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Download by: [Universitas Maritim Raja Ali Haji] Date: 12 January 2016, At: 22:51

Journal of Education for Business

ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20

Learning Awareness, Student Engagement,

and Change: A Transformation in Leadership

Development

James L. Morrison , Jo Rha & Audrey Helfman

To cite this article: James L. Morrison , Jo Rha & Audrey Helfman (2003) Learning Awareness, Student Engagement, and Change: A Transformation in Leadership Development, Journal of Education for Business, 79:1, 11-17, DOI: 10.1080/08832320309599081

To link to this article: http://dx.doi.org/10.1080/08832320309599081

Published online: 31 Mar 2010.

Submit your article to this journal

Article views: 116

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Learnina Awareness. Student

Engagement, and Change:

A

Transformation in

Leaders

hir,

I-

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DeveloDment

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recent article in

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The Wall Street

A

Journal reported the results of a

survey in which recruiters rated the importance of a variety of attributes in

job candidates. Topping the list of

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24

attributes were communication and interpersonal skills and the ability to work well in teams. Leadership poten- tial followed closely on the list (“Learn- ing to Play Nicely,” September 9,2002). As organizations in the 21st century look for ways to enhance the effective- ness of their top executives while streamlining processes that create and sustain new relationships with cus- tomers, they experience the correspond- ing need to develop the “soft leadership skills” (e.g., speaking with clarity, active listening, negotiating, consensus build- ing, etc.) of workers at all levels of the infrastructure (Payne, Fuqua, & Canega- mi, 1997). Bennett, Haniman, and Dunn (1999) argued that in an environment characterized by intense worldwide competition, “true leadership” from coworkers besides those in traditional managerial roles will set outstanding companies apart from the mediocre. In view of the competitive advantage of having leadership exhibited throughout an entire organization, our premise in this article is that leadership develop- ment is more likely to become a priority

JAMES L. MORRISON

JO RHA

AUDREY HELFMAN

University

of Delaware

Newark,

Delaware

ABSTRACT. In this study, the authors tested a revised teaching-learning instructional model for implementing a consumer-centric approach to leader- ship development. Significant seg- ments of the model included mutual interdependency, reflective learning, and required student engagement. Results of the test indicate that stu- dents perceive self-discovery learning through real-life leadership scenarios

as

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an effective way to acquire knowl-

edge about leadership. Students are capable of connecting the activities that they performed during the change process with leadership theory, princi- ples, and practices that they learned at a later date.

in business education. And, if so, we argue that more attention should be paid to the effectiveness of instruction in refining student leadership skills of deci- sion making, conflict resolution, and consensus promotion, among others.

The essence of leadership develop- ment traditionally has been the ability to first understand the theories and con- cepts of leadership and then to apply them in real-life leadership scenarios. During the past decade, some authors have suggested that active student engagement during the learning process should be an integral part of leadership training for university students (Buck- ner & Williams, 1995; Hickman, 1994).

In other words, by putting undergradu- ates in situations in which they must work through real-life leadership prob- lems, they encounter a more meaningful learning environment.

Because leadership development en- tails both the understanding of concepts as well as the ability to practice them, business educators have an obligation to draw from a broad spectrum of pedagog- ical tools to align theory with applica- tion. Several researchers have generated

instructional models of the best practices

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in leadership development for adoption

by those teaching in such programs Fis- cher, 1980; Meece, Blumenfield, & Hoyle, 1988; Miller, Greene, Montalvo, Ravindran, & Nichols, 1996; Pintrich & Schrauben, 1992). However, these re- searchers also have suggested that when faculty members follow these more inno- vative and highly interactive teaching models, thus distancing themselves from traditional lecture formats, they perceive students as frequently unsure about what they are learning. Whether or not the stu- dents recognize what they are learning and perceive course work as a valuable learning experience remains something of a mystery in the educational process. To enhance student awareness of what they are learning, we must revise the typical educational teaching-learning

September/October 2003 7 7

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sequence. In this shift, the customary procedure of first teaching content and then having students apply what they have learned is reversed, so that students initially engage in guided activity and then learn concepts as an outcome of it. This revised instructional strategy was adapted from a “Theory in Action” model suggested by Hickman (1994), who argued that more effective learning will occur when students are guided to engage in active learning as they explore specific concepts to be formally studied at a later date. Therefore, our purpose in this article is to provide examples of application of this revised teaching model with empirical evidence in sup- port of the argument that continuous stu- dent engagement through active learning scenarios results in greater student

awareness of what is being learned.

