ahe 574 instructional unit

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Stephen Mercer AHE 574 June 6, 2016 Learning objective: Build relationships and develop a community of practice through experiential activities to gain skills to resolve future conflicts. Learning objective: Develop an environment of collaboration to resolve conflict through the understanding of a range of behaviors. I collaborated with Steve Monroe to design this instructional unit. It’s designed to teach Airgas employees conflict resolution skills through experiential instruction and the DiSC
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  Stephen MercerAHE 574 June 6, 2016Learning objective !ui # re ation$hip$ an# #eve op a co%%unit& o' practice throughe(perientia activitie$ to gain $)i $ to re$o ve 'uture con*ict$+Learning objective eve op an environ%ent o' co aboration to re$o ve con*ict through the un#er$tan#ing o' a range o' behavior$+ - co aborate# .ith Steve Monroe to #e$ign thi$ in$tructiona unit+ -t/$ #e$igne# to teach Airga$ e%p o&ee$ con*ict re$o ution $)i $ through e(perientia in$truction an# the iS behavior a$$e$$%ent too + he nee# 'or thi$ in$tructiona unit $te%$ 'ro% the con*ict bet.een the $a e$ an# operation$ #epart%ent+ E%p o&ee$ in each #epart%ent have #eve ope# engraine# behavior$ through their e(perience in i'e that o'ten ea# to con*ict+ hi$ in$tructiona unit provi#e$ the too $'or a $o ution through the 'aci itation o' critica thin)ing, re*ection $)i $ an# u ti%ate & tran$'or%ative earning+ he r$t arti'act, an agen#a, gui#e$ 'or %e through the in$tructiona unit an# provi#e$ a 3uic) re'erence 'or )e& e(perientia ter%$+ he arti'act$ #e$igne# 'or the cour$e are inten#e# to bui # a co%%unit& o' practice an# co aborative environ%ent bet.een both #epart%ent$ to he p 3uic) & re$o ve concept$ b& un#er$tan#ing per$ona behavior$+ n#er$tan#ing ho. behavior$ are #eve ope# b& e(perience .i ea# to %ore e%path& a%ong e%p o&ee$ an# e$tab i$hing a %utua & benecia re ation$hip+ A$ a re$u t, the $a e$ #epart%ent can %a)e %ore %one&, operation$ can con#uct bu$ine$$ %ore $ea% e$$ & an# Airga$ it$e ' can beco%e %ore protab e+apucu/$ #enition o' a co%%unit& o' practice $ho.$ .hat - p an to acco%p i$h in the in$tructiona unit+ or%ing co%%unitie$ o' practice provi#e participant$ .ith an environ%ent that co%bine$ )no. e#ge an# practice an# the opportunit& to earn through re ation$hip$ .ith their peer$,8 9apucu, 5:5;+ !& putting %&$e ' in the ro e o' 'aci itator in the c a$$roo%, - can a##re$$ the $econ# earning objective o' e$tab i$hing a $en$e o' co aboration a%ong Airga$ e%p o&ee$+ -' a 'aci itative ea#er<$uccee#$ in creating a co%%unit& o' practice, hi$ or her ro e i$ to 'o$ter co aboration,8 9apucu, 5::;+ a=are a an# !arnett 9>2; provi#e %ore e aboration .hat %& ro e a$ 'aci itator entai $ in an e(perientia earning c a$$roo%+ -t con$i$t$ o' organi?ing an# $erving a$ the proce$$ per$on 'or activitie$ that u$e the participant$/ e(perience$ a$part o' the earning proce$$+ Since on & a#u t$ .i ta)e thi$ training c a$$, choo$ing a 'aci itation ro e coinci#e$ .ith one o' Ma co % @no. e$/$ theorie$ o' an#ragog& a$ .e + -t $tate$ that a#u t$ pre'er to #ra. 'ro% their per$ona e(perience to earn rather than being taught+ 9ang, 4>;+ he content o' the c a$$ .i be %ain & #eter%ine# b& the earner$+ A$ a re$u t, the $tu#ent$ .i be %ore i)e & bu& in8 becau$e the& .i #ra. 'ro% their per$ona e(perience$ rather than hearing a ong ecture .ith pre#eter%ine#  e(perientia e(a%p e$+ -t/$ a concept $upporte# b& a=are a an# !arnett 9>2;, .ho$ai# a#u t earner$ pre'er being active participant$ rather than pa$$ive recipient$ o' )no. e#ge+ Bather than $tarting i%%e#iate & .ith the con*ict re$o ution activitie$, the in$tructiona unit begin$ .ith intro#uction$ an# a getting to )no. each other8 activit&+@apucu 95C>; $ai# iceDbrea)ing e(erci$e 9an arti'act 'or the in$tructiona unit; a&$ #o.n the initia $tep$ 'or bui #ing better co aboration b& e$tab i$hing c o$er an# #en$er re ation$hip$+ o aboration i$ genera & i%po$$ib e or unviab e i$ co%%unit& participant$ have #i$tant re ation$hip$ an# )no. itt e about their peer$+ -t a o.