinary experiential learning, develop a framework to design and analyse this type of courses, and use it to position and evaluate a specific urban development management course. Results show that, by performing and reflecting upon specific professional roles, the course stimulates students to both integrate different disciplines and reflect on an array of academic and practical insights. Based on our evaluation, we discuss several didactical aspects that may help lecturers to improve their interdisciplinary teaching in urban planning, design, and management courses—particularly when creating learning experiences in an increasingly diverse professional, societal and educational setting.

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