![USING CREATIVITY IN THE BUSINESS CLASSROOM Goal 4: Student Centered Learning Approaches Latrice Morrison Adjunct Faculty Howard Community College University of Phoenix Section 8.5 Friday January 8, 2010 11:00-11:50 am [email_address] [email_address]](https://image.slidesharecdn.com/leadershipcandygame-100427140132-phpapp02/85/Leadership-candy-game-1-320.jpg)
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- 1. USING CREATIVITY IN THE BUSINESS CLASSROOM Goal 4: Student Centered Learning Approaches Latrice Morrison Adjunct Faculty Howard Community College University of Phoenix Section 8.5 Friday January 8, 2010 11:00-11:50 am [email_address] [email_address]
- 6. LEADERSHIP What type of leader (candy) are you?
- 10. LEADERSHIP THEORY WORKSHEET Leadership Style Authority Level Behavior Application Employee Outcome Candy Association Explanation Autocratic High Authority used by manager makes decisions without consulting others when quick decisions need to be made or when it seems like the group cannot come to a consensus For newer employees or Ambiguous job provides path for proper outcomes M& M=Micro Manager (letters) Democratic Delegate Authority involve employees in decision making When time is not an issue and opportunity for planning Involving employees makes them become more invested in the process, and the ultimate output is better Kit Kat= Give me a break (jingle) Take 5= Opportunity to make own decisions (name) Laissez-faire/Free-rein Little Authority used by manager Hands-off approach to management and more advisory in style, encouraging employees to contribute ideas rather than specifically directing their tasks often best used with groups and teams give employees a sense of challenge, commitment, and renewed energy as they are left to handle tasks on their own Symphony= Working together, team (what symphony involves) Pay Day & 100 Grand= rewards, compensation for meeting goals/outcomes (name& title association)
- 11. LEADERSHIP THEORY WORKSHEET Leadership Theory Characteristic Application Leader Behavior Employee Outcome Candy Association Explanation Directive Describes tasks, sets schedule, and offers guidance on performance Vague job description or task Tell what is expected How & when to do it How fits with others Schedules & norms Procedures & regulations Provides direct/clear goals and expectations M& M=Micro Manager (letters) Supportive Shows concern for subordinates New employee or employee lacks self confidence in abilities to perform task/job Courteous & friendly Concern for well being & needs Open and approachable Balance equal treatment with status Increase confidence to achieve work outcome Kit Kat= Give me a break (jingle) Take 5= Opportunity to make own decisions (name) Participative Relies on subordinates’ suggestions when making a decision Employee dissatisfaction with job and/or rewards/incentives Share work problems Solicit suggestions, concerns Include in decision making Clarify follower’s needs & clarifies rewards Symphony= Working together, team (what symphony involves) Achievement-Oriented Sets challenging goals Mature employee or in position long time & Lack of job challenge Set challenging goals Seek continuous improvement Expect highest performance Confident in effort & achievement Workers assume more responsibility Set high goals and achieves them. Job satisfaction and performance Pay Day & 100 Grand= rewards, compensation for meeting goals/outcomes (name& title association)
- 15. QUESTIONS?
Editor's Notes
- Hello My name is Latrice Morrison. I am a business instructor for Howard Community College and the University of Phoenix. I have been teaching business students for several years and noticed that when it came to Leadership many of them have a fear and predisposition regarding what business actually is. With all the “bad” things occurring in the world around them regarding business practices, ethics, and the economy, finding ways to get them excited and engaged can be daunting. The solution, “make it fun” without them even realizing they are learning. Learn to use technology to create amusing simulations that require their participation, use the things they love like music to get them thinking about business ethics and the role they play in social responsibility, and teach them economic strategies through games and business theories through candy...yes candy. This presentation will share some of the techniques, as well as a special game that I created to teach students leadership concepts.
