Learning by Doing in Leadership Education: Experiencing Followership and Effective Leadership Communication Through Role-Play

Abstract

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity that is reflective of not only what leadership educators do, but also who they are and how they view themselves within the profession. This qualitative study builds on Seemiller and Priest's (2015) Leadership Educator Professional Identity Development (LEPID) conceptual model by analyzing stories from participants of a professional leadership educator development experience. Leadership educators' identity development reflected a consistent and linear progression through the identity spaces outlined in the LEPID model, and further can be viewed through three distinct dimensional lenses (experiential, cognitive, and emotional experiences). Additionally, leadership educator identities were shaped by a particular set of ongoing influences and critical incidents; the most prevalent incident was related to feelings of inadequacy in leadership expertise and competence. Findings from this study can inform educational programs and professional associations in efforts to train and develop leadership educators.

The effectiveness of applied learning: an empirical evaluation using role playing in the classroom

“…The most popular simulation game used while teaching SCM is the MIT Beer Game, in which production and distribution in a multi-stage distribution channel is facilitated (Chang et al, 2009). 2.4 Use of role playing as an effective tool for applied learning Role playing as an active learning technique involves a high level of participation from students (Howell, 1991;Westrup and Planander, 2013;Barnabe, 2016;Tabak and Lebron, 2017). Role playing is a group activity involving more than one person who assume different roles in a given situation (Rao and Stupans, 2012) with the aim to acquire learning experiences (Sogunro, 2004).…”

Effects of Physicians’ Information Giving on Patient Outcomes: a Systematic Review

“…Recently, the “learning by doing” pedagogic approach has been stressed, which considers behaviors as facilitators of learning experiences. 62 Future studies are needed to understand the dynamics between cognitive and behavioral learning processes as a result of different combinations of information contents and strategies, including possible intervening elements such as patient attitudes, perceptions, beliefs, and knowledge.…”

La simulación de entrevistas familiares en la formación de maestros y orientadores

“…Una forma de trabajar en el aula este tipo de entrevistas es mediante la simulación. Se trata de una técnica de enseñanza-aprendizaje utilizada para diferentes disciplinas, salud, derecho, economía, educación, etc., que requiere de la participación activa y grupal de los estudiantes en la que cada uno de ellos tiene que asumir un rol diferente en una situación dada (Rao & Stupans, 2012;Rodríguez-Miñambres et al, 2019;Tabak & Lebron, 2017). La simulación sitúa a los estudiantes en situaciones en las que, dependiendo de su rol, deben actuar de forma diferente y ser conscientes de cómo se sienten las otras personas obteniendo resultados muy positivos (Castillo-Arcos y Maas-Góngora, 2017;Castro Vásquez, 2017;Acharya et al, 2018;Font Ribas y Caballol Angelats, 2018;González Losada y Triviño García, 2018).…”