Instructional Unit-Experience Leadership Course - Juliet Holzknecht

6/1/2016
Experiential
Leadership
Instructional Unit
Juliet Holzknecht
AHE 574
Contents
Initial Learning Contract................................................................................................................................ 3
Edits Made to Learning Contract: ......................................................................................................... 4
Course Schedule............................................................................................................................................ 5
Rationale ....................................................................................................................................................... 6
Course Lesson Plans ...................................................................................................................................... 9
Day 1: Communication and Teamwork..................................................................................................... 9
Icebreaker: Question Ball ...................................................................................................................... 9
Informal Assessment 1: Communication Check in ............................................................................... 9
Activity: Communication Origami ....................................................................................................... 10
Activity: Circles and One Liners ........................................................................................................... 12
Activity: Tent Pole Teamwork ............................................................................................................. 13
Activity: Objective Setting ................................................................................................................... 15
Wrap Up: Informal Assessment & Goal Setting .................................................................................. 16
Day 2: Leadership and Management ...................................................................................................... 16
Icebreaker: Choose a Wall .................................................................................................................. 16
Check-in............................................................................................................................................... 17
Activity: What makes a good leader? ................................................................................................. 18
Activity: Leadership and Management Sort ....................................................................................... 19
Activity: Leadership and Management Time evaluation .................................................................... 21
Wrap Up: Informal Assessment & Goal Setting .................................................................................. 22
Day 3: Managing Change & Self Care...................................................................................................... 23
Check in ............................................................................................................................................... 23
Icebreaker: Changing Items ................................................................................................................ 23
Informal Assessment: Managing change ............................................................................................ 24
Change in the Workplace .................................................................................................................... 25
Activity: Yes and No Activity ............................................................................................................... 25
Activity: Strategic Chair Planning ........................................................................................................ 27
Emotional Intelligence Discussion ...................................................................................................... 28
Activity: Self-Care Brainstorm ............................................................................................................. 29
Formal Assessment Rubric .................................................................................................................. 30
Handouts and Assessments ........................................................................................................................ 31
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Handout 1 ........................................................................................................................................... 31
Handout 2 ........................................................................................................................................... 32
Handout 3 ........................................................................................................................................... 33
Handout 4A ......................................................................................................................................... 34
Handout 4B ......................................................................................................................................... 35
Handout 5 ........................................................................................................................................... 36
Handout 5 (backside) .......................................................................................................................... 37
Handout 6 ........................................................................................................................................... 38
Handout 7 ........................................................................................................................................... 39
Handout 8 ........................................................................................................................................... 40
Handout 9 ........................................................................................................................................... 41
Handout 10 ......................................................................................................................................... 42
Handout 11 ......................................................................................................................................... 43
Experiential Leadership Self-Assessment ................................................................................................... 44
References .............................................................................................................................................. 45
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Initial Learning Contract

Submitted April 12, 2016
OVERVIEW
I will design a workshop for leadership training for working professionals in Whatcom County. The
purpose of the workshop is to build leadership skills and strategies through experiential learning and
reflection. Due to the current job market, many workers are looking for professional development
opportunities to learn better leadership skills and grow professionally, to gain access to higher paying,
management positions. The course would take place at a local outdoor retreat such as Lakewood and
would provide applicable leadership skills that will help to better the participants future. By the end
of this workshop participants will be able to:
Understand areas of strength and weakness in their current leadership skills

Describe several leadership theories
Experience strategies and skills that will contribute to different leadership roles
Connect with other students to grow with others in their leadership
By the end of the quarter, I will develop a detailed lesson plan and handouts that an instructor could
follow to facilitate the workshop.
ARTIFACTS
Goal
1
LESSON PLAN: I will write a detailed lesson plan

that provides a schedule of activities and
facilitation guides to navigate the workshop. The
lessons will include experiential outdoors activities
followed by group reflection and culminate with
individual goal setting and accountability buddies
to check in on goals two weeks from the workshop.
HANDOUTS: Two handouts will be created that

explain the theory of leadership and the strategies
covered in the activities. Address how elements
may need to be changed depending on cultural
backgrounds. Additional Goal Setting worksheet
will include leadership goals and timeline for
completion.
ASSESSMENTS: Two formative assessments will be

developed for the beginning of the course, to
address prior knowledge of leadership theories and
skills, and an informal assessment before lunch to
confirm understanding. Additionally, an outcomes
assessment will be created and sent to participants
after they have completed the course to assess
learning and applicable skill building.
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Goal
2
Goal
3
Goal
4
Goal
5
Goal
6
Goal
7
RATIONALE: For each of the artifacts above, I will

describe how the artifact reaches the AHE 574
course goals, the workshop learning objectives, and
addresses the learners and context in the most
appropriate method. I will discuss the methodology
and theories used to create the lesson plan and cite
at least 5 course readings in the explanation of
learning principles used during this workshop.
AHE 574 Course Goals

1. Choose experiential learning principles and methods to suit the learning objectives, learners, and
context
2. Articulate how instructional methods are informed by experiential theories and models
3. Identify conditions that are best suited to experiential learning
4. Foster communities of practice through experiential means
5. Consider how characteristics of diverse learners influence experiential learning
6. Appropriately incorporate reflective elements in experiential learning
7. Design effective assessments for experiential learning
Edits Made to Learning Contract:

Through the process of developing the workshops, and in conversation with Stan, several of the learning
contract items have changed to better suit the program. The program developed into a 3-day workshop
with different topics on each day. This meant several additional handouts that were not originally
included in the learning contract. Instead of using accountability buddies at the conclusion of a one
day program to ensure that participants continued to use the skills, this item was reformed into goal
setting workshops at the end of each session that would be discussed at the beginning of the next days
workshop session. The program also needed an adapted version of the assessments. While two informal
assessments are still part of the program, and one formal summative assessment concludes the
program, they are not specifically tied to leadership theories. The Learning objectives were also broken
out into narrower categories by activity throughout the process.
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Course Schedule
Day 1: Communication and Teamwork (12:30-5pm)
Icebreaker: Question Ball
Communication Check in
Communication Origami
Circles and One Liners
Tent Pole Teamwork
Objective Setting
Wrap Up: Informal Assessment & Goal Setting
15 minutes
30 minutes
30 minutes
45 minutes
1.5 hours
30 minutes
30 minutes
Day 2: Leadership and Management (1-5pm)

