Discussion: View Thread

From: Cerva, Jack [mailto:jcerva@kcc.com]

Howdy Everyone,

I am enjoying this experiential learning/teaching discussion thank Ruth
and Harry.

Harry wrote:
The one point I would like to add and, perhaps, differ with you is that
the cutting edge that maybe we professors can contribute is to change
the paradigm from defect, deficiency focus to an appreciative approach
as David Cooperwriter has introduced. There are, no doubt, other ideas
as well that I an not familiar with at the moment

I greatly enjoyed your comments and Ruth's (likewise, I support/enjoyed
the remarks because they are consistent with my experiences). I am
about to try some 'appreciative inquiry' techniques in providing some
facilitation training for one of our teams in Korea next week. On the
other hand I hear a bit of 'either/or' thinking in this thread-I do not
believe "problem-solving" approaches are bad or negative in their
approach. Problem solving, while often kicking off with analysis of
defect does not imply that the process or outcomes are not positive. I
think we (business community) need both.

From the standpoint of teaching I believe (likewise biased by my own
learning style) that experience crystallizes previously obtained
knowledge, and often is an exciting/fun (God forbid learning should be
fun for adults) catalyst for new learning. The best instructors,
coaches, mentors need the ability 'flex' their content, approach, and
tools to meet the needs of their teams, students. Looking at
problem-solving and appreciative inquiry methods they are quite
different (inductive vs. deductive?) but not in conflict. The answer
may be in having the knowledge and ability to teach/train both--- my
background strongly suggests a need for more emphasis (skill
requirement)/(corporate and higher learning environments) on
facilitative skills in the classroom and boardroom and production
facility.


I feel I am rambling, so I will quit, but from one who usually 'lurks'
in the background on this list-thank you again for the discussion. All
the best from Bangkok.


CHEERIO
Jack

Kimberly-Clark, Asia-Pacific Region
Office (66-2) 230-3360
Mobile(66-1)936-3997
E-mail jcerva@kcc.com

Colleagues,

I have come in late on this but I have a question:

Are any subscribers involved in using SIFE (Students in Free Enterprise)
projects as part of programs or courses in pursuit of
experiental/workplace/service learning outcomes?

I have taken on the (part-time) reponsibility of developing the program across
all Australian universities and I would be grateful for 'exemplars' which I can
use to convince fellow academics of the worth of encouraging students to be
involved in SIFE and of taking a mentoring role themselves.

Regards, John

John Thornton
Executive Director
SIFE Australia Ltd
and
Director, Workplace Learning
University of South Australia
GPO Box 2471
Adelaide SA 5001
Australia
Tel: +61 8 8302 6393
Fax: +61 8 8302 6767
Mob: +61 417 811877
Email: john.thornton@sifeaustralia.org.au
Web: www.sifeaustralia.org.au


-----Original Message-----
From: Charles Wankel [mailto:cxx@bellatlantic.net]
Sent: Monday, October 15, 2001 5:58 PM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: Experiential Education


From: Cerva, Jack [mailto:jcerva@kcc.com]

Howdy Everyone,

I am enjoying this experiential learning/teaching discussion thank Ruth
and Harry.

Harry wrote:
The one point I would like to add and, perhaps, differ with you is that
the cutting edge that maybe we professors can contribute is to change
the paradigm from defect, deficiency focus to an appreciative approach
as David Cooperwriter has introduced. There are, no doubt, other ideas
as well that I an not familiar with at the moment

I greatly enjoyed your comments and Ruth's (likewise, I support/enjoyed
the remarks because they are consistent with my experiences). I am
about to try some 'appreciative inquiry' techniques in providing some
facilitation training for one of our teams in Korea next week. On the
other hand I hear a bit of 'either/or' thinking in this thread-I do not
believe "problem-solving" approaches are bad or negative in their
approach. Problem solving, while often kicking off with analysis of
defect does not imply that the process or outcomes are not positive. I
think we (business community) need both.

From the standpoint of teaching I believe (likewise biased by my own
learning style) that experience crystallizes previously obtained
knowledge, and often is an exciting/fun (God forbid learning should be
fun for adults) catalyst for new learning. The best instructors,
coaches, mentors need the ability 'flex' their content, approach, and
tools to meet the needs of their teams, students. Looking at
problem-solving and appreciative inquiry methods they are quite
different (inductive vs. deductive?) but not in conflict. The answer
may be in having the knowledge and ability to teach/train both--- my
background strongly suggests a need for more emphasis (skill
requirement)/(corporate and higher learning environments) on
facilitative skills in the classroom and boardroom and production
facility.


