Leadership in manufacturing technology students
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This document outlines a culminating project for a class on global leadership. It includes a description of integrating group case studies into the classroom and individual reflection activities. The project aims to expose students to 10 key behaviors of global leadership, such as cultural self-awareness and developing future leaders. It also provides examples of case studies and reflection questions that could be used to help students learn and apply the behaviors.
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Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
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· What factors might affect the outcome (according to the investigators)
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The document outlines differences between training and development, including that training has a shorter term perspective focused on specific job skills, while development has a longer term perspective aimed at personal growth. It also discusses the training process, including need analysis, objective setting, method design, implementation, and evaluation. Adult learning styles and barriers to learning are addressed. The roles of trainers as facilitators, presenters, and coaches are examined.
Using discussion forums to enhance critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
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This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
Visuals -flipping--draft-one
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
Week 5 - Weekly LectureWeek Five LectureImplementation .docx
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
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The document discusses challenges in whole child education. It notes that employers find deficiencies in critical thinking, problem solving, and other skills. New courses aim to address these needs through techniques like challenge activities, GRAPS, concept mapping, and designing projects. GRAPS refers to goal, role, audience, situation, product/performance/purpose, and standards of success - a framework for designing challenge activities that develop skills employers seek.
Instructional strategies
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
Key Competencies
1. The document outlines key competencies and essential questions for developing skills in students, including thinking, using language and texts, managing self, relating to others, and participating and contributing.
2. It provides strategies for teachers to focus on the key competencies in their everyday teaching, such as coding lessons according to the competencies and incorporating relevant teaching strategies.
3. The document emphasizes developing students' thinking skills and digital literacies to prepare them for the 21st century, and encourages teachers to enhance their own professional learning and dialogue.
Reflective Piece Final assignment portfolio
This document is a coursework accountability statement completed by Rose Gordon for the Foundations of Reflective Practice course at the University of the West Indies. Gordon signs the statement to certify that the attached coursework is her original work and has not been plagiarized from other sources. She acknowledges understanding the university's policies on plagiarism and pledges that her submission follows these guidelines. The statement is signed and dated by Gordon at the end.
Internship orientation power point april 12, 2010
This document provides an overview and guidelines for Medaille College students participating in internships. It outlines the three stages of the internship process: preparation and planning, the field experience, and post-internship reflection. Key responsibilities for students are discussed, including developing learning objectives, maintaining a reflective journal, and completing evaluations. The importance of reflection and making meaning from experiences is emphasized through Kolb's experiential learning cycle.
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The document discusses various tools and approaches for learning, teaching, and training, including learning styles, the steps of teaching a skill, types of adult learners, and using a learning collaborative model for quality improvement training in healthcare settings, which involves structured learning sessions, implementing changes using the PDSA model, and having quality improvement coaches for support.
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Leadership in manufacturing technology students
- 1. Culminating Project EDUD 6306 Dr. Borel By: Esmeralda Adame
- 2. Explanation of 10 Key behaviors defined by Gundling, Hogan & Cvitkovich Integrate group based case studies to classroom Explain reflection cycle for global leadership Implement individual reflection activities after each group case study Benefits of project Summary of 10 key behaviors Conclusion References
- 3. 1. Cultural Self Awareness 2. Inviting the Unknown 3. Results Through Relationships 4. Frame Shifting 5. Expanding Ownership 6. Developing Future Leaders 7. Adapting and Adding Value 8. Core Values and Flexibility 9. Influencing Across Boundaries 10. Third Way Solutions
- 4. Purpose ◦ To engage and motivate students to work together for a common goal Description ◦ Group activity to solve a case study consisting of a problem in lab or shop floor and describe possible solutions Design ◦ Based on number of students: choose recorder, time keeper, observer, presenter etc. Outcome ◦ Team will present results, practice leadership skills, gain confidence, learn/practice presentation skills Implementation ◦ Add activity to Shop Safety and Procedures class, share results with the rest of faculty
- 5. A maintenance man was working on a metal stair platform and wanted to use 1/4 inch electric drill. The drill had a three-wire power cord. An extension cord was running from the source of power also was a three-wire cord, but was not long enough. In order to connect the drill to the extension cord, the man obtained another short extension cord from the tool crib. As the man started the drill, he was electrocuted.
- 6. What caused the accident? What could have been done to avoid this accident? What can be done to prevent future accidents? What knowledge do you have, or have learned so far during class to better help you answer the previous questions? What chapters in the book or books relate to this topic? Explain
- 8. Purpose ◦ To have students reflect on group based activity Description ◦ Individual activity to write about the group dynamics, what was learned, any issues during the activity, what they liked or disliked Design ◦ Individual activity might be done after activity while activity is still fresh or for next class meeting Outcome ◦ Individual tool to reflect and ponder on leadership skills Implementation ◦ Add activity to Shop Safety and Procedures class, share results with the rest of faculty
- 9. Write a one page reflection paper regarding case study Use the questions below to assist with the reflection process ◦ Had you worked on group activities before? ◦ Reflect on the advantages and disadvantages of working in teams to come up with the solutions ◦ How did the diversity of your group contribute in achieving the objectives of the group? ◦ What did you learn? ◦ Do you think the case study was beneficial to your learning?
- 10. Expose Manufacturing Technology students to global leadership by using the 10 Key behaviors defined by Gundling, Hogan & Cvitkovich Motivate and encourage to strive for more Assist in the development of future leaders Expose students to diversity in global settings Equip students for the new global environment
- 12. 1. View the world from helicopter view, Cultural Self Awareness 2. Think outside the box, Invite the Unknown 3. Collaborate with others, Results Through relationships 4. No matter where your leadership takes you be a great leader, Frame-Shifting 5. Lead here and over there, Expand Ownership
- 13. 6. Be an example, Develop Future Leaders 7. Balance and adapt to local values, Adapting & Adding Value 8. Understand your own values and embrace others’ strengths, Core Values & Flexibility 9. Travel the world and be effective, Influence Across Boundaries 10. Conquer and be successful, Third Way Solutions
- 14. Finn, Edward W. (2012). Global leadership in a changing world. Leadership and Organizational Management Journal, 2012(4), 18-27. Gundling, E., Hogan, T. &Cvitovich, K. (2011). What is global leadership? 10 key behaviors that define great global leaders. Boston, MA: Nicholas Brealy. National Safety Council. (2009). Supervisors' Safety Manual. 10th Edition Hardcover. Library of Congress Cataloging-in-Publication Data, United States of America. Pace, A. (2012). Preparing today's youth for tomorrow's workplace. T+D, P. 42-46.