Icebreaker: Choose a Wall
Check in
What makes a good leader?
Leadership and Management Sort
Leadership and Management Time evaluation
Reflection and Goal Setting
15 minutes
30 minutes
30 minutes
1 hour
1 hour
30 minutes
Day 2: Managing Change and Self Care (1-5pm)

Check In
Changing Items
Managing change
Change in the Workplace
Yes and No Activity
Strategic Chair Planning
Emotional Intelligence Discussion
Self-Care Brainstorm
Final Assessment
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30 minutes
30 minutes
15 minutes
15 minutes
45 minutes
1 hour
10 minutes
30 minutes
15 minutes
Rationale
Artifact Rationale
The Lesson plan details the experiential learning methods that are used for each activity to meet
the individual learning objectives for the activity. Throughout the extensive lesson plan, many different
methods are used, including more physical elements to more visual elements. Each of these are
specifically chosen for the lesson to provide the best metaphor for the work context that it relates to,
and all developed within Kolbs learning cycle to ensure that observation and active experimentation are
included in each activity (Kolb, 1984). These elements truly prove that care was taken to choose
experiential learning principles and methods to suite the learning objectives, learners and contexts (Goal
1). Each days lesson plan also includes an Icebreakers that start each session with introductions to the
class. As Kapucu states, One of the most important factors to promote collaboration, and thus learning,
within communities of practice is the all-inclusive ice-breaking activities that aim at establishing closer
and denser relationships. Collaboration is generally impossible or unviable if community participants
have distant relationships and know little about their peers. Ice-breaking activities specifically create an
environment of better understanding and greater awareness of others goals and motives for
participation (2012, p. 593). Each icebreaker is a critical step towards developing trust and relationships
and fostering a community of practice during the workshop (AHE Goal 4).
The handout artifacts grew from the original two in the learning contract to 9 different handouts
with information. This is because the handouts provided more active engagement with the learning
process for many of the activities. By incorporating sections where participants write about their own
experience, they are engaging in learning, and reflecting on their previous experience at the same time.
Most adults prefer to be actively involved in the learning process versus being primarily passive
recipients of knowledge (Cafferella & Barnett, n.d., p. 32) This addresses the AHE Goal 1, by providing
ample opportunity for the learners to be thoroughly involved in learning, and Goal 5 by providing an
opportunity to reflect on several past experiences throughout the workshop. Incorporating additional
handouts into the workshop also provides a higher level of visual learning opportunities for students
that may learn better through visual means, as well as providing an opportunity for learners who learn
best through thinking and reflecting. Additional handouts with pictures and descriptions can also
connect better with participants that may have English as a Second Language, and prefer written to
verbal communication. By adding additional handouts, and addressing additional learning styles and
diverse student populations, the handouts have met AHE 574 Goal 5.
Instructional Methods Rationale
I believe the particular topic of leadership development is naturally suited for experiential
learning as it is experiential in practice. Developing activities that are outside of the workplace
environment to develop skills in managing change, leadership and communication help to remove the
participant from the constraints of their current workplace, and allow for more creative and reflective
thinking in a new environment to help them grow.
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The instructional methods used for this workshop were developed using Kolbs learning cycle
and incorporated into every activity plan throughout the workshops. Throughout the lesson plan, one
can see that each lesson has an introduction, and experience, an observation/reflection, and an
implementation section that walks participants from the initial experience and general reflection, to the
implementation of how they can utilize the knowledge in their own workplace. As participants create
goals each workshop to continue to work on their individually identified goals until the next workshop,
they are also able to continue to experience, observe, reflect and implement throughout the week and
then return to discuss the experience with the group. According to Brooks-Harris & Stock-Ward, when
experiential learning activity planners use all four types of activities and create a complete learning
experience, the primary needs of all of your participants are metparticipants are encouraged to learn
in different ways that complement and reinforce their preferred learning styles(p.64.) By developing
the lessons in this particular way, they are able to connect with a more diverse population of learning
styles and continue to reinforce the new learnings.
As mentioned above, another important focus of the workshops is the involvement of the adult
learners. While the instructor provides many of the activities, the instructor is mainly there to facilitate
discussion and allow participants to come to their own conclusions through reflection and discussion.
Collaborative teaching, based on the assumption that learners should be actively involved in the
learning processcan be fostered in a number of ways. These include allowing learners to share in
setting goals and objectives for the learning activities, giving learners the responsibility for carrying
through some of the learning activities, using experiential teaching techniques, and providing
opportunities for teamwork and projects (Cafferella & Barnett, n.d., p. 33). Additionally, the course is
structured to provide ideas for additional resources that exist outside of the workshop sessions and
encourage continued learning after the workshops end. This is presented through resource ideas on the
handout for Emotional Intelligence, as well as the exploration of personal leadership resources within
the workplace on Day 2. As Cafferella & Barnett state, The role of the content advisor involves sharing
materials and experiences from the instructors own array of resources and helping learners locate
resources that can better be obtained from other sources (such as libraries, computerized data banks,
other people) (n.d., p. 32).
Each activity was developed as a simple, short activity with a reflection session at the end,
nestled under a larger umbrella theme for the day. Some activities use an inductive methodology of
teaching, by providing the activity first with little instruction, and then debriefing the activity to allow
participants to come up with their own conclusions (i.e. the Circles and One-liners Activity). Others were
developed more deductively with a longer introduction and explanation of the theory or background,
before entering the experience. For these activities, such as the Self-Care brainstorm, the facilitator
openly explained the entire activity so that participants may have some hypothesis about what would
happen within the activity.
Overall, many of the topics provided in this workshop may not be new to many or any of the
participants attending the workshop. This was considered during the development of the workshop, and
the developer believed in Kolbs statement that knowledge is continuously derived from and tested out
in the experiences of the learner (1984, p. 27). The overarching goal of these workshops is not to
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introduce brand new ideas, but to build on the previous experience of the adult learners and to remind
participants of certain skills that they may not have acquired during previous experiences. By providing
these ideas in a different way that utilizes the appropriate experiential learning principles and methods
to support their learning, the developer believes that adult learners may find it more engaging and
connect with the information better. Immediate personal experience is the focal point for learning,
giving life, texture, and subjective personal meaning to abstract concepts and at the same time
providing a concrete, publicly shared reference point for testing the implications and validity of ideas
created during the learning process. (Kolb, 1984, p. 21)
While contemplating assessment tools for this particular workshop, I continually went back to
one particular quote in the assessment readings. If one views knowledge as the ability to memorize
information, then standardized tests will be considered more accurate than other assessment tools. On
the other hand, if one views knowledge as the ability to apply information, then performance-based
assessment tools such as rubrics and self-assessments will be the tools of choice (Wurdinger, 2005, p.
68). Using experiential principles with adult learners may not provide the same learning outcomes for
each person, based on their previous knowledge and skills. To ensure that the assessments were
appropriate for all levels of learning within the program, the assessments were broken into several
sections. The first section was a formative assessment that occurred at the beginning of each day to
understand the initial level of understanding for each participant on the specific topic. This helps the
instructor adapt the lessons to the level of the participants. The second section of assessments was in
the two check-ins on the morning of the second and third workshops. These provide the opportunity
for the class to debrief their practical experience with their goals over the week and continue to learn
from the group as a whole. The final summative assessment was provided in a rubric based on the
learning outcomes. The rubric was chosen as a means to provide a self-assessment of the participants
learning. Due to time and instructor constraints, a portfolio, presentation or constructed response did
not seem appropriate for this workshop. The self-assessment provides a review of the learning
outcomes and additional space for added reflection. Pairing this with instructors notes on the workshop
days will help to address any need for change or additions to the workshop in the future.
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Course Lesson Plans