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A New Framework for Leadership Development Pedagogy

The strategy adopted in this study is similar to that used by Heifetz and Lin- sky (2002), who suggested that the form of teaching (the use of collaborative real-life scenarios) should parallel the content of teaching (leadership concepts and principles). Similarly, Hickman (1994) argued that it is imperative for students to see their instructors perform- ing in the same way that they themselves are expected to learn. In this article, we use this same framework to advance Hickman’s theory to a new level of application. Whereas her philosophy tar- gets enhanced student engagement as the centerpiece of effective learning, the instructional model tested in this study advances this theory one step further by having students engage in acting out leadership scenarios first, and then ana- lyze what they have learned (the con- tent). Correspondingly, through this framework we adopt Hickman’s under- lying philosophy that perceives leader-

ship as

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“shared power, group action and

involvement, and leadership as service to others” (p. 137).

For example, the concept of shared power involves respect for members of

the organization who are competent, contributing individuals, capable of pro- viding leadership. Hickman (1 994) ar- gued that to reinforce this concept, the

instructor must recognize and acknowl- edge that students are capable of assum- ing greater responsibility for their own learning. Using one of her leadership courses as an example, she shares power with students by having them assume both teaching and evaluating responsibil- ities on a continuous basis. In this regard, Hickman emphasizes that although the leadership philosophy may differ some- what according to instructors’ education- al back-ground, personal experiences, and extent of knowledge, students should be able to recognize the parallelism be- tween the leadership practices of their in- structors and leadership content being discussed.

Another intriguing aspect of the revised instructional sequence proposed is the elevation of a consumer-centric

framework that relies on mutual-interde- pendency as a key for learning and orga-

nizational success. Specifically, the framework for the instructional model proposed integrates four major features: (a) a consumer focus, (b) mutual interde- pendence, (c) action-learning/experi- mentation, and (d) a personal recognition of learning.

Consumer Focus

The philosophy behind the pedagogy tested in this study stresses the impor- tance of linking leadership to the con- sumer by having students understand that they are serving each other instead of “being in it for themselves.” To en- hance a consumer focus on learning, this approach has students devote consider- able time to directing their own learning through experimentation by taking on roles reflecting varying leadership styles. Thus, they will be more “direct consumers” of their own learning and be more capable of assessing their own per- sonal strengths and weaknesses. By hav- ing students engage and perceive them- selves, along with their classmates, as drivers of their own learning, they them-

selves witness that leadership

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is about

unleashing the potential of people around them, a strategic principle for students to understand.

Mutual Interdependency

The consumer-centric approach also emphasizes the importance of social

interaction as students engage in the educational process. In this regard,

mutual interdependency is defined as a relationship in which an individual’s

success depends on the success

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of his or her classmates. Mutual interdepen-

dency is developed when a student’s research project and presentation grade is based on the ability of the audience to understand the concepts being pre- sented. We argue that this mutual inter- dependence encourages students to lis- ten to their peers and design leadership learning packages that can be delivered in a format that allows full understand- ing of the topic. As drivers of their own educational process, students learn to poll other students to determine what and how they want to learn. Therefore, students perceive their classmates as consumers and learn how to become leaders who actively seek out their cus- tomers’ viewpoints. This situation also encourages students, as change agents, to be sensitive to what is occurring around them because their own success depends on the learning achieved by others.

Action Learning Dimension

Action learning emphasizes the use of a learning process in which students experiment with ideas, theories, and hypotheses that they test in realistic sit-

uations (Mohrman, Galbraith,

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& Law-

ler, 1998). Mohrman and Cummings (1989) suggested that action learning occurs when “organizational members try out new behavior, processes, and

structure; assess them; and make neces-

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sary modification” (p. 107). In other words, action learning allows under- graduates to learn from the conse- quences of their own deeds.

In a revised learning sequence, the outcome predicted is that students will better understand course content after encountering real-life leadership scenar- ios. In this approach, instead of spending considerable time testing students on their knowledge derived from their read- ings, class instructors engage students in continuous role playing through leader- ship service scenarios (class projects) for the purpose of visually judging their advancement in leadership develop- ment. In other words, as students per-

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form, they learn; and judging this learn- ing is based on seeing how students react to problems of leadership in every

class meeting.

