More Than Content: Training Peer Leaders in Mentoring Leadership

Training peer leaders to mentor students is an essential component of any peer-led team learning training program. This training method article begins by establishing a definition of mentoring and describing its theoretical underpinnings. Piagetian disequilibrium is one component of why mentoring is effective because interpersonal interaction efficiently assists students in learning how to deal with mental discomfort and grow intellectually from it. A four-part theoretical definition of the components of mentoring serves as the theory base for our training curriculum: (1) psychological and emotional support, (2) goal setting and career paths, (3) academic subject knowledge support, and (4) existence of a role model. In translating theory into practice, we train leaders to follow five key tenets as mentors: (1) be a learning coach, not a tutor, (2) create a trusting environment among your team members, (3) assist students in learning how to learn from feedback, (4) assist students in learning time management skills, and (5) meet with students one-on-one periodically to provide personalized academic and social support. The time commitment to training by a peer leader is 35 hours per semester via a combination of pre-semester training, in-semester group training, and in-semester one-on-one training. Practical suggestions on how to train leaders are provided.

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Collaborative Teaching

Idealogy Journal of Arts and Social Science ◽

10.24191/idealogy.v5i2.238 ◽

2020 ◽

Vol 5 (2) ◽

pp. 167-170

Author(s):

Wan Nurhasyimah Wan Mohd Apandi ◽

◽

Mohd Daud Abdul Rahim ◽

Keyword(s):

Teaching Methods ◽

Team Teaching ◽

Time Management ◽

Collaborative Teaching ◽

Teaching Approach ◽

Team Members ◽

Definition Of

Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

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Identification of managerial competencies of the organizational leaders of the Passifloraceae production sector in the Huila Department

Cuadernos de Administración ◽

10.25100/cdea.v36i67.8453 ◽

2020 ◽

Vol 36 (67) ◽

pp. 61-78

Author(s):

Hernando Gil Tovar ◽

Derly Cibelly Lara Figueroa

Keyword(s):

Methodological Approach ◽

Superior Performance ◽

Organizational Leaders ◽

Management Skills ◽

Generational Change ◽

Production Sector ◽

Managerial Competencies ◽

Conducting Research ◽

Definition Of ◽

Small Producers

Managerial competencies, defined as the “underlying characteristics of an individual that have a causal relationship with effective or superior performance in the job” (Boyatzis, 1982, p. 12), are key to achievement of productive purposes in the Huila department, in Colombia. The present article, as an investigative result, seeks to identify those managerial competencies, both current and required, of the organizational leaders in the Passifloraceae productive sector in the Huila department, in Colombia. The epistemological paradigm used in this article is that of interpretivism. The reasoning method is deductive, and the methodological approach is mixed. The unit of analysis for this study consists of the directors of the associative organizations of Passifloraceae producers in the productive chain, where two types of players are identified: thirteen (13) leaders of organizations producing passion fruit, and five (5) representatives of institutions in the Huila department that influence the sector. The study concludes with the definition of the map of current managerial competences of organizations in the passionfruit productive sector, and is then contrasted with the map of competences required from these. It also highlights the importance of associativity for small producers, the need to continue conducting research in the sector, and the need to intervene through social outreach projects, so as to generate appropriation and training processes for a set of managerial competencies identified herein, which will strengthen management skills and competitiveness in this type of organization, and ensure, over time, generational change within the sector.

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Encountering the difficulties of Entrepreneurship: Lesson from Ramayana

SMS Journal of Enterpreneurship & Innovation ◽

10.21844/smsjei.v4i02.13996 ◽

2018 ◽

Vol 4 (02) ◽

Author(s):

Dinesh Kumar ◽

Dr. Jyotirmaya Mahapatra

Keyword(s):

Goal Orientation ◽

Strategic Alliances ◽

Role Model ◽

Strategic Alliance ◽

Religious Philosophy ◽

The People ◽

Social Cause ◽

Small Shop ◽

Definition Of ◽

Holistic Vision

Scholars could not come to unanimity on definition of entrepreneurship but agreement exist that an entrepreneur should be a natural leader having thorough understanding of the business and visualize the changes and take calculated risk. Skills and abilities required for entrepreneurship are so great and numerous that it is difficult to find persons having entrepreneurship trailts. Most of the entrepreneurs either fail at early stages or unable to expand the business beyond a small shop. A successful entrepreneur in addition to being a visionary and possessing qualities like innovativeness, resilience, perseverance etc. should have the honest belief in self and unflinching faith in ‘Karma’ like ‘Rama of Ramayana’ so that he can face the challenges and pursue the goal with limited resources. Religious philosophy helps the people in developing traits useful in life. Holy books like the Ramayana not just deals with spirituality but management principles hidden in it help an individual to develop entrepreneurship skills and role effectiveness. Primarily, Ramayana is a story and pursuit of the Ramayana does not automatically get translated into entrepreneurship qualities as background was quite different than today’s business scenario. However, Rama, a role-model of Gyan-yog and Karm-yog, can be compared with an entrepreneur who started from scraps like entrepreneur but by linking of his goals with social values and following highest standard of ethics, he could make strategic alliances with Sugriva and Vibheeshana and created Ram and Company and inducted less skilled, less equipped but well dedicated Vanar in army and fought against Ravana (the greatest demon) having well equipped army, to make the earth free from devils and liberate Sita and save the dignity of women (social cause). Principles hidden in the Ramayana show holistic vision and, if followed, by an entrepreneur will help him to establish a successful business model.This article is a modest attempt of exploring attributes of Ram and principles/ methodology adopted by him in his fight against Ravana understood through interpretation of stanzas/ verses mentioned in Ramcharit Manas and correlate them with formation of strategy, goal orientation, strategic alliance, change management etc. ideally required by entrepreneurs to establish and grow his business in modern day competitive scenario.

