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Reality-Based Learning in a Business Writing Course: How to be a Reality Star in a Dynamic Global Marketplace

Reality-Based Learning in a Business Writing Course: How to be a Reality Star in a Dynamic Global Marketplace. Changing the dynamics of the traditional classroom. Presented By: Kevin A. Cojanu, Ph.D Kaplan University Cedrick Gibson, MBA Indian River State College Susan B. Pettine, Ph.D

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Reality-Based Learning in a Business Writing Course: How to be a Reality Star in a Dynamic Global Marketplace

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  1. Reality-Based Learning in a Business Writing Course: How to be a Reality Star in a Dynamic Global Marketplace Changing the dynamics of the traditional classroom Presented By: Kevin A. Cojanu, Ph.D Kaplan University Cedrick Gibson, MBA Indian River State College Susan B. Pettine, Ph.D Kaplan University

  2. Foundation for Reality LEAP National Leadership Council (2007) noted that today’s college students need to be able to take their degree and apply it in an increasingly complex world. The following areas of critical learning outcomes students must be proficient in: • Inquiry and analysis • Critical and creative thinking • Written and oral communication • Teamwork and problem solving • Ethical reasoning and action • Foundations skills for lifelong learning

  3. Let’s Talk Why… Students are not ready to produce in the Global Marketplace, WHY? • Textual learning with no application • Academic comfort level in reality • Dated delivery methods • It is all about what is right and nothing wrong • Regurgitate in APA versus Real application

  4. What’s in the How To… Bloom’s Taxonomy is the framework as it applies to our instructional design:

  5. Reality-Based Design for Real(Honest!) Once upon a time is not so far away place there was a team of executives trying to get their company back on track. They unfortunately ran across a dragon of a CEO They banded together to address the real issues They used their knowledge and skills to slay – address the CEO’s issues

  6. Reality-Based Design for Real(Honest!) They rose to master their craft and become wise in their ways…

  7. Resources: Establish the Mood In order to set the mood in the classroom we construct the Reality as follows: • Video Presentations from the CEO at the start of each case. • Supporting documents with unique information on the company’s Dysfunction. • Name plates to establish roles. • A board table to set a reality-based setting • A less than kind CEO who demands versus requests

  8. How We Deliver Reality… When the students arrive they are not in Kansas anymore (Level 1:Chaos): Classroom Dysfunction: • Set Expectations • Roles and Responsibilities • CEO Expectations • Class Simulation • Team Development • Enneagram (Personality types) Class Simulation: • Outline the first case simulation • CEO provides an aggressive stance • “Attacks” the players with hard challenges De-Brief Session: • Outlines mistakes • Discusses options • Clear explanations

  9. Confused Reality... Were off to see the Wizard/CEO (Level 2 - Bewilderment): Classroom Struggles: • Dwelling on specifics • What does the CEO want • Search for ways to ask the same question on needs • Out of class meetings with Prof to gain an edge • “Are we on the right track?” • What is the “Right Answer?” • We do not understand Board Room Simulation: • Unsure language • Presentation unorganized • Excuses and blame • No control of delivery • CEO ate team for lunch De-Brief Session: • Need lead to control flow • Failure is a team effort • Choreography as a necessity • Control the CEO

  10. Starting to Get it - Reality… When the Tin Man speaks we “start to listen” (Level 3 Inquiry): Classroom Windex: • Fog starts to clear • Recognize strengths • Leadership takes shape • Understand outcome expectations • Solution oriented • Team Issues Surface • The need to be right • Challenge to team cohesiveness • Impact to solution and delivery Board Room Simulation: • Language positive direction • Leadership and control • Clear and concise material • Body language says problem • Choreography still disjointed • CEO more positive affirmation De-Brief Session: • Team issue resolution • UFC cage match • Referee/let team resolve

  11. Almost There Reality… The Emerald City is in Sight (Level 4 Application): Classroom Clarity: • Expectations are clear • Using Strengths • Team Leadership arrives • Team mentoring begins • Delegation rules • Team protectionism • Weaker members grow with team support • Team mentoring • Confidence Rules Board Room Simulation: • Language in control • Team Leadership on-track • Clear and concise material • Team engaged in delivery • Choreography improved • CEO positive affirmation De-Brief Session: • Recognition of team cohesiveness • Control of process stronger based on CEO responses

  12. No Place Like Reality… No place like home with red pumps (Level 5 Mastery): Classroom Decisiveness: • Take charge • Strengths of all utilized • Team leadership • Team mentoring • Roles & responsibilities clear • Confidence • Make decisions • Apply strengths • Work in a business team • Clear communication skills Board Room Simulation: • Confident language • Team leadership • Clear and concise material • Controlled choreography • CEO “Make it so…” De-Brief Session: • Crisp delivery • Team confidence

  13. Learning Outcomes for each student At the successful completion of this course the learning outcomes for students are the ability to: • Discuss and deliver in the role of leadership in shaping an organization’s capacity to fulfill its mission and vision. • Demonstrate the importance of team building as a means of influencing internal, external, and interface with stakeholders. • Describe the subtle differences existing between the formal and informal organization and the influences each exerts. • Discuss inter- and intra- organizational relationships and the role played by each in fashioning a successful leadership strategy. • Discuss how proper problem-solving and conflict management can facilitate future success in decision making and quality improvement. • Demonstrate the ability to lead groups and teams. • Create a mission and a vision statement for an organization.

  14. Supporting Activities In order to maintain a well rounded Reality- based learning experience, we conduct additional activities to support the expected learning outcomes: • Reality-based Grant Writing • Mid-Term is a timed reality-based case study • Final Exam is a fast-paced activity at the board table • Mock Interviews to prepare students

  15. Questions??

  16. Reality-Based Learning in a Business Writing Course: How to be a Reality Star in a Dynamic Global Marketplace Presented By: Kevin A. Cojanu, Ph.D Kaplan University Cedrick Gibson, MBA Indian River State College Susan B. Pettine, Ph.D Kaplan University

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