Hi
The discussion between Michael Ayers, Michael Levenhagen, and Charles Wankel,
which was triggered by Edryce, is, for me, the most interesting topic that I
have seen in quite a while - it certainly beats most of the postings in the
threads on the "mentee", IAoM, and a few earlier, endless ones, on similarly
low relevance topics.
To get to the issues:
It may seem difficult, but most of what has been said in this thread appears
to me to be highly worthy of careful thought, and discussion. Resolution, or
at least extensive clarification of the issue, can possibly bring significant
benefits to those who, like me, will seek to gain additional insights from
that.
That said, let me add my own two cents:
Experiential learning techniques and related approaches, even net searches,
that emphasize process (especially if they fail to provide adequate practical
AND cognitive foundation), it seems to me, fail to appreciate the benefits of
an initial conceptual model that learners can then adapt or even replace with
one of their own later on, as they gain experience with it. Such a model, if
it is not only cognitive, but permits or, better yet, encourages discovery,
can help learners better find their way into what is, to them, a complex
unknown. Learners can greatly benefit from such a compass, even though the
crutch of a roadmap may be counterproductive.
To be specific, I have suggested the use of guideline QUESTIONS, not rigid
guidelines as are offered by many texts, to help learners navigate in the
murky seas of leadership decision making, the field that includes a great many
decision making issues, especially:
- How to set organizational goals (decide on direction, including vision), and
develop and implement strategies to achieve them
- How to ensure appropriate participation in decision-making and planning
- What and how to communicate with stakeholders, individually and in groups
- How to ensure coordination and cooperation, and appropriate counseling
- How to anticipate, prevent, and manage potentially damaging conflict
- How to foster a climate of positive discipline and ensure that appropriate
norms exist and are respected
- How to ensure that performance evaluation brings a more motivational climate
- How to ensure selection of highly qualified candidates for all vacant
positions, from within and from outside
- How to decide what competence improvement is needed, what will be useful,
how to bring high competence levels efficiently, and make effective use of
competence strengths
- How to provide tangible and intangible rewards for staff member
contributions, and ensure adequate satisfaction for other stakeholders
- How to ensure an acceptable level of work-related stress.
Experiments in other domains, such as marketing and the functional aspects of
fire management, have indicated that the same principles apply to many other
fields. One can even find a parallels in the general formulae that engineers
and architects have to adapt to the specific situation.
Now, to me, these issues represent the core of what learners need to
understand, in addition to their functional knowledge, to be effective as
leaders in their management roles BEFORE they are seriously challenged to
solve problems, develop plans, or make other decisions. With relatively non-
prescriptive guideline questions and very simple experiential sessions,
learners can gradually discover the full meaning of these issues, including
the research findings that support various approaches. Then, if they are sent
into the field to work on work-based, or problem/project based activities, or
go back on the job, they can adapt, change, do whatever suits their personal
needs, to develop more practical and useful theories of their own.
Erwin
Erwin Rausch;
didacticra@aol.com