LAUNCHING EXPERIENTIAL LEARNING AND CASE METHOD

APPROACHES IN CZECH BUSINESS CLASSESEva JarošováMartin Lukeš

Department of Managerial Psychology and SociologyFaculty of Business AdministrationUniversity of Economics, Prague

Joan WinnDepartment of ManagementDaniels College of Business

University of Denver USA

Two Courses, some Two Courses, some suggestionssuggestions

1.1. Social and Managerial TrainingSocial and Managerial Training

2.2. Entrepreneurial SkillsEntrepreneurial Skills

3.3. Guidelines for introducing interactive Guidelines for introducing interactive teaching methods for maximum success. teaching methods for maximum success.

SUCCESSFUL EXPERIENTIAL SUCCESSFUL EXPERIENTIAL LEARNING: Social and Managerial Skills LEARNING: Social and Managerial Skills

Training CourseTraining Course

Aims of the Aims of the course:course:Combine social competence and training of specific managerial skills

Use the group as a learning resourse

Enhance learning – especially learning from each other.

SOCIAL AND MANAGERIAL SKILLS SOCIAL AND MANAGERIAL SKILLS TRAININGTRAINING

DESIGN: DESIGN: 4 sessions hours a week4 sessions hours a week 13 weeks13 weeks groups of max.18 students groups of max.18 students

METHODOLOGY: METHODOLOGY: Experiential learningExperiential learning

““Experiential learning exists when a personally responsible participant(s) Experiential learning exists when a personally responsible participant(s) cognitively, affectively, and behaviourally, processes knowledge , skills cognitively, affectively, and behaviourally, processes knowledge , skills and/or attitudes in a learning situation characterised by a high level of active and/or attitudes in a learning situation characterised by a high level of active involvement (Hoover, 1977involvement (Hoover, 1977).”).”

SOCIAL AND MANAGERIAL SKILLS SOCIAL AND MANAGERIAL SKILLS TRAINING TRAINING

Course ContentCourse Content

Self-awareness, Interpersonal Perception Self-awareness, Interpersonal Perception and Empathyand Empathy

Communication Skills Communication Skills

Managerial Skills for Leading Individuals Managerial Skills for Leading Individuals

Leading Groups And Teams Leading Groups And Teams

ESSENTIAL ELEMENTS FORESSENTIAL ELEMENTS FOR

COURSE SUCCESSCOURSE SUCCESS Tone-setting:Tone-setting:

Explain the course methods, Kolb´s learning Explain the course methods, Kolb´s learning cycle and importance of feedback and reflectioncycle and importance of feedback and reflectionEstablish desirable rules of group cooperation Establish desirable rules of group cooperation Explain the modified role of a teacher as a Explain the modified role of a teacher as a mediator mediator Establish clear connections from theoretical Establish clear connections from theoretical concepts to “real world” situations. concepts to “real world” situations.

ESSENTIALESSENTIAL ELEMENTS FOR ELEMENTS FOR SUSTAINABLE SUSTAINABLE COURSE SUCCESSCOURSE SUCCESS

Curriculum: designed around actual job Curriculum: designed around actual job demands (surveys of Czech managers)demands (surveys of Czech managers)

Assessment: focus on enhancing self-Assessment: focus on enhancing self-efficacy beliefs of individual participants efficacy beliefs of individual participants (pre/post testing using self-efficacy scale)(pre/post testing using self-efficacy scale)

Outcomes: Individual student action plans Outcomes: Individual student action plans to enhance transfer to real world situationsto enhance transfer to real world situations

New course: New course: PSYCHOLOGY OF ENTREPRENEURSHIPPSYCHOLOGY OF ENTREPRENEURSHIP

4 hrs per week, 13 weeks, lecture + seminar4 hrs per week, 13 weeks, lecture + seminar

formatformat::– 9 lectures9 lectures

– 3 case studies3 case studies

– 1 lecture + 1 seminar given by entrepreneur1 lecture + 1 seminar given by entrepreneur

– 2 business concept preparation and presentations2 business concept preparation and presentations