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Recognition of Learning

Students’ recognition of their own learning is important when much of what they learn in the classroom may not be readily evident. Documenting and measuring the learning of leader- ship skills remain difficult tasks. We propose the use of reflective exercises to help students recognize their own learn- ing of leadership. For example, in the instructional model tested in this study, students are requested to write a daily log of three things they learned in each class session. Throughout the learning process, they repeatedly are asked to write something that they learned about themselves as leaders in a personal lead- ership journal. The premise is that putting their self-analysis in writing provides students with a way to docu- ment their learning, resulting in a greater realization of both what leader-

ship concepts they are learning and how.

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Statement of the Problem

One of the basic problems in learn- ing how to be an effective leader is that much of the leadership preparatory time traditionally has been devoted to studying other leaders rather than prac- ticing leadership. In this regard, it is much easier to critique what other lead- ers do than to practice leadership one- self. Therefore, assuming that there is considerable difficulty associated with developing the leadership skills of oth- ers, we argue that action learning in a revised teaching-learning sequence is a more effective way to both train stu- dents to be effective leaders and make them more aware of what they are learning. Specifically, we addressed the

following research questions:

1. Do student themselves perceive the revised teaching-learning sequence as an effective learning strategy for devel- oping leadership skills?

2.Are students more aware of what

they are learning through this revised process than through more traditional learning formats?

Our basic argument is that students who encounter real-life scenarios relat- ed to leadership responsibilities before they are introduced to basic leadership principles will be better able to develop as leaders. This process also will enhance the likelihood that they will be more capable of analyzing and dealing with leadership responsibilities at a later date (in other words, realizing what could have been done better when it is their turn to lead). Also, by taking turns in being a follower and a leader during the learning process, students learn to appreciate the difficulty of leading oth- ers and to be supportive of others.

Study Methodology:

Transforming the Classroom

Leadership in Organizations is a senior-level leadership course required of undergraduates who are majoring in leadership at the postsecondary level. In this course, students transform their classroom into a learning organization in which they lead and the faculty members facilitate. They select their leadership change projects (scenarios) according to the needs and capabilities of their fellow classmates (the consumers of the course). While these change projects are being carried out, students are assigned multiple tasks that must be completed by their organizations, such as conducting interviews for gathering data, keeping a leadership journal depicting accomplish- ments and failures, and designing a per- sonal component as part of a team pre- sentation at the conclusion of the project. Students experiment with different or- ganizational structures and team-learn-

ing processes

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as they make decisions as

to the best practice for getting tasks accomplished.

A significant part to the model tested is the assessment piece. We argue that assessment is an extremely important strategic tool for making students aware of what they are learning and what is going on around them. For this reason, self and peer assessment is an integral part of the revised teaching-learning process model. Fontana and Fernandes (1994) stated that recent studies have shown that students who understand assessment criteria and have an opportu- nity to reflect on their own work show

greater improvement than those who do not. Chapman (2003) and Assor and Connell (1992) confirmed that student self-assessment should be an integral part of determining the degree of student engagement in the learning process.

With student engagement as the cen- terpiece of the revised teachingAearning model tested, we used Nystrand and Gamoran’s (1992) two-dimensional performance assessment model to form the framework for this aspect of the study. One assessment option is judging students’ willingness to participate in routine educational activities such as attending classes, submitting required work, and following directions. Similar- ly, Natriello (1984) labeled this as

school process engagement, which is

more in line with compliance to estab- lished procedures for learning. A second way for determining the degree of engagement of student learning is by assessing an individual’s use of cogni- tive, metacognitive, and self-regulatory strategies as tasks are carried out. Pin- trich and Schrauben (1992) also labeled this as learning task engagement,

whereby a student’s cognitive invest- ment and emotional engagement take priority during the evaluation process. It is this second per$ormance-based per- spective, learning task engagement, that reflects the assessment philosophy adopted in the revised teaching-learning model for judging student engagement in leadership development.

In this approach, the assessment rubric used forces students to rank their own leadership development with that of all team members. Classmates work- ing in teams actively participate as assessors of the behavior and skills used by themselves and others during the change process. l k o leadership scenar- ios selected by students engaged in the revised teaching-learning sequence en- tail an intense assessment process that enhances student awareness of individ- ual growth in leadership development.