I feel I am rambling, so I will quit, but from one who usually 'lurks'
in the background on this list-thank you again for the discussion. All
the best from Bangkok.


CHEERIO
Jack

Kimberly-Clark, Asia-Pacific Region
Office (66-2) 230-3360
Mobile(66-1)936-3997
E-mail jcerva@kcc.com

Jack--

I have followed the development of AI with great interest. How,
exactly, do you apply the philosophy to teaching/learning?

Ruth

Charles Wankel wrote:
>
> From: Cerva, Jack [mailto:jcerva@kcc.com]
>
> Howdy Everyone,
>
> I am enjoying this experiential learning/teaching discussion thank Ruth
> and Harry.
>
> Harry wrote:
> The one point I would like to add and, perhaps, differ with you is that
> the cutting edge that maybe we professors can contribute is to change
> the paradigm from defect, deficiency focus to an appreciative approach
> as David Cooperwriter has introduced. There are, no doubt, other ideas
> as well that I an not familiar with at the moment
>
> I greatly enjoyed your comments and Ruth's (likewise, I support/enjoyed
> the remarks because they are consistent with my experiences). I am
> about to try some 'appreciative inquiry' techniques in providing some
> facilitation training for one of our teams in Korea next week. On the
> other hand I hear a bit of 'either/or' thinking in this thread-I do not
> believe "problem-solving" approaches are bad or negative in their
> approach. Problem solving, while often kicking off with analysis of
> defect does not imply that the process or outcomes are not positive. I
> think we (business community) need both.
>
> From the standpoint of teaching I believe (likewise biased by my own
> learning style) that experience crystallizes previously obtained
> knowledge, and often is an exciting/fun (God forbid learning should be
> fun for adults) catalyst for new learning. The best instructors,
> coaches, mentors need the ability 'flex' their content, approach, and
> tools to meet the needs of their teams, students. Looking at
> problem-solving and appreciative inquiry methods they are quite
> different (inductive vs. deductive?) but not in conflict. The answer
> may be in having the knowledge and ability to teach/train both--- my
> background strongly suggests a need for more emphasis (skill
> requirement)/(corporate and higher learning environments) on
> facilitative skills in the classroom and boardroom and production
> facility.
>
> I feel I am rambling, so I will quit, but from one who usually 'lurks'
> in the background on this list-thank you again for the discussion. All
> the best from Bangkok.
>
> CHEERIO
> Jack
>
> Kimberly-Clark, Asia-Pacific Region
> Office (66-2) 230-3360
> Mobile(66-1)936-3997
> E-mail jcerva@kcc.com

Dear Jack,
Thanks for your thoughts on this issue. My experience is that now that I
have moved to an appreciative approach, I find it an altogether different
way of thinking which enhances every aspect of my life. It is like putting
on new lenses in which I see differently and for me better. Hence, I do not
want to go back to the old way of thinking nor do I want to teach/advise
/invite students to do both since I find them antithetic. It is like having
taught Economics from a central planning perspective and then learning the
free market system and suggesting to students that both are operable.
Just my opinion.
Peace and Love,
Harry

******************************************************
Prof. Harry J. Bury, Ph.D.
Professor of Organizational Behavior and Systems Management
Baldwin-Wallace College
275 Eastland Road
Berea, Ohio 44017-2088
Office Phone: (440)826-2395
***********************************************************



-----Original Message-----
From: Charles Wankel [mailto:cxx@bellatlantic.net]
Sent: Monday, October 15, 2001 4:28 AM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: [MG-ED-DV] Experiential Education


From: Cerva, Jack [mailto:jcerva@kcc.com]

Howdy Everyone,

I am enjoying this experiential learning/teaching discussion thank Ruth
and Harry.

Harry wrote:
The one point I would like to add and, perhaps, differ with you is that
the cutting edge that maybe we professors can contribute is to change
the paradigm from defect, deficiency focus to an appreciative approach
as David Cooperwriter has introduced. There are, no doubt, other ideas
as well that I an not familiar with at the moment

I greatly enjoyed your comments and Ruth's (likewise, I support/enjoyed
the remarks because they are consistent with my experiences). I am
about to try some 'appreciative inquiry' techniques in providing some
facilitation training for one of our teams in Korea next week. On the
other hand I hear a bit of 'either/or' thinking in this thread-I do not
believe "problem-solving" approaches are bad or negative in their
approach. Problem solving, while often kicking off with analysis of
defect does not imply that the process or outcomes are not positive. I
think we (business community) need both.