$ the participant$ to have a better un#er$tan#ing an# greater a.arene$$ o' other$/ goa $ an# %otive$ 'or participation+8 !ear# an# i $on 91:4; $ai# icebrea)er$ a.a)en participant enthu$ia$% to engage in activitie$+  he thir# arti'act, a vi#eo, provi#e$ a vi$ua to $ho. ho. t.o #i=erent behavior$ can ea# to con*ict+ Steve Monroe an# - #eve ope# the vi#eo ba$e# on our e(perience$ .or)ing in a retai $etting+ he en#ing $ta&e# intentiona & a%biguou$ $o that the earner$ cou # u$e critica re*ection to #e$cribe ho. the& .ou # re$o ve the con*ict i' the& .ere in the $ituation+ Schon/$ re*ectionDinDaction app ie$ here a$ .e + Be*ectionDinDaction con$i#er$ the con$e3uence$ o' action .hi $t one i$ .ithin the proce$$,8 9!ear# an# i $on, 246+; he earner$ %u$t re*ect on their o.n e(perience$ to e(p ain ho. the& .ou # re$o ve the con*ict+ he #i=erent an$.er$ revea ho. e$tab i$he# behavior$ ea# to #i=erent %etho#$ o' re$o ving the con*ict portra&e# in the vi#eo+  he 'ourth arti'act i$ the re*ective earning activit& thin)DpairD$hare 9!roc)bac) an# Mci , 1C1;+ -t/$ inten#e# to create a #iver$e activit& 'or the earner$+ -t/$ a $o an opportunit& 'or the entire group to $tep out o' their co%'ort ?one to $tart earning ho. to co aborate .ith ne. peop e an# $ee ho. a co%%unit&o' practice .or)$ b& inc u#ing the entire group o' peop e+ -n 'act, !roo)e # $ai# #e iberate & %i(ing $tu#ent$ o' #i=erent abi it& eve $, intere$t$, racia bac)groun#$, earning $t& e$ an# per$ona itie$ ha$ $evera benet$+ ir$t &, it %atche$ the rea it& o' i'e out$i#e the c a$$roo% .here a .a&$ choo$ing .ho% .e .i .or) or a$$ociate .ith i$ not an option+ Secon# &, there are %an& earning ta$)$ .here a #iver$it& o' group %e%ber$ i$ an enhance%ent+ or e(a%p e, #eepening our un#er$tan#ing an# re$pon#ing to prob e%$, an# bring a range o' prioritie$ an# e(perience$ to the activit&8 9!roo)e #, 161; he 'th arti'act, the iS too , re3uire$ the earner$ to ta)e a %u tip e choice te$t+ he& are then #ivi#e# into group$ ba$e# on ho. the& an$.er the 3ue$tion$+ he group$ are  'or #o%inance, - 'or in*uence, S 'or $tea#ine$$ an#  'or con$cientiou$+ Since e(perience in*uence$ ho. the earner$ an$.er the %u tip e choice 3ue$tion$, Schon/$ re*ectionDonDaction p a&$ a pivota ro e in the #ivi$ion o' group$+ -t invo ve$ thin)ing about previou$ per$ona e(perience$, ana &?ing the% an# then #eve oping per$ona theorie$ o' action+8 9!ear# an# i $on,246;   he iS te$t ha$ ver& $i%i ar re$u t$ to the @o b/$ %o#e o' in#ivi#ua earning $t& e+ -n 'act, i' the earner$ .ho too) the iS a$$e$$%ent too) @o b/$ te$t, the& %a& have $i%i ar re$u t$+ !ut in$tea# o' , -, S an#  the& .ou # have earning $t& e$ o' #&na%ic, i%aginative, co%%on $en$e an# ana &tic+ 9!roo)$DHarri$ an# Stoc)Dar#, 65;  he $i%i arit& bet.een the @o b/$ earning $t& e$ an# the iS a$$e$$%ent #e%on$trate$ that the .ea th o' e(perience each a#u t earner ha$ can ea# to a ver& rich co%%unit& o' practice an# co aborative environ%ent+ Even though ever&one ha$ the $a%e job, either operation$ or $a e$, their i'e/$ e(perience ha$ e#to the #eve op%ent o' #i=erent behavior$+ or the ne(t activit&, the group brea)$ into pair$+ Each pair receive$ a car# .ith a $cenario on it an# a etter ,S, or -+ he etter in#icate$ ho. the per$on .ou # behave ba$e# on the $cenario+ A o' the $cenario$ i$te# on the car#$ are co%%on $ituation$ at Airga$ that cou # tran$pire either bet.een $a e$ an# operation$ or .ithin each #epart%ent+ he$e car#$ are the $i(th arti'act+ Fne o' the group %e%ber$ rea#$ the $cenario an# the other group %e%ber #e$cribe$ ho. to re$pon# .ithout cau$ing con*ict b& u$ing the behavior i$te#+ he t.o then $.itch ro e$ an# repeat the activit&+ Fnce a the pair$ ni$h, the& $.itch partner$ an# car#$+ !