Community Service Leadership Scenario

Use of a community service project as a mechanism for leadership learning fre- quently has been suggested in the litera- ture as an effective instructional strategy. Gibber, Carter, and Goldsmith (2002,

September/October 2003 13

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p. 14) identified several advantages that students gain through community ser- vice projects: (a) development of social skills by working on teams, (b) partici- pation in leaderless team exercises that broaden awareness, and (c) experiencing the value of serving community as a social responsibility.

In the Leadership in Organization course used in this study, a community service project is used as a leadership teaching mechanism. The actual com- munity project is selected by the stu- dents themselves and thus varies from class to class depending on the values and interests of students enrolled in the course. For example, in this study, undergraduates in one class section planned three activity nights for a local children’s hospital, whereas students in another class made trails for a local state park. However, no matter what class leadership section or community service project chosen, students are instructed similarly to “form themselves” into an organization with the task of collectively organizing, planning, implementing, and evaluating proposals generated by their learning team. Much of class time is devoted to studying leadership styles as students work on individual and collec- tive tasks related to completing the com- munity service project. During these classes, the instructor functions as an occasional facilitator, coach, and co-par- ticipant. At the end of each class session, the instructor provides a debriefing for students to underscore the parallelism between their own actions (or lack of action) during that day and leadership principles learned.

Each student takes turns leading the class so that everyone has a chance to take the role of being a leader and a fol- lower. Each student can decide how he or she want to lead a class. For exam- ple, some may choose to be authoritari- an; others may take more inclusive or democratic approaches. Through this experience, the class has an opportuni- ty to discuss qualities of leaders that make them succeed or fail.

This activity also reinforces the importance of a consumer perspective in the success of an organization. As we have described, it is exceedingly impor- tant for students to realize that the pur- pose of an organization is to provide

products or service to satisfy cus- tomers’ needs. Through the community service project, students learn to look around the community, poll opinions, and conduct surveys as they assume personal leadership in accomplishing tasks for enhancing the effectiveness of an organization.

The concept of mutual interdepen- dency is reinforced through the recog- nition of the need to pay attention to others’ values. In the process of select- ing and implementing a project that would interest every member of the class, students learn to listen to the val- ues of other members of the organiza- tion. The evaluation mechanism for this project continues to reinforce the con- cept of mutual interdependency. The overall purpose of the community ser- vice project is to teach students to become active learners by following through on personal commitments while depending on others to deliver on their commitments to accomplish spe- cific tasks.

Though the students are required to enhance a social service to the commu- nity, the assessment of the project is based on their ability to draw learning from organizational dynamics and encountered leadership problems. A sub- stantial portion of an individual’s grade depends on an active reporting process-in this instance, an oral presen- tation to an administrator of a nonprofit organization. In order for the overall pre- sentation to be successful, all of the stu- dents in the class must participate in the preparation process by sharing their indi- vidual learning with others and by pro- viding ideas for an effective presentation strategy. Through the project experience, the students learn that to succeed as indi- viduals in an organization, the organiza-

tion must succeed as a whole.

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A University-Based Leadership Scenario

Another kind of revised teaching- learning project used in the Leadership in Organization class is one performed with a university-based organization. For our purpose in this study, the stu- dents chose to restructure the student government at their university. Their goal was to change the selection process

of student representatives as well as the structure and responsibilities of the executive board and corresponding committees. They organized themselves to conduct interviews with existing stu- dent representatives, complete surveys of students and faculty members, and interact with university administrators. As the students engaged in daily learn- ing tasks, leadership concepts were pre- sented and discussed after critical inci-

dents were encountered.

Although the assessment model used in the revised teaching-learning model may seem similar to others currently being used in business programs at col-

leges and universities across the coun-

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try, it has some unique features that are in accord with the premise of bringing immediacy and relevancy into the class- room. Three dimensions to the assess- ment process are (a) leadership core competencies that undergraduates in training are to develop, (b) an 80- to 120-point rating scale for determining level of leadership competency develop- ment of teammates in a project, and (c) a team composite rating for adjusting individual performance scores (see

Table

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1).