Day 1: Communication and Teamwork
Icebreaker: Question Ball
Goals: To introduce participants to each other, get to know each other, and start the day out in a slightly
active way.
Prior Teacher Prep: Instructor will need to identify a space where all participants can stand in a circle
(preferably outside if weather is nice) and toss the ball. Instructor will need to create or bring a
question ball (see below).
Time Estimate: 30 minutes
Materials/Resources: The Question Ball is a soccer or balloon ball with questions written or printed on
it. For this course day, questions would include Get to know you questions as well as
questions about communication and what they want to get out of the course. Question ideas
below:
What is your favorite food?

What hobbies do you enjoy?
What is your favorite thing to do on a sunny day?
Where is one place in the world youd like to go?
What is one thing youd like to take away from this workshop?
Who is your role model?
What is one of your biggest challenges at work?
Why did you chose to come to this workshop?
Introduction: Instructor will direct students to stand in a circle so that they can see everyone. The ball
will be gently tossed to individuals around the circle throughout the game. As each person
catches the ball, they will introduce themselves, answer the question that is closest to their right
thumb, and then toss it to the next person. Continue to pass this around until all participants
have gone once or twice.
Informal Assessment 1: Communication Check in

Goals: To assess initial communication skills and awareness of each participant.
Learning Objectives:
Identify communication skills that participants are already skilled in.
Recognize different communication skills that are used in the workplace
Purpose/Rationale: Participants will begin the workshop with a reflection on their current
communication strengths. This begins the workshop with a feeling of empowerment but also
provides an initial assessment for the instructor to incorporate into the rest of the days
activities.
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Time Estimate: 30 minutes (depending on debrief)

Prior Teacher Prep: Print enough copies of Handout 1 for each participant to receive one.
Materials/Resources:
Writing Utensils for each participant

Handout 1, for each participant
Introduction: Introduce todays topic of Communication and Teamwork in the workplace. Ask each
participant to take 10 minutes to complete Handout 1.
While participants are working on the handout, the instructor should walk around and note if anyone is
having trouble coming up with particular answers to questions.
Discussion:
How easy or difficult was it to fill out the handout? Were there certain areas that were harder
than others?
What did you identify as your strongest communication skills?
What areas did you want to improve on with communication?
What did you identify as good team skills?
What can make a team inefficient?
How many of you use communication skills and teamwork in your daily work life? (raise hands)
After talking through each of these, instructor should remind participants that communication and
teamwork are present in most of our positions and are essential to developing good leadership. During
our next activities we will practice some of these skills and experience different situations that can
reflect on opportunities and skills within these areas.
Activity: Communication Origami

Goals: Participants will understand how important clear communication and instructions are to
completing your goals.
Define what clear communication is