From the standpoint of teaching I believe (likewise biased by my own
learning style) that experience crystallizes previously obtained
knowledge, and often is an exciting/fun (God forbid learning should be
fun for adults) catalyst for new learning. The best instructors,
coaches, mentors need the ability 'flex' their content, approach, and
tools to meet the needs of their teams, students. Looking at
problem-solving and appreciative inquiry methods they are quite
different (inductive vs. deductive?) but not in conflict. The answer
may be in having the knowledge and ability to teach/train both--- my
background strongly suggests a need for more emphasis (skill
requirement)/(corporate and higher learning environments) on
facilitative skills in the classroom and boardroom and production
facility.


I feel I am rambling, so I will quit, but from one who usually 'lurks'
in the background on this list-thank you again for the discussion. All
the best from Bangkok.


CHEERIO
Jack

Kimberly-Clark, Asia-Pacific Region
Office (66-2) 230-3360
Mobile(66-1)936-3997
E-mail jcerva@kcc.com

To those in this thread:

I have been a lurker in this discussion but have only skimmed some of
the postings (unfortunately)...What I have seen is really thoughtful.

May I suggest that some or all might want to put together a session
for the Organizational Behavior Teaching Conference (see:
www.obts.org ) in June 2001....I think you will find not only a good
forum but a couple hundred folks who are keenly interested in these
issues.

Cheers
Chris

>Dear Jack,
>Thanks for your thoughts on this issue. My experience is that now that I
>have moved to an appreciative approach, I find it an altogether different
>way of thinking which enhances every aspect of my life. It is like putting
>on new lenses in which I see differently and for me better. Hence, I do not
>want to go back to the old way of thinking nor do I want to teach/advise
>/invite students to do both since I find them antithetic. It is like having
>taught Economics from a central planning perspective and then learning the
>free market system and suggesting to students that both are operable.
>Just my opinion.
>Peace and Love,
>Harry
>
>******************************************************
>Prof. Harry J. Bury, Ph.D.
>Professor of Organizational Behavior and Systems Management
>Baldwin-Wallace College
>275 Eastland Road
>Berea, Ohio 44017-2088
>Office Phone: (440)826-2395
>***********************************************************
>
>
>
>-----Original Message-----
>From: Charles Wankel [mailto:cxx@bellatlantic.net]
>Sent: Monday, October 15, 2001 4:28 AM
>To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
>Subject: Re: [MG-ED-DV] Experiential Education
>
>
>From: Cerva, Jack [mailto:jcerva@kcc.com]
>
>Howdy Everyone,
>
>I am enjoying this experiential learning/teaching discussion thank Ruth
>and Harry.
>
>Harry wrote:
>The one point I would like to add and, perhaps, differ with you is that
>the cutting edge that maybe we professors can contribute is to change
>the paradigm from defect, deficiency focus to an appreciative approach
>as David Cooperwriter has introduced. There are, no doubt, other ideas
>as well that I an not familiar with at the moment
>
>I greatly enjoyed your comments and Ruth's (likewise, I support/enjoyed
>the remarks because they are consistent with my experiences). I am
>about to try some 'appreciative inquiry' techniques in providing some
>facilitation training for one of our teams in Korea next week. On the
>other hand I hear a bit of 'either/or' thinking in this thread-I do not
>believe "problem-solving" approaches are bad or negative in their
>approach. Problem solving, while often kicking off with analysis of
>defect does not imply that the process or outcomes are not positive. I
>think we (business community) need both.
>
>>From the standpoint of teaching I believe (likewise biased by my own
>learning style) that experience crystallizes previously obtained
>knowledge, and often is an exciting/fun (God forbid learning should be
>fun for adults) catalyst for new learning. The best instructors,
>coaches, mentors need the ability 'flex' their content, approach, and
>tools to meet the needs of their teams, students. Looking at
>problem-solving and appreciative inquiry methods they are quite
>different (inductive vs. deductive?) but not in conflict. The answer
>may be in having the knowledge and ability to teach/train both--- my
>background strongly suggests a need for more emphasis (skill
>requirement)/(corporate and higher learning environments) on
>facilitative skills in the classroom and boardroom and production
>facility.
>
>
>I feel I am rambling, so I will quit, but from one who usually 'lurks'
>in the background on this list-thank you again for the discussion. All
>the best from Bangkok.
>
>
>CHEERIO
>Jack
>
>Kimberly-Clark, Asia-Pacific Region
>Office (66-2) 230-3360
>Mobile(66-1)936-3997
>E-mail jcerva@kcc.com