In addition, there are several other important factors built into this assess- ment learning technique. The first is an

ethical piece in which students do

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a self-assessment while similarly judg-

ing their teammates. This exercise introduces the role that integrity plays in leadership by presenting students with the challenge of being truthful when judging their own actions for others during team efforts. Along this same line of thought, a related second dimension consists of a comparison piece in which students rank their own

leadership development with that of their teammates. In this instance, in- dividuals are requested to compare themselves with their teammates on the application of 10 core competencies throughout the change process. The source for these 10 competencies was a compilation from the following read- ings: Leadership on the Line (2002), The Leadership Challenge (Kouzes & Posner, 2002), The Leader’s Change Handbook (Conger, Spreitzer, & Lawler, 1999), and Leading Beyond the

Walls (Hesselbein, Goldsmith, &

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14 Journal

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of Education for Business
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TABLE 1. Administered Personal and Team Assessment Form (Example)

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Name of Evaluator

Name of Team Time Interval

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Directions: Rate each of your team members and yourself using a rating scale of 80 to 120 for each of the leadership core competencies

listed below. A score of 100 would indicate an individual contributing at a level as would be expected. A rating above

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100 would depict

an individual performing above expectations, and a rating below 100, less than expected. The total for each leadership core can be no larg-

er than 500 if your team consists of 5 members, including yourself; or 600 if there are 6 members on your team, etc. Leadership

competency

Total

1 2 3

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4 Self score

Team member possible

SpeakingAistening Stress management

Building solution Conflict managment Decision making

Team building

Taking initiative Accountability Ethics

Time management

Avg. score

100

80

90 120 110 100 120

80

90

80

970110

90

100

100

100 100

100

80

90 90 100 950110

110

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1 20

110

80

90 100

80

110 110 1 20

1,030/10

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100 100 90 110 100 100 120 120 100 120 1,060/10

100 100 110 90

100

100

100

100 110 90

1 ,0001 10

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500 500

500

500

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500

500 500 500

500

500 5,000110 Composite rating

Executive paper score for member 4 = 80

Team assessment score for member 4 = 1.06a (converted to percentage) Calculations: 80 x 1.06 = 85 final grade for project)

from team members 97 95 103 106a 100 100

aAny self-assessment score above 100 must be documented to justify its acceptance.

Somerville, 1999). Finally, the third piece depicts teambuilding as the cen- terpiece of performance. Stressing a team mentality, instead of solely rely- ing on individual performance, as the basis for an assessment reinforces the premise that individuals are stronger and more powerful when working with others for a common purpose.

The objective of this assessment tool (see Table 1) is to create a mutual inter- dependency through which those study- ing leadership are accountable for help- ing others become successful. Because leaders rely on the ingenuity and cre- ativity of fellow members in their orga- nizations, resourcefulness is an every- day requirement for an organization to be successful. In this regard, the assess- ment model reinforces the notion that workers either all win together or sink together, thus promoting the perspective that those who lead the change process need a unified work force behind them to succeed.

Findings: Students’ Perspective on Learning Awareness

Information about the effectiveness of the revised teaching-learning instruc- tional strategy was gathered from 144 students from six classes taught by three different faculty members over the past 2 years (2002-2003). In each class, fac- ulty members incorporated the four components of the model: consumer- centric, mutual interdependency, action- oriented, and learning recognition.

Though the real-life leadership scenar- ios differed, the three faculty members used the same instructional model. The student assessment form was adminis- tered by the students themselves in a closed session (without faculty pres- ence) at the conclusion of the leadership scenarios (see Table 2).

In Table 2, we provide the mean scores of student evaluations of content and methodology. As noted in this table, for all the instructors there was a similar

assessment by the students for each of the items evaluated. Notably, for cre- ativity and teacher-student interaction,

the mean scores for all three faculty members were consistently in the range of 1.1 to 1.9 on a 5-point rating scale. In terms of students’ awareness of their learning, the overall mean rating of 1.3 for valued learning experience suggests that the revised teaching-learning model used in this study resulted in enhanced self-discovery or awareness in student learning.