Describe how unclear instructions can be detrimental to a workplace
Purpose/Rationale: Using the instructor as an example, this exercise provide an initial experience that
demonstrates how unclear instructions can change the final product. The activity provides a
strong image of how workplace communication can be interpreted differently by different
people, and reflect on how to improve directions and communication.
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Prior Teacher Prep: Collect materials below and distribute into small bins for each table. The instructor
may want to use one of the origami directions here for reference: http://www.origamiinstructions.com/
Two pieces of construction paper for each participant (two different colors). Ideally all
participants will have the same first color and same second color. For example, a blue piece and
a green piece.
Blindfolds for each participant
Bins to place all items in for each table (optional, but helpful for prepping items and distributing
quickly)
Introduction: Ask each participant to start by collecting one piece of each color paper from the bin, and
one blindfold. Tell participants that this is an individual exercise, but will require each person to
be blindfolded. Ask participants to place one sheet of paper (ie blue) in front of them and then
blindfold themselves. Confirm that blindfolds are completely covering all eyes.
Experience: Instructor will call out instructions to the participants to fold the paper and tear sections
while blindfolded. Instructions will be intentionally vague. The instructor should continue to
move through instructions quickly without answering questions. Once instructor has finished
instructions, participants will take off the blindfolds and see what they made. Participants
should compare their origami to their neighbors to see how similar they are. Origami
instructions should descriptions such as Fold the paper in half, Fold diagonally, Fold in
thirds, Tear one corner of the paper off.
Observation: Have participants describe what it was like to do this activity.
How did your origami turn out? Was it similar or different to your neighbors?
What was difficult about this activity?
Have you ever experienced this kind of instruction at work? What did you do? How did the
project/task turn out?
What does clear communication mean? What does it look like?
How could we improve the communication in this situation? What should the instructor do
differently? What can the participants do to help?
Implementation/Experimentation: With the second piece of paper, the instructor will ask participants
to blindfold themselves again and try using the answers to the last discussion question to more
clearly communicate the instructions. Participants may begin to ask questions and instructor
should answer to clarify instructions. Once instructions are through, participants can remove
blindfolds, and compare with neighbors to see how their origami turned out. Discuss any
improvements or other changes that still could be made.
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Activity: Circles and One Liners

Goals: To recognize the importance of active listening in recalling information
Define active listening

Reflect on current listening practices in communicating with coworkers
Purpose/Rationale: This activity is created specifically to address active listening in workplace

communication. Participants may realize through this activity that they are developing their
response before someone is finished talking. This can mean that the participant is not actively
listening to their coworker, and has a more difficult time recalling their response.
Time Estimate: 1 hour
Prior Teacher Prep: Find a space that two groups can stand in circles. Utilize outdoor space if possible,
as it can reduce the two groups echoing in the same room. Try to keep the two circles as
separate as possible so that they can hear what is going on in their own circle and are not trying
to talk over the other circle.
Materials/Resources: Participants will use the paper and backside of Handout 1 to write notes at the
end. No other materials needed.
Introduction: Separate the participants into two groups. Ask each group to stand in a circle so that they
can see everyone else in the circle. Instructor should not introduce this activity in depth as it
may foreshadow the experience.
Experience:
Each circle will get a separate set of instructions.
Circle 1: Go around the circle, each saying the funniest saying you can think of, one after the
other. Stop when you get back to the first person.
Circle 2: Go around the circle, each adding a funny sentence to the one before to make a story.
Stop when you get back to the first person.
Have each group do the same thing once more, but faster than last time.
After both groups have finished, ask each person to write down what the person before them
said.
Come back to a large group to debrief
Observation:
For the first circle group (funniest one liners), can someone describe what you did and what it
was like for the other group?
o How many of you remembered what your neighbor said when you were asked to write
it down? How difficult was it?
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For the second circle group (funny story), can someone describe what you did and what it was
like for the other group?
o How many of you remembered what your neighbor said when you were asked to write
it down? How difficult was it?
What do you notice about these two groups? Are they different? If so, what made them
different?
o Responses may discuss the individuality of the prompt in group 1, compared to the
community story of group 2, Participants may note that group 1 wasnt truly listening to
their neighbor as they were thinking of something funny to say, while participants in
group 2 had to listen to be able to add to the story.
What did you notice about the memory of each group? Did one group have an easier time
remembering their neighbors statements? Why do you think that is?
o By this point, participants may notice that because the second group was more actively
listening to their neighbors, they were able to remember their statements better.
Have you seen these two different situations happen in your workplace?
o If so, how did it make you and/or the team feel?
o What could you do to change this?
What does active listening mean and what does it look like?
Our brains are powerful and can process many things at the same time. Many of us find that we have
trained ourselves to begin planning our responses before another person is done saying their
perspective. While this can quicken the conversation, it can also lead to misinterpretation or difficulty
recalling the persons statement later. Using active listening skills and being present in the conversation
takes focus and concentration to keep your mind from starting to move on to something new. In this
next step, we will practice being present with a partner.
Implementation/Experimentation: Ask partners to pair up for this next step. Each pair should sit facing
each other and start a funny story. Each person will provide one sentence of the story, and the
next person will add to it. Ask each person to practice being very present during the other
persons sentence and waiting until the end of their sentence (until after the period of the
sentence) to begin their response. Have partners do this for 5 minutes.
How was that different from the first experience?

Was that difficult? Intuitive? Helpful?
How often do you actively listen in your workplace? Would more active listening change
anything in your workplace?
Activity: Tent Pole Teamwork

Goals: Work as a team to move the tent pole to the ground.
Describe how teamwork requires trust within the team

Identify how leaders may need to follow at certain times
Explain how teamwork requires a common, well communicated goal to succeed
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Purpose/Rationale: While this activity is simple in nature, it can be very challenging for many groups. It
requires that the group coordinate well and communicate across the team to ensure trust and
reach the common goal. Some groups may become frustrated or have difficulty persisting. Some
groups may have many leaders trying to talk over the rest of the team.
Time Estimate: 1.5-2 hours
Prior Teacher Prep: Put together tent pole. Identify space for activity to occur.
Materials/Resources: One tent pole (8-12 ft long)
Introduction: Request that participants split into two equal groups (could use the groups from the last
activity) and have each group stand about 1.5 feet away on either side of the tent pole, facing
the tent pole. The instructor will ask all participants to hold out both of their pointer fingers at
about elbow height. The instructor will then place the tent pole on top of the groups fingers,
and hold the tent pole (or push down slightly on the pole) as they explain the instructions. The
instructor should then explain that this activity is about working as a team to move the tent pole
to the ground. There are two rules:
1. Only pointer fingers should touch the tent pole, and they can only touch the underside of the
tent pole.
2. No ones fingers can separate from the tent pole until it has fully reached the ground. If a
participants finger separates, the group may have to start back at this point.
Experience: Participants usually begin by thinking this activity is an easy one to accomplish. Once the
instructor lets go of the tent pole, the participants begin to notice that if one person feels their
fingers leaving the tent pole, they push up to reach the pole again. The rest of the group then
feels the pole go up, and has to move accordingly. It is only with strong communication, trust
and a team effort that the pole slowly goes down. The team may come to several points where
the pole increases slightly and then continues to decrease.
While participants are doing the activity, the instructor should take note of
The emotions of the group as the pole height changes

