Similar to the mid management curriculum, this would comprise a series of learning paths in the following areas:
• Personal leadership workshop (incorporating 360? feedback, MBTI™)
• Leading others (interpersonal leadership in one on one situations)
• Leading in groups (interpersonal leadership in group situations)
• Strategic capability (strategy formulation, communication and execution)
As included in the mid management curriculum, the personal leadership workshop would form a foundation for the leadership curriculum.
The leading others and Leading in groups learning paths will comprise two experiential learning workshops to develop leadership skills in one on one and group situations respectively (each three days). The workshops will build on the core values of the institution and include the people management frameworks included in the management curriculum.
Learning principles applicable
It is proposed that the learning paths be designed in line with the principles of ‘The Six Disciplines of Breakthrough Learning’ (Wick, Pollock, & Jefferson, 2006, 2010) with particular focus on the following:
D2: Design complete experience
The design of the learning activities should consider the learners’ complete experience, including what happens before, and especially after, the traditional coursework.
Learning activities should include a blend of learning methods to cater for various learning styles and preferences, but with the aim of achieving variety and facilitating learners completing all stages of the learning cycle.
Where pre work is included it should include activities (i.e. not only reading) and lead to a submission or interaction (e.g. conversation) to motivate and allow for monitoring of completion.
D3: Deliver for application
Learning should be designed and delivered in a way to bridge the gap between learning and on the job application. Learning activities should simulate application situations and include preparation and practice for application.
D4: Drive learning transfer
The learning paths should incorporate structured conversations in order to facilitate the application of learning and ensure that current managers/Deans take ownership for the development of their staff. These coaches will be supported by ‘conversation guides’.
D5: Deploy performance support
Performance support in the form of job aids (application guides) should be provided for key skill sets.
There is a need for assessment in key learning paths. This would consist of a combination of assessments during the learning path (e.g. submitted pre work assignments, notes from conversations, peer and facilitator observation of classroom activities) and summative assessment of the actual application of skills learned (e.g. application review by supervisor, recordings of application activities submitted for review).
This would support Rhodes considering some form of certification for the successful completion of selected learning paths.
Last Modified: Wed, 16 Oct 2013 16:26:25 SAST