& re$pon#ing .ith a behavior other than the one #eve ope# through e(perience, it/$ #iGcu t to 'or $o%eone to #ra. 'ro% their e(perience to an$.er+ hi$ ea#$ to tran$'or%ationa earning+8 he per$on %u$t interpret the e(perience #i=erent & through re*ection than the& nor%a & #o to correct & an$.er the $cenario+ hi$ ne. .a& o' re*ection cou # ea# to greater accurac& o' perceptiono' the un'a%i iar an# #eviant, avoi#ance o' pre%ature cognitive co%%it%ent$, better $e 'Dconcept, greater job pro#uctivit& an# $ati$'action, *e(ibi it&, innovation, an# ea#er$hip abi it&+ 9Me?iro., 117; ho$e are a he p'u trait$ 'or a group o' peop e bui #ing a co%%unit& o' practice an# engaging in co aborative earning+ he activitie$ continue .ith the c a$$ reD.atching the vi#eo a'ter returning to their group$+ he group$ .i then critica & re*ect on ho. the& .ou # re$pon# ba$e#on their a$$e$$e# behavior 'ro% iS+ hi$ he p$ co aboration a%ong the group$ becau$e other group %e%ber can $ee ho. each particu ar group react$ to the $cenario+ itne$$ing other behaviora reaction$ give$ the% earner$ a c earer un#er$tan#ing o' the rea$oning behin# ever&one e $e/$ behavior+ hrough thi$ un#er$tan#ing, %ore introverte# %e%ber$ %ight #eci#e to beco%e %ore voca an# co aborative %e%ber$ in re$o ving con*ict$ .hen the& return to .or)+ -n the vie. o' @apucu, that/$ a $cenario 'or a $o i# co%%unit& o' practice+ articipator& #eci$ion %a)ing in a co%%unit& re3uire$ the inc u$ion o' a %e%ber$<o' that co%%unit& through a con$en$u$Doriente#, #e iberative proce$$ o' prob e% $o ving+8 9@apucu, 5C1; he a$t activit& con$i$t$ o' a ro e p a&+ hi$ provi#e$ an opportunit& 'or vo unteer$ to practice ever&thing the& earne# in c a$$ an# 'or other$ to ob$erve their behavior$ in the ro e p a&+ -#ea &, tho$e .ho vo unteer .ou # u$e re*ection an# tran$'or%ative earning to #e%on$trate .hat the& earne# in the c a$$ an# ho. the& p an to u$e their )no. e#ge to bui # a co%%unit& o' practice an# co aborative  environ%ent+ he in$tructiona unit en#$ .ith a Iue$tion an# An$.er $e$$ion an# a $urve& 'or the $tu#ent$ to eva uate %& 'aci itation+ Be'erence$ 1. !ear#, +, i $on, J+ 92006; Experiential Learning: A best practice handbook for educators and trainers + 92 n#  e#+; Lon#on an# hi a#e phia, @ogan age+2+!roo)e #, S+,92006; he S)i 'u eacher Fn techni3ue, tru$t, an# re$pon$ivene$$ in the c a$$ roo% 92 n#  e#+; pp+ 151  172+ Jo$e&D !a$$>+!roc)bac), A+ an# Mcgi -+ 92007; Metho#$ an# A$$e$$%ent o' Be*ective Learning+ Facilitating reective learning in higher education pp+ 164 D 205 !uc)ingha%, !B .  Fpen niver$it& re$$+4+!roo)$DHarri$, J+, an# Stoc)Dar#, S+ 91CCC; e$igning an# aci itating E(perientia Learning+ pp+ 60  7>+ hou$an# Fa)$+ Sage ub ication$ 5+a=are a, B+, an# !arnett, !+,91CC4; haracteri$tic$ o' A#u t Learner$ an# oun#ation$ o' E(perientia Learning+ New irections for Adult and !ontinuingEducation + 962; 2C  42+6+@apucu, +,  a$$roo%$ a$ o%%unitie$ o' ractice e$igning an# aci itating Learning in a et.or)e# Environ%ent+   ournal of #ublic A$airs Education. Ko + 1:9>; 5:5  610+ %. Me?iro., J+, 91CC1; Ma)ing %eaning through re*ection+ &ransfor'ative i'ensions of Adult Learning. San ranci$co, A+ Jo$e&D!a$$+ pp+ CCD117+ :+Kan inger#en, +, oto, S+, !ur$tein, M+, Enc&c ope#ia o' Strategic Lea#er$hip an# Manage%ent+ reating Su$tainab e o%%unitie$ A#u t an# Lea#er$hip heorie$ an# rincip e$ in ractive+C+ !au%gartner, L+, An#ragog& An intro#uction an# i%p ication$ 'or curricu u%an# in$truction-n ang, Kictor ++ 9E# .(. !urriculu' evelop'ent for Adult Learners in the )lobal !o''unit*+ ,olu'e 1 -trategic Approaches + 9pp+ >4 D57;  ori#a @rieger ub i$hing o%pan&
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