Who tries to lead? Who follows?
How does the group react when the pole goes up?
Does any of the group get frustrated? If so, how does the group work with this?
Was there cheerleading going on? Did this affect the group?
Observation: When the group completes the activity (or if the group could not complete the activity in
the time allotted, stop the activity and debrief at least 30 minutes before the time is up), have
the group sit in a circle.
What did you notice about this activity? What worked well and what didnt?
What was your role in the group? Did you lead, follow, assist, encourage?
How did you feel during this activity?
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How did communication play a role in this? How did support play a role?
How did trust play into this activity?
Did anyone get frustrated? If so, how did you and the team manage this?
How does this experience relate to your work environment? Are there similar challenges there?
How can you change this process to make it better?
Implementation/Experimentation: If time, have the group try again. See if they can reach the group in a
shorter time. Examine if they used any of their new strategies and how that worked. Debrief
second attempt as needed if time allows.
Activity: Objective Setting

Goals: Developing clear objectives for the group.
State the components of a strong objective.

Explain how objective setting can be used in their role.
Purpose/Rationale: Objective setting is important within teams to set specific goals and communicate
visions throughout the workplace. A poorly described goal or objective can lead to
miscommunication, or missed deadlines as teams may not know what or how they are supposed
to accomplish the goal. While this is an important management skill, it can also be used at any
level within a workplace to communicate to those above and below your position about your
goals and directives.
Prior Teacher Prep: Print Handout 2
Flip Chart and marker for instructor

Handout 2 and writing utensil for each participant.
Introduction: As we have seen through some of todays activities, miscommunication can happen very
easily. Using clear, specific communication can help with making sure that the team is all on the
same page. One of the best ways to do this is to set specific objectives for yourself, your unit or
your team.
The instructor will write the components of a good objective on the flip chart, just as it is on the
handout. Ask the group if they see a difference in the vague statement and the objective. As a
participant in the team, which would you like your boss to provide you with?
Experience: Ask each person to find a partner they havent worked with yet, and pair up to do the
activity to set two objectives on the handout together.
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Observation:
Ask groups to share their objective statements.

What did participants like about the statements?
Does your work environment use objective statements like this? If so, how are those
communicated?
How could objective statements help you focus your work?
How could they help a team prioritize?
Implementation/Experimentation: Ask participants to move to the lower section of the handout and
create two of their own objective statements for their work. Ask participants to share their
objective statements.

Goal: To provide a short assessment on participant learning for the day and set realistic goals for their
communication and teamwork for the next week
Materials Needed: Handouts 3 and 4A, and one manilla envelope.
Introduction: To finish the day, we would like to take a moment and reflect on what we covered today
and what you can take back to your own work spaces.
1. Please fill out the Reflections on Today handout with your thoughts and questions you still
have. The instructor will review these before our next session and answer questions pertinent to
the group at the beginning of our next session.
2. The goal of these workshops is to learn new skills, but also to practice them in your workplace.
On the second handout, write one to three goals or objectives that you can focus on throughout
the next week at work. Take this page with you and keep it in your office or workspace to
remind you of the goals throughout the week. We will start our next session with a reflection on
how these went for you.
Day 2: Leadership and Management

Icebreaker: Choose a Wall
Goals: Get participants moving and thinking to start the day.
Prior Teacher Prep: Print 4 signs, each one with a letter A, B, C, or D. Create questions that you would
like to ask, or use the list below.
Materials/Resources: 4 signs, tape, a room to participate in, a list of questions with multiple choice
answers.
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Introduction: This quick icebreaker is a fun way to wake us up! The instructor will read a question and
multiple choice answers, and the participants will go to the wall that matches the answer they
choose.
Experience: Instructor could use the following questions:
1. Where is your dream vacation?
a. A big city
b. An uninhabited island
c. A mountain peak
d. A countryside
2. What did you have for breakfast this morning?
a. Cereal, Oatmeal, Toast
b. Eggs/Bacon etc
c. I didnt eat breakfast
d. Other
3. If you had to pick one phrase to describe your work style, which of these four would best suit
you:
a. People oriented
b. Task oriented
c. Game changer
d. Rule Follower
4. Are you a:
a. Cat person
b. Dog person
c. I dont like pets
d. Other animal person
Instructor can add to these or change them to incorporate some of last sessions themes. If some of the
questions from last week could be answered in multiple choice, think about adding those and having the
group help answer the questions. The group can discuss questions that seem to be very dichotomous or
one sided if they wish. Instructor can also add it What if questions after a question to see if the
answers change.
Check-in
Goals: To reflect on last session and answer questions.
Prior Teacher Prep: Read through responses from last week and prepare answers to any questions still
outstanding.
Materials/Resources: Reflection handouts from last week. Participants to bring their goal setting sheets.
Introduction: Instructor will start by answering any pertinent questions about last week from the
reflection papers. Then ask how everyones work on their goals went.
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Experience: Experience occurred during the week.

Observation: Group will go around and reflect on their goals.
Did they practice their goal?

Did they notice a difference during the week? If so, what?
Any additional thoughts, ideas, or questions after that experience?
Activity: What makes a good leader?

