Session Type: Workshop Accepted by MIG(s): Development Time Allotted: 75 Description: The purpose of this experiential workshop is to offer a variety of innovative tools (toys) that both academics and practitioners can use with adult learners to help them further develop leadership knowledge, competencies, and skills through engaged learning activities. Each tool presented will be taught, practiced, and discussed. Abstract: Developing leadership is all about learning, and it seems that there are ongoing efforts to understand the most effective methods and techniques to assist individuals in learning to become leaders. The purpose of this experiential workshop is to offer a variety of innovative tools (toys) that both academics and practitioners can use with adult learners in various settings to help them further develop leadership knowledge, competencies, and skills through engaged learning activities. Effective leadership development specialists and educators are continually searching for new and innovative ways to teach leadership concepts and competences. Many use cases, activities, and exercises to assist students and participants by enhancing their understanding through experiential learning experiences. One such experiential learning strategy is to teach leadership with toys.
The theoretical framework of this workshop is based on Kolb’s (1984) experiential learning model which “draws on an all-star set of interdisciplinary influences: John Dewey from education philosophy, Jean Piaget from developmental psychology, and Kurt Lewin from social psychology” (Petkus, 2000, p. 64). Kolb’s model of experiential learning “represents one of the most widely accepted approaches to understanding action-based individual learning” (Kolenko, Porter, Wheatley, & Colby, 1996, p. 135). Kolb (1984) defined learning as “the process whereby knowledge is created through the transformation of experience” (p. 38). Experiential learning has been defined as “an interactive phenomenon, involving both the learner and his or her external environment” (Kenworthy-U’Ren, 2000, p. 59) and “learning that takes place through reflection on experience” (Root & Throme, 2001, p. 325). Carver (1997) explained that “Experiential education…makes conscious application of students’ experience by integrating these experiences into the curriculum. Experience is comprised of sensory awareness (e.g., touch, smell, hearing, sight, taste), emotions (e.g., pleasure, excitement, anxiety, fear, hurt, empathy, attachment), physical conditions (e.g., temperature, strength, energy level), and cognition (e.g., constructing knowledge, establishing beliefs, and solving problems)” (p. 144).
Kolb’s (1984) experiential learning model consists of four stages: concrete experience, observation and reflections, abstract conceptualization, and active experimentation. Some people appear to learn best when a specific stage or type of learning is utilized. It is suggested, however, that learning experiences integrating all of the stages result in the most effective and long-term type of learning. Abstract conceptualization includes the learning of concepts through most passive methods (e.g., lecture, reading, and memorization) and is referred to as the “theorist role.” Concrete experiences (pragmatist role) include applying the concepts and knowledge in a real world and active learning situation. Reflective observations (reflector role) occur best during and after the concepts are taught and real world experiences have been encountered. This stage involves thinking and discussing the links between the concepts and knowledge learned and their application into the real world. Finally, active experimentation (activist role) is used to “discover cause-and-effect relationships or to determined which of many solutions proves viable” (Godfrey, 1999, p. 365).
Although some of the tools presented in this workshop are not designed to move a participant through the full experiential learning stages as outlined by Kolb, they can help students move into some of the stages, which can supplement a fully designed experiential program. Toys can provide students with hands on activities that help them move concepts into engaging exercises and dialogue. These experiences can provide a rich array of reflective opportunities if educators and trainers become skilled facilitators. Any effective experiential learning activity includes an understanding and practice of course and program concepts, a continuous and thorough reflective component, and opportunities for students to actively experiment with the concepts.
In this 90-minute session (we can adjust to 75 minutes, if necessary), participants will learn about the “Teaching Leadership with Toys” tools, practice using them, and then discuss their experiences with others in small groups. Each participant will receive a packet that includes descriptions of each tool, technique, and activity. This will include references and lists of additional resources. Here is an outline of our proposed session:
1) Welcome and introductions
2) Session overview (What are the session objectives? What is experiential learning and reflection (flip chart activity)? Why do these types of activities (includes introduction of theoretical framework already described)?
3) Toy tools (each will have a short explanation, opportunity to practice the tool, and duo or trio sharing exercise, and implications to practice discussion): a. Lego Activity: Leadership competency activity (communication, listening, speaking clearly); b. Ball of String: Leadership competency activity (reflection, listening, questioning, communicating); c. Various Interconnected Toys: Leadership theory toy models (e.g., systems theory, situational leadership theory); d. Tinker Toys: Leadership competency activity (teamwork, leadership, followership, styles, listening, conflict resolution, planning, results focused, ethics; e. Play Dough: Famous leaders analysis activity (leadership qualities, styles, strengths, weaknesses); f. Other toy ideas: Participants share their own ideas
4) Debrief: overall implications to practice in leadership education and leadership development programs
5) Summary, next steps
We argue that it is through these leadership development exercises (and others) that individuals can develop key leadership skills in a fun, educational and interactive way. This workshop can assist educators and practitioners in being aware of and learning about various creative techniques available to help them teach these skills. They can use these activities not only in their classrooms, but also utilize them with non-profit and for-profit leadership groups, teams, and boards, as well.
Susan Madsen, Woodbury School of Business, Utah Valley University
Bio: Susan R. Madsen is an associate professor of management in the Woodbury School of Business and the Orin R. Woodbury Professor of Leadership and Ethics at Utah Valley University. She has published two scholarly books on the development of women leaders and has authored/co-authored over 50 peer-reviewed articles primarily in the areas of leadership, ethics, individual change, work-life issues, and strategic faculty development. Susan is currently continuing her research on the lifetime development of women leaders in the United Arab Emirates, China, and the U.S. She is also an independent leadership and change consultant.
Katherine Tunheim, Department of Economics and Management, Gustavus Adolphus College
Bio: Katherine Tunheim is an assistant professor of management in the Economics and Management Department at Gustavus Adolphus College in St. Peter, MN. Kathi worked in industry and business for 15 years as the Director of Leadership and Organizational Effectiveness at American Express, Northwest Airlines and Carlson Companies. For the past 12 years, she has served as president of Tunheim Leadership Group, a leadership and organization development firm, based in Minneapolis. Her research interests include women and leadership, work-life issues, and college presidents.
Return to complete program |