– 5 teamwork activities5 teamwork activities

– 2 self-diagnostics2 self-diagnostics

PSYCHOLOGY OF ENTREPRENEURSHIP: PSYCHOLOGY OF ENTREPRENEURSHIP: Course Course ContentContent

Part 1: The entrepreneurship decisionPart 1: The entrepreneurship decision– Entrepreneurs and entrepreneurship Entrepreneurs and entrepreneurship – Entrepreneurship frameworkEntrepreneurship framework– Entrepreneurial personalityEntrepreneurial personality

Part 2: The entrepreneurship processPart 2: The entrepreneurship process– Recognition and development of business opportunitiesRecognition and development of business opportunities– Social capital, networking and staffingSocial capital, networking and staffing– Negotiation, sales, and product presentationNegotiation, sales, and product presentation

Part 3: Business management and growth Part 3: Business management and growth – Managing growthManaging growth– Self-development, time management, health and stressSelf-development, time management, health and stress

Part 4: Succession Part 4: Succession – Exit PlanningExit Planning

PSYCHOLOGY OF ENTREPRENEURSHIP: PSYCHOLOGY OF ENTREPRENEURSHIP: Course Requirements “deliverables”Course Requirements “deliverables”

Principle “do something!”Principle “do something!”

Interviews with real entrepreneursInterviews with real entrepreneurs– Criteria: at least 3 years in business, at least 5 employeesCriteria: at least 3 years in business, at least 5 employees– Observe: how the entrepreneur has changed his/her Observe: how the entrepreneur has changed his/her

values, plans, behavior over the course of running the values, plans, behavior over the course of running the businessbusiness

– Learning: what critical situations had to be solvedLearning: what critical situations had to be solved

““Elevator” pitchesElevator” pitches– Presentation of business plan idea in front of the classPresentation of business plan idea in front of the class

Active participation – self-evaluationActive participation – self-evaluation– Students evaluate their own performance in each seminarStudents evaluate their own performance in each seminar– Rating scale: (1) active participation with a major impact, Rating scale: (1) active participation with a major impact,

(2) active participation, (3) passive participation, (4) not (2) active participation, (3) passive participation, (4) not presentpresent

PSYCHOLOGY OF ENTREPRENEURSHIP PSYCHOLOGY OF ENTREPRENEURSHIP StudentsStudents’ ’ viewviewss

Anonymous feedback from students (N=23) Anonymous feedback from students (N=23) – on scale from 1 (the worst) to 7 (the best)on scale from 1 (the worst) to 7 (the best)

ResultsResults– usefulness (6.1), interesting (6.5), form of evaluation (6.5), usefulness (6.1), interesting (6.5), form of evaluation (6.5),

recommendation to others (6.9)recommendation to others (6.9), lectures (5.6), seminars , lectures (5.6), seminars (6.6), teacher’s approach (6.9)(6.6), teacher’s approach (6.9)

– self-reported self-reported increase in probability to start a businessincrease in probability to start a business (5.1; (5.1; 3 students reported “7”)3 students reported “7”)

The most useful topics and issuesThe most useful topics and issues– coping with stress and time management (6.4), team acquisition coping with stress and time management (6.4), team acquisition

and selection (6.4), analysis of own strengths and weaknesses and selection (6.4), analysis of own strengths and weaknesses related to entrepreneurship (6.3)related to entrepreneurship (6.3)

– interview with entrepreneur, overview of entrepreneurship pros interview with entrepreneur, overview of entrepreneurship pros and consand cons

The most interestingThe most interesting– business concept creation, business idea “elevator” pitchesbusiness concept creation, business idea “elevator” pitches

GETTING STARTEDGETTING STARTED

TEACHERS AS STUDENTS: EXPERIENCES TEACHERS AS STUDENTS: EXPERIENCES WITH INNOVATIVE LEARNING METHODS WITH INNOVATIVE LEARNING METHODS

GOALS AND CONTENT OF TRAINING GOALS AND CONTENT OF TRAINING COURSECOURSE

GUIDELINES AND CAVEATS FOR NEW GUIDELINES AND CAVEATS FOR NEW TEACHERSTEACHERS

TRAINING COURSE FOR YOUNG TRAINING COURSE FOR YOUNG

TEACHERSTEACHERS Participants: N=10Participants: N=10

Pre-course questionnaire:Pre-course questionnaire:–Most often used various kinds of questions (8x), visual aids (7x),

examples in relation to the interests of the audience (7x) and supplemental written materials (6x) , 

–Least often used: role playing (0x), simulation (0x), debates “for and against” discussions (1x) , discussion in pairs (snow-ball discussions) (1x), case studies (2x) and cognitive maps (2x). 