Goals: Participants will reflect on their own experiences and begin to define what makes a good leader.
o
o
o
Explain the characteristics of a good leader

Identify their own leadership skills
Identify someone at their work that they can learn from
Purpose/Rationale: As adult learners, participants already have a great deal of experience with all types
of leaders. This activity will provide them with the opportunity to reflect on past experiences,
role models and difficult leadership situations to explain characteristics of a good leader. As a
full group, they will create a list and analyze the findings to understand what skills and abilities
are most important.
Prior Teacher Prep: Gather materials
Materials/Resources: Flip Chart, several markers, tape
Introduction: We have all had our fair share of experiences with great leaders and bad leaders. To start
off today, please get into groups of about 4 and take the next 10 minutes to make a list of what
makes a good leader. This could be characteristics, personality traits, skillsets, anything!
Experience: Participants will group up and start to discuss previous leaders etc. Each group should have
a page of the flipchart and a marker to create a list. The instructor should walk around the room
and observe the group discussion and listen to group conversations.
After 10 minutes, groups should stop writing, and have one person bring their paper up to explain the
groups list. The instructor should tape each to a wall near each other as the groups come up so
that all of the lists can be seen at the end.
Observation:
o
o
o
What do you notice about these lists? What are some similarities and differences?
Do you see any themes?
Is there anything missing from these lists?
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If you had to come up with a short definition of a good leader based on this activity, what would
it be?
Implementation/Experimentation:
Take a moment to yourself to think about which of these traits you feel you are particularly good at.
Then identify if there any on these lists that you know may be a challenge for you.
Can you identify someone at your workplace that displays many of these good leadership qualities? If
so, these are good people to watch and learn from. Some are even willing to mentor you and schedule
time to meet and discuss leadership skills. Having someone within your organization can help to keep
you accountable and continue to challenge your own leadership development.
If you do not have someone to look up to, do you have a peer that also wants to grow in leadership?
This may be a great accountability partner while you learn and try new things!
Activity: Leadership and Management Sort

Goals: Explore how leadership and management are similar and different.
Categorize leadership and management tasks

Define leadership and management
Discuss how leadership and management interact in the workplace
Define transformational leadership
Purpose/Rationale: To understand the difference between leadership and management, this activity
gives examples of each for the group to sort. The group will use these to then discuss how
management and leadership differ and how both interact and compete in the workplace. Finally
the group will discuss different leadership theories and the research on todays workplace needs
for leaders
Prior Teacher Prep: Print Leadership and management task list and cut into small strips for each task.
Write the correct answers on a flip chart, big enough for the class to read:
Manager
Leader
Scheduling work
Provide feedback on performance
Delegating tasks
Act as interface between team and outside
Use analytical data to support recommendations Plan and prioritize steps to task achievement
Motivating staff
Explain goals, plan and roles
Ensuring predictability
Inspiring people
Co-ordinate effort
Appeal to peoples emotions
Co-ordinate resources
Sharing a vision
Give orders and instructions
Provide focus
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Guide progress
Monitor feelings and morale
Monitor progress
Create a culture
Check task completion
Create a positive team feeling
Follow systems and procedures
Ensure effective induction
Monitor budgets, tasks etc
Provide development opportunities
Use analytical data to forecast trends
Unleashing potential
Monitoring progress
Look over the horizon
Appeal to rational thinking
Take risks
Build teams
Be a good role model
Leadership and management task list paper strips :

o Scheduling work
o Sharing a vision
o Plan and prioritize steps to task achievement
o Use analytical data to support recommendations
o Explain goals, plan and roles
o Provide feedback on performance
o Motivating staff
o Provide focus
o Create a culture
o Inspiring people
o Delegating tasks
o Ensuring predictability
o Co-ordinate effort
o Co-ordinate resources
o Give orders and instructions
o Act as interface between team and outside
o Take risks
o Guide progress
o Monitor progress
o Check task completion
o Create a positive team feeling
o Monitor feelings and morale
o Look over the horizon
o Appeal to peoples emotions
o Follow systems and procedures
o Provide development opportunities
o Ensure effective induction
o Monitor budgets, tasks etc
o Use analytical data to forecast trends
o Monitoring progress
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o Unleashing potential
o Be a good role model
o Appeal to rational thinking
o Build teams
Flat surfaces for each small group to work on
Leadership Theory Handout (Handout 5)
Introduction: The purpose of this activity is to think about what defines leadership and management.
Please get into groups of about 4 for this activity. I have created a set of items that could be
either defined as leadership or management tasks. In your group, separate these items into
those two categories.
Experience: Groups will discuss how each item may fit under leadership or management. Some people
may disagree about categorizing certain tasks. Participants should try to come to a consensus on
their decisions.
Observation:
o
o
o
o
What do you notice about the two lists?

Seeing these two lists, how would you define leadership and management?
How do these two things overlap or interconnect in the workplace?
Which of these do you see more of in your workplace?
Provide Leadership Theory handout to class. Explain each leadership theory. Ask the class what each
might look like, or what it would feel like as an employee, in the workplace.
Flip over the handout and look at the skills that are discussed as needed in the current year.
o
o
How do these skills fit into the leadership and management categories?
What Leadership theory do these relate to?
If time: How does this activity reflect on the What makes a good leader? list we made earlier? Do you
see certain leadership theories and styles described in our good leader?
Activity: Leadership and Management Time evaluation

