LEARNING SCENARIO
Applying Cognitivism and Connectivism in Professional Leadership Development.
Julia is an information systems specialist at a large, global manufacturing and engineering company. Julia’s work is highly technical and she has proven herself to be both skilled and a strong team member. Julia was recently promoted to her first leadership position, as a team leader for projects in her department. At a recent review meeting with her head of department, Julia explained that she is finding some aspects of her new role frustrating. She feels impatient with some members of her team, who aren’t committed to the same level of delivery as others and there has been some low level conflicts in her team. She doesn’t feel as though she is getting the best from her team but isn’t sure why. Julia’s HoD supports her by directing her to training resources to improve her team leadership skills.
Applying Cognitivist Principles
Julia’s Head of Department sends Julia on a two day Empathy and Motivation in Leadership workshop.
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At the outset of the course, Learners are asked to note and discuss their own goals and reasons for taking the course (Stimulating Internal Motivation – Bruner).
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Each day is split up into five one hour sessions with breaks in between (to maximise attention levels for learning). During each session, a few key, interrelated ideas are introduced (chunking), along with exercises to help the participants relate the ideas presented to their own experiences both of managing others and of being managed themselves (building links between new and existing knowledge – Schema Theory).
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The trainer presents resources using multimedia presentations, designed using the principles of Cognitive Load (Sweller), to reduce distractions and make the best use of auditory and visual processing (Mayer and Moreno).
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Participants also analyse videos of “Role Model” leadership and reflect on techniques they would be able to apply themselves (Social Cognitivist Learning – Bamdura).
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The second day of the workshop is scheduled 8 weeks after the first workshop, giving participants time to embed what they have learned so far. The second session aims to reinforce and build on the concepts delivered in the first course at a deeper level (Spiral Curriculum – Bruner).
Applying Connectivist Principles
Julia’s Head of Department also signs Julia up for the company’s First Leaders Network. This is a digital portal of resources and discussion space for staff across the organisation in first or early team management positions.
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Members of the group are expected to actively share feedback on weekly postings of relevant blogs, articles or videos.
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There are also weekly reflection exercises posted and facilitated by a team of Leadership Mentors within the organisation. These exercises offer members of the network a chance to apply principles to their own day to day leadership and offer support and further resources to one another.
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Outside of work, Julia meets up with an old University friend, who recommends a program her company has been using for professional development. Finding it useful, Julia shares it with the network.
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Julia also shares key ideas from the workshop course she attends (see other column) and recommends the course to others in the group.
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Members of the network have different backgrounds, experiences and expertise that they bring to their own roles. They learn from the ideas shared by one another as well as from the training materials and links to relevant resources shared each week.