Reality-Based Learning in a Reality-Based Learning in a Business Writing Course: Business Writing Course:

How to be a Reality Star How to be a Reality Star in a in a

Dynamic Global MarketplaceDynamic Global Marketplace  Changing the dynamics of the traditional classroom

Presented By:

Kevin A. Cojanu, Ph.DKaplan University

Cedrick Gibson, MBAIndian River State College

Susan B. Pettine, Ph.DKaplan University

Foundation for RealityFoundation 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 analysisCritical and creative thinkingWritten and oral communicationTeamwork and problem solvingEthical reasoning and actionFoundations skills for lifelong learning

Let’s Talk Why…Let’s Talk Why…

Students are not ready to produce in the Global Marketplace, WHY?

Textual learning with no applicationAcademic comfort level in realityDated delivery methodsIt is all about what is right and nothing wrongRegurgitate in APA versus Real application

What’s in the How To…What’s in the How To… Bloom’s Taxonomy is the framework as it

applies to our instructional design: Bloom’s Taxonomy Domains

Reality-Based Learning Levels

Cognitive Affective Psychomotor

Level 1 Chaos

Knowledge Receiving Phenomena

Perception

Level 2Bewilderment

Comprehension

Responding to Phenomena

Set

Level 3 Inquiry

Application Valuing Guided Response

Level 4 Application

Analysis Organization Mechanism

Level 5 Mastery

Evaluation Internalizing values

Adaptation

Bloom, B.S. (Ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay. 

Reality-Based Design for RealReality-Based Design for Real (Honest!)(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

Reality-Based Design for RealReality-Based Design for Real (Honest!)(Honest!)

They rose to master their craft and become wise in their ways…

Resources: Establish the MoodResources: 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

How We Deliver Reality…How We Deliver Reality…

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

When the students arrive they are not in Kansas anymore (Level 1:Chaos):

Confused Reality...Confused Reality...

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

Were off to see the Wizard/CEO (Level 2 - Bewilderment):

Starting to Get it - Reality…Starting to Get it - Reality…

Classroom Windex: Fog starts to clear Recognize strengths Leadership takes shape Understand outcome

expectations Solution oriented Team Issues Surface

The need to be rightChallenge 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

When the Tin Man speaks we “start to listen” (Level 3 Inquiry):

Almost There Reality…Almost There Reality…

Classroom Clarity: Expectations are clear Using Strengths Team Leadership arrives Team mentoring begins Delegation rules Team protectionism

Weaker members grow with team support

Team mentoringConfidence 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

The Emerald City is in Sight (Level 4 Application):

No Place Like Reality…No Place Like Reality…

Classroom Decisiveness:

Take charge Strengths of all utilized Team leadership Team mentoring Roles & responsibilities

clear Confidence

Make decisionsApply strengthsWork in a business teamClear 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

No place like home with red pumps (Level 5 Mastery):

Learning Outcomes for each Learning Outcomes for each studentstudent 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.

Supporting ActivitiesSupporting 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

Questions??Questions??

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.DKaplan University

Cedrick Gibson, MBAIndian River State College

Susan B. Pettine, Ph.DKaplan University