Goals: Evaluate the time participants spend leading and managing on a regular basis
o
Identify the amount of time spent in a given week doing leadership or management tasks
Purpose/Rationale: This activity incorporates more of the participants work into the conversation
about leadership and management. By listing tasks and defining them as leadership or
management tasks, participants will see how they are currently spending their time, and then
can address if there are ways to increase leadership tasks throughout their work.
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Prior Teacher Prep: Print handout 7
Materials/Resources: Writing Utensils and Handout 7 for each participant
Introduction: Ask each participant to spend 15 minutes thinking through their average week at work
and writing down what they do, and an estimate of how much time they spend on it. Give
examples like Departmental meeting or Responding to Email or Creating Documents. Fill
out the first two columns on the handout provided.
Experience: Participants may have a difficult time categorizing and estimating the amount of time.
Remind them it is okay to generalize for the purpose of this activity.
Once all participants have a good list of items and/or the 15 minutes have passed, ask them to
move on to the next step. Using the last column, ask them to categorize their work into
Leadership Tasks with an L, Management Tasks with an M, or Other with an O. The
instructor should give about 5 more minutes for this and walk around if there are individual
questions on how to categorize these.
Observation:
o
What did you notice about your list?

o Do you have a lot of Leadership tasks? A lot of management tasks? None of either?
o
o
Are there any areas that have potential to become better areas of leadership or management?
Discuss these, and ask that participants make a star next to these tasks as a reminder.
If anyone in the group cannot see areas that could be leadership or management, look back at
the leadership lists. Ask the group to help notice areas that could involve leadership skills or
opportunities to develop leadership skills. Remind participants that even though they may not
lead the company, they may still have areas to grow in leadership.
What leadership theories could you incorporate?

Goal: To provide a short assessment on participant learning for the day and set realistic goals for their
communication and teamwork for the next week
Materials Needed: Handouts 3 and 4B, and one manilla envelope.
Introduction: To finish the day, we would like to take a moment and reflect on what we covered today
and what you can take back to your own work spaces.
1. Please fill out the Reflections on Today handout with your thoughts and questions you still
have. The instructor will review these before our next session and answer questions pertinent to
the group at the beginning of our next session. Collect these in the manilla envelope.
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2. The goal of these workshops is to learn new skills, but also to practice them in your workplace.
On the second handout, write one to three goals or objectives that you can focus on throughout
the next week at work. Take this page with you and keep it in your office or workspace to
remind you of the goals throughout the week. We will start our next session with a reflection on
how these went for you.
Day 3: Managing Change & Self Care

Check in
Goals: To reflect on last session and answer questions.
Prior Teacher Prep: Read through responses from last week and prepare answers to any questions still
outstanding.
Materials/Resources: Reflection handouts from last week. Participants to bring their goal setting sheets.
Introduction: Instructor will start by answering any pertinent questions about last week from the
reflection papers. Then ask how everyones work on their goals went.
Experience: Experience occurred during the week.
Observation: Group will go around and reflect on their goals.
Did they practice their goal?

Did they notice a difference during the week? If so, what?
Any additional thoughts, ideas, or questions after that experience?
Icebreaker: Changing Items

Goals: Participants will experience change and have to think quickly about different items.
o
Identify ways that they handle change
Purpose/Rationale: Changing situations can provide an opportunity for participants to become

concerned, frustrated, anxious or nervous. This ice breaker activity can be a fun and way to
provide a changing environment for people to experience and reflect on.
Prior Teacher Prep: Collect several small items from around the house. Set the room into a circle of
chairs before the day starts. Print Handout 8
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Materials/Resources: Items from around the house, one large bag/hat/container to put them in. Print
Handout 8 for each person.
Introduction: Ask participants to use what they have brought today, and see if they have a smallish item
that they wouldnt mind passing around that may have some significance or defining meaning to
them. If an individual cannot find an item, provide one of the ones the instructor brought.
Experience: Begin by asking participants to hold their item, and think about why it has significance to
them.
Ask participants to go around and share why that item has meaning to them. If it is a talkative group, the
instructor may want to restrict this to a certain time span.
After one or two participants have shared, the instructor will pause the group and change the
instructions. Now, the group must place all items in the center of the circle and sit back down.
Then ask the group to get up and find a chair next to someone you havent sat near. Once
youve found your new chair, ask the participants to come back to the center of the circle, and
pick up an item that is not theirs and sit back down in their new chair.
Now have participants go around the circle and explain why that new item is important to them.
During this experience, the instructor should watch for signs of concern, nervousness, etc. How do
participants feel about these changes to the original plan?
Observation: Take a moment and close your eyes. Pay attention to how your body feels.
o
o
What was that like for each of you?

Would you describe that as exciting or concerning? Did you feel anxiety when the rules
changed?
Implementation/Experimentation: Introduce the emotional thermometer (Handout 8). The instructor

should recognize that while many of our workplaces seem to disregard emotion as an important
piece of work, we all still have emotions during work. One of the biggest times we may notice
this is when something in our workplace changes. The emotional thermometer is one way to
think about how your emotions can fluctuate. Take a moment to think about where your
emotional thermometer was when you came in this morning, and where it was at the end of
that activity when we all closed our eyes. Did it change? We will revisit the emotional
thermometer later in the day.
Informal Assessment: Managing change

Goals: Initial informal assessment of participants reaction to change
Purpose/Rationale: This assessment will provide an understanding of where participants are at and how
they currently interact with change in the workplace. The instructor will use this information to
address the following activities.
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Materials/Resources: Handout 9 for each person, writing utensils
Introduction: Take a few moments to write down your initial responses to change in the workplace.
What emotions does it trigger? What thoughts do you have? How do these change over time?
Observation: Ask if anyone would like to share their responses. Discuss any themes that stand out.
Remind the group that we will be using this throughout the day and will come back for more discussion.
Change in the Workplace

Instructor will lead short lecture on change in the workplace including:
o
o
o
o
o
o
o
Workplaces through the years: A history

Current rate of economic change
Market variability
Technological change and its affect on work
Need for creativity and openness to change
Managing change has become an essential skill in workplace success today
Managing change can require two things: Opening the environment to accept change and new
ideas, and planning in ways that accept change as part of the process.
Activity: Yes and No Activity