In ranking each instructional trait by the overall mean rating for each item, the top three scores were creativity (M =

1.3), valued learning experience ( M =

1.3), and extending learning beyond textbook ( M = 1.3). It should be noted that the overall scores for all items on the classroom evaluation instrument were between 1.3 and 1.5, supporting the perception that students were in strong agreement regarding the appro- priateness of reality learning. The over-

September/October 2003 15

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TABLE 2. Mean Student Evaluation Scores on Class Evaluatlon for CNST404: Leadership in Organizations

(2002-2003)

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Leadership instruction

Instructor

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1 Instructor 2 Instructor 3 Avg.

2003 2002-2003 2002 mean N = 2 6 N = 2 0 N = 2 3 N = 2 1 N = 1 5 N = 3 9 rating

Extending learning beyond text 1.9 1.3 1.5 1

.o

1 . 1 1.2 1.3

Creativity 1.9 1.2 1.4 1 . 1 1.1 1.2 1.3

Promoting teacher-student interaction 1.8 1.2 1.9 1.2 1.5 1.4 1.5

Stimulating independent learning 2.0 1.4 1.7 1 . 1 1.4 1 . 1 1.4

Valued learning experience 1.8 1 .O 1.7 1.2 1.2 1.2 1.3

Overall effectiveness 1.9 1.3 1.6 1

.o

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1.4 1.2 1.4

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Note. N = 144. Mean scores shown for each instructional item. Rating scale ranged from 1 (strongly agree) to 5 (strongly disagree). all mean score of 1.4 for the overall

effectiveness of methodology used

depicts strong support.

Two anecdotal comments volun- teered by students during the feedback phase in this study provide some insight on how students perceived the revised teaching-learning process:

1. I just had a “scientific revelation” last night, This class is the first time I have ever been expected to learn from an ongoing process rather than a singu- lar experience or a textbook reading.

2. First and foremost, I would like to applaud you on your creative teaching style, in which I learned from hands-on experience instead of only reading.

Conclusion

In the revised teaching-learning in- structional model tested in this study, consumer focus, mutual interdependen- cy, and learning recognition were target- ed as central to an action learning process for the purpose of enhancing students’ awareness of their own learn- ing. We may conclude that students sub- jected to these model parameters in this study perceived the revised teaching- learning instructional model as an effec- tive and valued method for making them aware of their learning. This result sug- gests that consumer-centric focus com- bined with students’ application of the concept of mutual interdependency dur- ing the learning process has a positive effect on student awareness regarding what they are learning.

In the marketplace, the “best practice”

for producing innovative products and services starts with identifying the needs of consumers. In addition, being team- oriented in the workplace enhances the ability to be innovative, not only occa- sionally but on a daily basis. Similarly, the unorthodox teaching theory presented in this study suggests that innovation leads to change, change leads to progress, and progress is what leadership de- velopment is all about. The change in learning style depicted in this instruction- al model provides evidence that being aware of what one is learning is a likely outcome for students who are actively engaged in their own learning. Moreover, we can conclude that the revised learning model of leadership development results in advancing student engagement to a more sophisticated level of interaction.

Similarly, we may conclude that the inclusion of real-life leadership scenarios (community-based or university-based projects) can be an effective centerpiece for leadership development and that stu-

dents recognize these activities as

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mean-

ingful learning experiences. Students are capable of connecting previous learning experiences witnessed during such class projects to the content of leadership in a self-directed learning environment.

Recommendation

Learning about leadership through textbooks versus learning while practic- ing leadership are two opposite ends of the learning spectrum. When teaching the importance of innovation to future leaders, business faculty members need to be perceived by their students as

being innovative and thus to serve as role models “by practicing what we teach.” It is recommended that faculty members in leadership development engage their students in either universi- ty-based or community-based scenarios to extend learning beyond that of the confines of the classroom. By doing so, they help students practice working within a consumer-centric framework that uses their peers as their consumers. This process reinforces the importance of mutual interdependency as an inte- gral part of self-discovery and personal awareness, both critical elements to learning about leadership.

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The Journal of Education for Business is for those educating tomorrow’s business- people. The journal features basic and applied research-based articles concern- ing accounting, communications, economics, finance, information systems, man- agement, marketing, and other business disciplines. Articles report successful inno-

vations in teaching and curriculum development at the college and postgraduate levels. Changes in today’s business world and in the business professions are fundamentally influencing the competencies that business graduates need. JEB offers a forum for authors addressing these areas or proposing new theories and analyses

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TABLE 1. zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBAName of Evaluator zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBAAdministered Personal and Team Assessment Form (Example) zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

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