Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness

Harkrider, Lauren N.; MacDougall, Alexandra E.; Bagdasarov, Zhanna; Johnson, James F.; Thiel, Chase E.; Mumford, Michael D.; Connelly, Shane; Devenport, Lynn D.

doi:10.1080/10508422.2012.728470

Cited by 31 publications

(13 citation statements)

References 40 publications

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“…More direct evidence bearing on this point, a key proposition underlying the model of forecasting presented earlier, has been provided in a series of studies by Bagdasarov et al (2013), Harkrider et al (2013), Johnson et al (2012), Peacock et al (2012), and Thiel et al (2013).…”

Section: Casesmentioning

confidence: 81%

“…Third, Thiel et al (2013) found that the quality in forecasts improved when participants actively considered the affective implications of the cases. Fourth, Harkrider et al (2013) found that the quality of forecasts improved when mastery models, models that illustrated procedures for case analysis, were presented during training. Fifth, and finally, Peacock et al (2012) found that the quality of forecasts decreased as instructional interventions became too complex due to the increased processing load induced by complex instruction.…”

Section: Casesmentioning

confidence: 99%

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Forecasting and leader performance: Objective cognition in a socio-organizational context

Mumford

Steele

McIntosh

et al. 2015

The Leadership Quarterly

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Editor: M. MumfordTraditionally, it has been assumed that leaders, like other people, are typically poor at forecasting. In the present effort, we argue that people can sometimes prove effective at forecasting and that effective forecasting is particularly important to performance in leadership roles. Subsequently, evidence bearing on how four key variables, mental models, objectivity, time frame, and case content, influence the effectiveness of leader forecasting is examined along with interventions that might contribute to effective forecasting on the part of leaders. The implications of these observations for understanding leader cognition are discussed.

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Section: Casesmentioning

confidence: 81%

Section: Casesmentioning

confidence: 99%

Forecasting and leader performance: Objective cognition in a socio-organizational context

Mumford

Steele

McIntosh

et al. 2015

The Leadership Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…In general, the case can address the high-end cognitive apprenticeships and address the need to structure case-based learning in a way that addresses the critical elements of student-centered learning. Harkrider et al (2013) recommended that case-based instruction provide support for a number of high-level cognitive skills and knowledge elements. By providing direct instruction of cognitive and metacognitive skills, the case addresses the higher-level skills needed for student-centered learning.…”

Section: Celltronics and The Company Bloggermentioning

confidence: 99%

The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities

Hamlin¹

2018

Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments

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The goal of this chapter is to provide a framework for creating student-centered learning activities that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner abilities involved in successful student performance. To achieve this goal, it is important to establish a definition of student-centered learning that can be used to guide the selection of the important pedagogical elements that must be addressed in the design of student-centered learning activities. Having established these foundational elements, the chapter provides a framework for the design of case-based instruction that incorporates teaching and learning principles derived from theory and research in the learning sciences.

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“…In general the case can address the high-end cognitive apprenticeships and address the need to structure case-based learning in a way that addresses the critical elements of situated learning. Harkrider, et al (2013) recommended that case-based instruction provide support for a number of high-level cognitive skills and knowledge elements. By providing direct instruction of cognitive and metacognitive skills the case addresses the higher-level skills needed by the type of practitioner we have been discussing.…”

Section: Applicationmentioning

confidence: 99%

The Application of the Learning Sciences to the Design of Business Education Cases

Hamlin

2017

Case Studies as a Teaching Tool in Management Education

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Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business practitioners with the skills and knowledge necessary to operate successfully in today's global business environment, business education needs to be prepared to incorporate theoretical perspectives derived from learning sciences research into case-based education.

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Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness

Cited by 31 publications

References 40 publications

Forecasting and leader performance: Objective cognition in a socio-organizational context

Forecasting and leader performance: Objective cognition in a socio-organizational context

The Application of the Learning Sciences to the Design and Delivery of Student-Centered Learning Activities

The Application of the Learning Sciences to the Design of Business Education Cases

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