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A Corporate Tax Return Simulation: Utilizing Electronic Work Papers and Resolving Ambiguous Issues

Issues in Accounting Education ◽

10.2308/iace-51741 ◽

2017 ◽

Vol 32 (4) ◽

pp. 61-80 ◽

Cited By ~ 1

Author(s):

Ellen E. Best ◽

Jennifer Kahle Schafer

Keyword(s):

Critical Thinking ◽

Time Management ◽

Phase 1 ◽

Oral Communication ◽

Learning Approaches ◽

Missing Information ◽

Management Skills ◽

Corporate Tax ◽

Management Communication ◽

Two Phases

ABSTRACT Practitioners routinely note that new staff lack documentation skills, communication skills, and strong Excel skills. Further, new staff report critical-thinking, written and oral communication, teamwork, and project management skills deserve greater emphasis in Master of Accountancy programs. The AICPA's (2014) Model Tax Curriculum suggests that active learning approaches be used to enable students to build communication, critical-thinking, and interpersonal skills. This case uses a realistic corporate tax return preparation experience to address these criticisms by focusing on four main areas: time management, communication, research, and technical skills. The case is divided into two phases. In Phase 1, students review client information, generate requests from the client for missing information, keep a log of hours spent on the project, research ambiguous issues, meet with the project “senior” to obtain guidance, and prepare electronic work papers. In Phase 2, students incorporate feedback from the senior's review of their work papers to make corrections, prepare a corporate tax return, and create a client letter. Student feedback about the project is positive.

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The assessment of time management skills in Chinese and Croatian students

Zbornik Veleučilišta u Rijeci ◽

10.31784/zvr.7.1.3 ◽

2019 ◽

Vol 7 (1) ◽

pp. 83-94

Author(s):

Kristina Črnjar ◽

Vedrana Čikeš ◽

Kristina Ferenčak

Keyword(s):

Academic Success ◽

Cultural Differences ◽

Time Management ◽

Online Survey ◽

Chinese Students ◽

The Internet ◽

Management Skills ◽

Effective Time ◽

Business Market ◽

Extra Curricular Activities

Time management is the ability of consciously deciding and controlling the amount of time spent on different activities in order to be more productive and effective. In order to achieve academic success, students should be able to manage a large number of activities, from going to lectures, studying, participating in extra-curricular activities, to making sure they are getting enough rest to stay healthy. The purpose of this research was to determine if there are any significant differences in the effective time management between Chinese and Croatian students. Even though the cultural differences between these two groups are substantial, both groups are becoming a part of the same education and business market. The research was conducted on the sample of 340 Chinese and Croatian students using an online survey. The results have shown that in several time management activities there are statistically significant differences between Chinese and Croatian students. The results also indicate that the Croatian respondents are better at setting goals, determining priorities and performing tasks by priority, while Chinese students delegate tasks and determine and eliminate time wasting activities more often than their Croatian counterparts do. On the other hand, Croatian students waste more time on activities such as conducting tasks of small importance and fun activities of no relevance (e.g. “surfing” the Internet, private telephone conversations, chatting, etc.), while Chinese students are in the forefront with regard to ineffective and supernumerary meetings and overly long and supernumerary phone conversations.

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Understanding procrastination: A case of a study skills course

Social Psychology of Education ◽

10.1007/s11218-021-09621-2 ◽

2021 ◽

Author(s):

T. Hailikari ◽

N. Katajavuori ◽

H. Asikainen

Keyword(s):

Academic Success ◽

Time Management ◽

Self Efficacy ◽

Study Skills ◽

Psychological Flexibility ◽

Well Being ◽

Management Skills ◽

Study Skills Course ◽

Being There ◽

Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

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A systematic review of principal time use research

Journal of Educational Administration ◽

10.1108/jea-09-2019-0163 ◽

2021 ◽

Vol 59 (2) ◽

pp. 215-232

Author(s):

Craig Hochbein ◽

Abby Mahone ◽

Sara Vanderbeck

Keyword(s):

Systematic Review ◽

Time Use ◽

Time Management ◽

Supporting Evidence ◽

Management Skills ◽

Preparation Programs ◽

Content Type ◽

Principal Preparation Programs ◽

History Of ◽

Positive Correlations

PurposeTo advance the study of principal time use (PTU), the purpose of this study is to report findings from a systematic review of PTU research. In addition to identifying common findings, this study also examined the supporting evidence and methodologies of PTU studies. From this dual approach, this study specified the evidence that supports claims about PTU, as well as identified areas requiring future examination.Design/methodology/approachA systematic reference review process considered 5,746 potential PTU manuscripts. The inclusion criteria identified 55 studies published between 1920 and 2015. This review synthesized data pertaining to the methodologies and findings of PTU research.FindingsFindings from studies conducted across decades indicated that principals worked extensive hours. Moreover, the workdays of principals consisted of brief and unrelated activities, most often focused on noninstructional tasks. Contrary to common hypotheses, studies indicated that PTU dedicated to administrative tasks exhibited positive correlations with educational outcomes. However, claims about PTU have been derived from samples overrepresented by large urban school districts and limited periods of observation.Practical implicationsFuture studies should implement diversified sampling strategies and extended observation periods. For principal preparation programs, the results indicated an opportunity for increased instruction on time management skills.Originality/valueThis systematic review identifies the overlooked history of the research and specifies the evidence that supports common claims about PTU, which provides empirically derived guidance for future PTU studies.

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