--
===========================
Chris Poulson
Professor of Management and Human Resources
California State Polytechnic University Pomona
Pomona, CA 91768

cfpoulson@csupomona.edu
cpoulson@deltanet.com
909-869-2415 office
909-869-4353 office fax
949-464-9366 home
949-494-6596 home fax

http://www.csupomona.edu/~mhr/facFolders/cfpoulson/

Academy of Management Art & Poetry Web page:

http://www.csupomona.edu/~mhr/facFolders/cfpoulson/expressions.html

Mail: P.O. Box 339, Claremont, CA 91711-0339

=====================================

John,

I am with the University of New England at Armidale. Can you tell me some
more about SIFE?

Regards

Phil Rutherford


----- Original Message -----
From: "John Thornton" <John.Thornton@unisa.edu.au>
To: <MG-ED-DV@MAELSTROM.STJOHNS.EDU>
Sent: Monday, October 15, 2001 6:48 PM
Subject: Re: [MG-ED-DV] Experiential Education


> Colleagues,
>
> I have come in late on this but I have a question:
>
> Are any subscribers involved in using SIFE (Students in Free Enterprise)
> projects as part of programs or courses in pursuit of
> experiental/workplace/service learning outcomes?
>
> I have taken on the (part-time) reponsibility of developing the program
across
> all Australian universities and I would be grateful for 'exemplars' which
I can
> use to convince fellow academics of the worth of encouraging students to
be
> involved in SIFE and of taking a mentoring role themselves.
>
> Regards, John
>
> John Thornton
> Executive Director
> SIFE Australia Ltd
> and
> Director, Workplace Learning
> University of South Australia
> GPO Box 2471
> Adelaide SA 5001
> Australia
> Tel: +61 8 8302 6393
> Fax: +61 8 8302 6767
> Mob: +61 417 811877
> Email: john.thornton@sifeaustralia.org.au
> Web: www.sifeaustralia.org.au
>
>
> -----Original Message-----
> From: Charles Wankel [mailto:cxx@bellatlantic.net]
> Sent: Monday, October 15, 2001 5:58 PM
> To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
> Subject: Re: Experiential Education
>
>
> From: Cerva, Jack [mailto:jcerva@kcc.com]
>
> Howdy Everyone,
>
> I am enjoying this experiential learning/teaching discussion thank Ruth
> and Harry.
>
> Harry wrote:
> The one point I would like to add and, perhaps, differ with you is that
> the cutting edge that maybe we professors can contribute is to change
> the paradigm from defect, deficiency focus to an appreciative approach
> as David Cooperwriter has introduced. There are, no doubt, other ideas
> as well that I an not familiar with at the moment
>
> I greatly enjoyed your comments and Ruth's (likewise, I support/enjoyed
> the remarks because they are consistent with my experiences). I am
> about to try some 'appreciative inquiry' techniques in providing some
> facilitation training for one of our teams in Korea next week. On the
> other hand I hear a bit of 'either/or' thinking in this thread-I do not
> believe "problem-solving" approaches are bad or negative in their
> approach. Problem solving, while often kicking off with analysis of
> defect does not imply that the process or outcomes are not positive. I
> think we (business community) need both.
>
> From the standpoint of teaching I believe (likewise biased by my own
> learning style) that experience crystallizes previously obtained
> knowledge, and often is an exciting/fun (God forbid learning should be
> fun for adults) catalyst for new learning. The best instructors,
> coaches, mentors need the ability 'flex' their content, approach, and
> tools to meet the needs of their teams, students. Looking at
> problem-solving and appreciative inquiry methods they are quite
> different (inductive vs. deductive?) but not in conflict. The answer
> may be in having the knowledge and ability to teach/train both--- my
> background strongly suggests a need for more emphasis (skill
> requirement)/(corporate and higher learning environments) on
> facilitative skills in the classroom and boardroom and production
> facility.
>
>
> I feel I am rambling, so I will quit, but from one who usually 'lurks'
> in the background on this list-thank you again for the discussion. All
> the best from Bangkok.
>
>
> CHEERIO
> Jack
>
> Kimberly-Clark, Asia-Pacific Region
> Office (66-2) 230-3360
> Mobile(66-1)936-3997
> E-mail jcerva@kcc.com
>

Please DO NOT send ATTACHMENTS to MG-ED-DV

They wreak havoc on the digest. Overload people with slow systems. Are
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Thanks,
Charles Wankel
Mg-Ed-Dv