- I am not certain about you but when I first heard the term “student centered learning” (SCL) I had no idea was it really meant. As my colleagues debated the methods and I did additional research I realized that there is not one set definition. There are six key things to keep in mind when trying to create student centered learning environment: 1.The learner has full responsibility for her/his learning You have to allow them to be accountable and set the expectation that their learning must be key to them. 2. Involvement and participation are necessary for learning If students are expecting you to lecture or better known as “talk at” them they are in the wrong class. You have keep them involved and allow them to come up with their own problems and solutions 3. The relationship between learners is more equal, promoting growth, development 4. The teacher becomes a facilitator and resource person I am not an instructor. I am a Coach- Chorographer - I will help you learn how to navigate and eventually dance in the class environment. Optimist - I will strive to acknowledge your strengths & gently help you change your weaknesses into strengths. Advocate - I will support you and be available to assist you with any questions or problems. Collaborator - We will be sharing ideas and techniques for learning together. Humorist - I will strive to make our time together fun and educational. 5. The learner experiences confluence in his education (affective and cognitive domains flow together) They get it because it is “real” to them 6. The learner sees himself differently as a result of the learning experience. Strive to have them bring all their experiences personal and professional l into the course, activities, projects, and discussions.
- Often, the students we see have a fear and predisposition regarding what business actually is. With all the bad things occurring in the world around them regarding business practices, ethics, and the economy, finding ways to get them excited and engaged can be daunting. The solution, “make it fun” without them even realizing they are learning. Learn to use technology to create amusing simulations that require their participation, use the things they love like music to get them thinking about business ethics and the role they play in social responsibility, and teach them economic strategies through games and business theories through candy.... Yes, candy.
- I use music videos, television shows, and movies to teach and demonstrate concepts of Business Ethics. Candy to communicate leadership, and card games to guide course concepts and achieve overall objectives. I get them involved by inquiring about what they find to be interesting. What they do in their “free” time and what makes them get involved. I incorporate various techniques to meet all the different learning styles and engage students in determining their styles.
- Some of the ways I have incorporated music and movies is when students are learning about Business Ethics. I use unique cases that they can relate to. For example, I will show diamond commercials and rap videos and host a discussion on how the two relate to a ethics case or organization such as DeBeers Diamonds. I show a movie influenced by this case or organization. In-class if I have a 3 or 4 hour schedule and as homework and/or extra credit for classes that are only 1hr. And 20minutes. I use a very similar technique with Wal-Mart. Beginning with a discussion about where students shop and what their “good to” store is. Then I get into the “why” and savings. I use commercials from Wal-Mart to further the discussion and then bring in actual cases or issues that have occurred. I show two opposing documentary movies on the company and facilitate discussions, exercises, and debates.
- One technique that always receives 100% participation and great feedback from students is the game that I created to teach Leadership Concepts; the Leadership Candy Game.
- This is game can be adapted for not only the classroom but also in business settings which is one of the reasons students enjoy the game. Some practical application courses include: Introduction to Business Leadership Human Resources Management Organizational Behavior The beauty of the game is that it can be adjusted to reach different levels including high school students or special needs students.
- The handouts are designed to help visual learners and also serve as a study /reflection guide.
- There are both in-class and out of class activities. You can do all of them at once or spread it out over a unit or class sessions.
- This is how a completed sheet will look once all the discussions, exercises, ect. Are completed. I adapt this set significantly depending upon the course and the level of the students. I also change the overall look of the hadout.
- The Leadership Theories and Candy Game can also be used to teach Motivational Theories (see chart). If your course covers both you want to link them or have students figure out how the leadership theories and motivational theories relate/are similar.
- I always believe in providing extension activities that will allow students to reflect and apply what they have learned. You can make these homework items or extra credits. For graduate level courses these become actual papers that they must type in APA format and providing a deeper discussion of Leadership and the various theories
- Here is a sample of one of the worksheets. Again you can modify it based on the student level and concepts/objectives of your course. This allows students to consider were they have seen these styles applied in their personal and professional lives. I always follow up these activities with a class discussion and/or debate were applicable.
- This is another new game that I developed upon witnessing many of my students in their “free time” playing card games. I was looking for new ways to capture their attention and this was the result. It is easily modified and does not necessarily have to be done in this exact format. I would recommend using this type of game for college level students particular those in introductory courses as they often are new to the idea of “centered” learning and critical thinking skills.