–Previous exposure (as students): supplemental written materials (8x), visual aids (7x), examples in relation to the interests of the audience (6x), various kinds of questions (5x).

–No previous exposure to brainstorming (0x), simulation (0x), cognitive maps (0x), role playing (1x), discussion “for-and-against” debates (1x).

TRAINING COURSE FOR YOUNG TRAINING COURSE FOR YOUNG

TEACHERSTEACHERS 1.1. Introduction and “mapping” of participants’ expectations Introduction and “mapping” of participants’ expectations

and training needs and training needs

2.2. Learning styles and learning methods Learning styles and learning methods

3.3. Development of students’ critical thinkingDevelopment of students’ critical thinking

4.4. Informal Feedback: how to “detect” and “collect” Informal Feedback: how to “detect” and “collect” feedback from studentsfeedback from students

5.5. Demands and stress on teachers: mental hygiene Demands and stress on teachers: mental hygiene principles principles

6.6. Demands and stress on students Demands and stress on students

7.7. Developing student presentation and teamwork skillsDeveloping student presentation and teamwork skills

8.8. ““Micro-teaching:” video-recording and peer critique Micro-teaching:” video-recording and peer critique

Training Course FeedbackTraining Course Feedback Participants: N=10Participants: N=10

Pre-course questionnaire:Pre-course questionnaire:– Least often used: Least often used: role playingrole playing (0x),  (0x), simulationsimulation (0x), (0x), debatesdebates “for and against” discussions “for and against” discussions

(1x) , (1x) , discussion in pairsdiscussion in pairs (snow-ball discussions) (1x),  (snow-ball discussions) (1x), case studiescase studies (2x) and (2x) and cognitive mapscognitive maps (2x). (2x). 

– Previous exposure (as students): supplemental written materials (8x), visual aids Previous exposure (as students): supplemental written materials (8x), visual aids (7x), examples in relation to the interests of the audience (6x), various kinds of questions (5x). (7x), examples in relation to the interests of the audience (6x), various kinds of questions (5x).

– No previous exposure to brainstorming (0x), simulation (0x), cognitive maps (0x), role playing No previous exposure to brainstorming (0x), simulation (0x), cognitive maps (0x), role playing (1x), discussion “for-and-against” debates (1x).(1x), discussion “for-and-against” debates (1x).

Post-course feedback:Post-course feedback:– Intention to try: role playing (5x), case studies (4x), interactive Intention to try: role playing (5x), case studies (4x), interactive

discussion with a teacher (3x) and other forms of "small" discussion with a teacher (3x) and other forms of "small" discussion methods. discussion methods. 

Some of the respondents complained that because they Some of the respondents complained that because they had no "models" in using these methods in teaching, they had no "models" in using these methods in teaching, they are afraid of the students reaction: are afraid of the students reaction: will they accept these will they accept these methods, how will they react? methods, how will they react? 

TAKE-AWAYSTAKE-AWAYS

1.1. Appeal to self interest: students want to be Appeal to self interest: students want to be successful!successful!

2.2. Avoid contradictory assessments: Avoid contradictory assessments: Measure and reward new skillsMeasure and reward new skills Balance the workloadBalance the workload

3.3. Overcome resistance to change: Overcome resistance to change: Training Training SupportSupport EncouragementEncouragement RewardReward

Contact us:

Eva Jarošová evajar@vse.cz

Department of Managerial Psychology and Sociology, University of Economics, Prague, Czech Republic

Martin Lukeš lukesm@vse.cz

Department of Managerial Psychology and Sociology, University of Economics, Prague, Czech Republic

Joan Winn jwinn@du.edu

Department of Management, Daniels College of Business, University of Denver USA