Ideas for Panel Presentations and Class Presentations to demonstrate Action Learning
What your team should Look like:
1)5 to 6 people on the team
2)Cross cultural element if possible
3)Mix in gender if possible
4)Same gender teams not recommended unless diversity is met within team.
5)Teams should have a mix by gender, age, ethnicity, personal background and learning styles (like visual, seeing and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, (Dilworth, 1996).
6)Team should develop their own rules.
Papers after each test:
4 Total: Reflective papers
1)What I have learned to date? How have I integrated the chapters to my personal experience?
2)When did I feel most engaged in the learning experience and why? And when did I feel most distanced from the learning experience and why?
3)How did I judge my best work in class (establish your criteria) and why?
4)If I were to select the one that that represents my best work in the course at this moment, it is: ____ and ___, and additional learning needs that I have identified as a result of learning experience and how I will go about meeting them (personal learning strategy).
5)What level of development is my team and how have I played a role in that development?
Revans (1983, p.49) wrote “Action learning is the Aristotelian manifestation of all managers’ jobs; they learn as they manage, and they manage because they have learned – and go on learning”.
Source:
Auster, E.R. & Wylie, K.K. (2006). Journal of Management Education. Vol. 30: No. 2. April 2006 333-353.
In-Class Ethical Dilemma
1)On topics, would you lean toward personal acceptance or toward rejection of the behavior described or being considered?
2)How would you predict the majority of your peers in class would lean in their initial judgment of this behavior or conduct (acceptance or rejection)?
Cases
Team develops a real-world case that provides an opportunity to demonstrate the principles of the chapter, showing different viewpoints within the team; selecting different sides of the ideas.
Role Plays
Assign roles to students and ask them to address a specific situation from the perspective of this role:
“Okay Kim, you would be the Senior VP.”
“Chris – you’re the dissatisfied employee on your way into the Sr. VP’s office to discuss the matter. Chris, what would you say?”
“Kim, how would you respond?”
Take it away and run with it for about 5 minutes.”
“Now Chris and Kim, choose someone to pick up your role and continue the conversation.
Debates
Conduct a class discussion where individuals must speak on behalf of their assigned point of view, even if they might not personally agree with this perspective.
Ex: “Everyone whose last name begins with A through K, jot down five arguments for the proposed regulation in this industry”.
“Everyone whose last name begins with L through Z, jot down five arguments against the proposed regulation in this industry,”
Class Splits
Break the class into groups based on seating location in the classroom and have them analyze and discuss an issue from different perspectives.
“Left side of the room, you are Michelle X in this case.”
“The center of the room, you are Jack P.”
The right side of the room, you are Taylor Q.”
Flip Chart Decisions
Break groups into smaller groups and discuss and analyze a case. These smaller groups can share the results of their discussion with the class.
Nominal Group Technique
When working in groups, have students record their thoughts on a post-it note. Then have students share their views with the group and place their post-it note on the wall. This allows quieter students to get heard and may minimize group think.
Paired Discussion
For a quick variation on breakout groups, consider: Think, write, pair discuss. Turn to your neighbor and tell me what you just heard. Compare notes. Did you hear something different? Another variation, pose a question or issue to the class. Have students think about it and write down their thoughts and recommendations. Then have them break into pairs to discuss their thoughts and have the pairs share back with the class.
Videos, DVDs, Guests, Music
Make it vivid bringing and creating concrete examples, real world relevance, personal enactment, or expertise from the business world into the classroom through making their own videos, guest speakers on the job you record; act through music the principles.
Current events and stories from the week
Improve students’ understanding and demonstrate real-world application of theories and concepts by engaging the students in discussions of current events and stories from the week that are relevant to the course.
Lecture
Use lecture mode, reinforced with engaging visual aids, thought provoking questions, and continuous monitoring of student learning, for content that is important to deliver in an uninterrupted. Determine daily key “take-aways” and personal learning.
Game Show Delivery
Teams may choose a particular game show that demonstrates the principles of the chapter. The “One person against the mob” or “against the class” is not a good setting to encourage participation within the class.