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Hi Margaret,

MS Exchange could not find your referenced email address, hence my use of the MED list.

You may find my book, Teaching Management: A Field Guide for Professors, Consultants and Corporate Trainers, published by Cambridge University Press of some use.  Also, my Level Three Leadership website, www.nadobimakoba.com, includes hundreds of video clips and short chapters on concepts that have worked very well in my world-wide consulting practice with companies like GE, Coca Cola, British Aerospace, and dozens of others.  I think the first few important principles are

1.       Adults learn best when working on issues that are immediate and important to them.  Hence, I begin every seminar with an hour listing on wall-posted Flipcharts "what are your biggest problems in life?" 

2.       Adults learn best when they are actively involved at the limits of their understanding.  So, I use a lot of cases and role plays and demand that they form opinions deeper than platitudes. 

3.       I let others in the room respond rather than using my background as the litmus test.  Their peers are their best and most respected critics. 

4.       My job is to facilitate their learning, not impose my views on them. 

Very best wishes in your endeavors. 

Sincerely,

  Jim

James G. Clawson

Johnson & Higgins Professor of Leadership and Organizational Behavior, Emeritus

The Darden School, University of Virginia

Cell:  434 825-3797             Web:  http://faculty.darden.virginia.edu/clawson/index.htm

Twitter:  @Jajisee              Blog:  http://jajisee.blogspot.com/

Level Three Leadership:  http://www.nadobimakoba.com

Latest Work:  A Song of Humanity: A Science-Based Alternative to the World's Scriptures

Adults learn best when working on issues that are immediate and important to them.  Hence, I begin every seminar with an hour listing on wall-posted Flipcharts "what are your biggest problems in life?" 

Adults learn best when they are actively involved at the limits of their understanding.  So, I use a lot of cases and role plays and demand that they form opinions deeper than platitudes. 

I let others in the room respond rather than using my background as the litmus test.  Their peers are their best and most respected critics. 

My job is to facilitate their learning, not impose my views on them. 

 

Very best wishes in your endeavors. 

 

Sincerely,

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  Jim

James G. Clawson

Johnson & Higgins Professor of Leadership and Organizational Behavior, Emeritus

The Darden School, University of Virginia

 

Cell:  434 825-3797             Web:  http://faculty.darden.virginia.edu/clawson/index.htm

Twitter:  @Jajisee              Blog:  http://jajisee.blogspot.com/

 

Level Three Leadership:  http://www.nadobimakoba.com

Latest Work:  A Song of Humanity: A Science-Based Alternative to the World's Scriptures

 

Hi Ethlyn,

Thank you for your question.  I am a proponent of and use multiple channels.  I believe people have different learning styles and preferred channels, so I use many in the attempt to touch everyone.  For me a good class is one that a) touches people at Level Three (core VABEs) b) has high energy, c) has lots of participation, d) is seamless moving between channels/mediums, and e) creates a magic bubble of intense focus, insight, even awe, and profound reflection in the room.  Humor is often involved, as is personal transparency (function of creating safety).  I use computer based simulations (mostly Global Tech in a 2 round structure), a home grown paper, bi-lingual, assumption breaking exercise and c) a lot of spontaneous role plays.  Well done cases are also "simulations" I think, in that they strive to bring students into the practicing manager's world and demand insight, analysis and decision making and implementation.  In my 4.5 day seminars, I use self-revelation, cases, role plays, video clips, paper exercises, computer exercises/simulations, discussion groups, learning teams, self-assessment tools, lecturettes, martial arts, sometimes ropes courses, guest speakers, slide decks, letter writing, humor, intense questioning, and heavy participation.  When all that unfolds without stumbling transitions the magic bubble forms in the room.

Jim:

Hi, to all!

Very interesting and very timely and necessary discussion.

In my decades of experience teaching and being taught, the most effective method to assess results of teaching responsibility is to ask (survey) students / learners: 1) what was the benefit each one derived from my intervention (class, seminar, workshop, etc) ... and 2) how could I improve in my next class.  

The simplest strategies that bring about best results for continuous improvement are commonly - and unfortunately - the least practiced in education.  

Greetings,

Maria-Teresa   

Hi Margaret,

MS Exchange could not find your referenced email address, hence my use of the MED list.

You may find my book, Teaching Management: A Field Guide for Professors, Consultants and Corporate Trainers, published by Cambridge University Press of some use.  Also, my Level Three Leadership website, www.nadobimakoba.com, includes hundreds of video clips and short chapters on concepts that have worked very well in my world-wide consulting practice with companies like GE, Coca Cola, British Aerospace, and dozens of others.  I think the first few important principles are

1.       Adults learn best when working on issues that are immediate and important to them.  Hence, I begin every seminar with an hour listing on wall-posted Flipcharts "what are your biggest problems in life?" 

2.       Adults learn best when they are actively involved at the limits of their understanding.  So, I use a lot of cases and role plays and demand that they form opinions deeper than platitudes. 

3.       I let others in the room respond rather than using my background as the litmus test.  Their peers are their best and most respected critics. 

4.       My job is to facilitate their learning, not impose my views on them. 

Very best wishes in your endeavors. 

Sincerely,

  Jim

James G. Clawson

Johnson & Higgins Professor of Leadership and Organizational Behavior, Emeritus

The Darden School, University of Virginia

Cell:  434 825-3797             Web:  http://faculty.darden.virginia.edu/clawson/index.htm

Twitter:  @Jajisee              Blog:  http://jajisee.blogspot.com/

Level Three Leadership:  http://www.nadobimakoba.com

Latest Work:  A Song of Humanity: A Science-Based Alternative to the World's Scriptures