Goals: Experience the difference between someone open to change or new ideas and someone who is
not.
o
o
Identify ways to keep the work environment more open to new ideas
Explain how creativity may change in more open work environments
Purpose/Rationale: The purpose of this activity is to have participants feel what it is like to be part of an
open or closed work environment. Through this experience, participants may notice that when
they are expecting to hear someone say YES, they may come up with more creative ideas and
are more excited overall to suggest ideas. This is a short experience that helps to discuss how to
increase ways to say yes and still manage the work environment while ultimately making a more
positive and creative workspace.
Prior Teacher Prep: None
Materials/Resources: None
25 | P a g e
Introduction: In this exercise, each person will need a partner. Each person will role play 3 different
scenarios.
Experience: This exercise will start out with having one participant suggest different ideas, and the other
partner ultimately say no to each idea. Have one person suggest for about 3 minutes, and
then switch roles. As a place to start, instructor can list a topic for suggestions to be about, such
as What should we bring to the company picnic? It can be good to role play this with one
participant to start, to ensure that participants understand.
After each person has gotten to play each side, repeat the scenario, but this time, the person who said
no will be thoroughly noncommittal. Participant could say things like Well Im not really sure
maybe we can discuss that later or I dont know if I can really take a side on that.you might
want to ask someone else Again, have each person play the role of suggest-er, and responder
for about 3 minutes, and then switch roles. Instructors can change the topic for suggestions to
something like What should we do with the new empty office down the hall?
After each person has gotten to play both sides, repeat the situation, but this time, the responder
should respond with an enthusiastic YES! for each suggestion. Instructor can ask everyone to
provide a very enthusiastic YES to make sure they understand. Change the topic to What could
we do for Shelleys retirement party?
While participants are going through the activity, the instructor should make note of the energy level in
the room, the participants faces, and some of the suggestions that are being provided
throughout each. Many times, the instructor may find that the more welcoming the responder
has to be, the more creative the suggestions.
Observation:
o
o
o
o
o
What did you notice about this activity?

How did it feel to be the responder in each scenario?
How did it feel to be the suggest-er in each scenario?
Did the suggestions change at all when the person suggesting new that they were going to be
denied, brushed off, or accepted?
Did you notice your own emotional thermometer change at all through this activity?
o
o
o
o
How can this apply in our workplace?

Raise your hand if you know someone that reminds you of the no scenario. How do you
respond?
How would you feel if someone was noncommittal to all ideas? Would you want to work with
them?
How do we continue to open a more creative work environment through saying YES! when we
can? How do we handle the situations where we may not be able to say YES!?
26 | P a g e
Activity: Strategic Chair Planning

Adapted from (Management and leadership training activity- chairs, n.d.)
Goals: To demonstrate anticipating change and developing coordinated strategy within a team.
o
Explain how communication of a strategic plan can help to cope with change
Purpose/Rationale: To successfully manage changes in working environments, leaders need to be able

to coordinate a strategic plan that is communicated throughout the entire group. Without the
communication of this plan, the strategic plan is not helpful. Without a plan, change can have a much
bigger effect on the workplace due to continually recreating systems without thinking ahead.
Prior Teacher Prep: During lunch, move all personal items to the edges
of the room and set up the chairs in the room to be spread throughout
the room and facing all different directions, as in the diagram here:
Materials/Resources: Chairs, time keeper
Introduction: To start the next activity, ask everyone to find a seat. Then ask for a volunteer to stand up
and join the instructor. The game is fairly simple:
The goal of the volunteer is to slowly walk, (counting 1 banana or some other counting
measure to ensure slow walking if necessary) back to their seat, and sit down.
The goal of the rest of the group is to stop the volunteer from sitting down.
Rules :
Only one person may stand up at once and move.
Nobody can do two consecutive moves.
You cannot sit in the chair youve just left.
When the exercise starts you cannot talk.
Nobody may touch the volunteer.
Experience: During the first round, the instructor should have each person think for about a minute to
themselves (no talking) about how it would be best to go about this. After the minute is up, start
the game. This first round may be short as some of the participants will falter or break a rule. The
instructor should time each round and write it down.
In the second round, the participants will have two minutes to strategize with each other while a
new volunteer waits outside the room. After the 2 minutes is up, have the volunteer come in
and start the round. The instructor should take note of what changes from the first round to the
second.
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Choose a new volunteer and have the group try again with 2 minutes to strategize. The
instructor should take note of what changes and how much time it takes for the volunteer to sit.
Observation:
o
o
o
What did you notice during this activity? What happened?

What changed from the first round to the third round?
How did talking with the group change the process?
o What does this mean for strategic planning? That it may not work without good
communication.
Was the group able to anticipate change and plan for it? If so, how?
o
o
o
o
o
o
How can this relate to your work environment and strategic planning?
When a plan is in place, does the process seem more manageable?
How do you plan for change?
Does your organization communicate its strategic plan? Do you know your organizations
strategic plan? Do you use it to plan for change?
How can we make sure that planning can happen for change, so that change does not stop us
from moving forward?
What do you need in order to plan for change? From your supervisors? From your coworkers?
Transition: If we are able to plan for change, change does not one of the most important and difficult
things while dealing with change is understanding how to manage your own emotions and help manage
others. As weve gone through today, Ive called your attention to the emotional thermometer handout
I provided at the beginning of the day. This thermometer is visual that helps us keep an awareness of
our emotions. The overall awareness and management of emotions is called Emotional Intelligence.
Emotional Intelligence Discussion

Goals: Define and be aware of Emotional Intelligence and its importance in the workplace
o
o
Define Emotional Intelligence

Explain why EQ is important in the workplace
Purpose/Rationale: More and more companies are seeing that encouraging emotional intelligence
skills in a vital component of any organizations management philosophy. You dont compete with
products along anymore, but how well you use your people, a manager at Telia, the Swedish
telecommunications company, put it to me. (Working With Emotional Intelligence, 1998)
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Materials/Resources: Handout 10 for each person

Discussion: Ask a participant to read the definition. How is this helpful in the workplace?
o
Can you identify one way to start developing higher emotional intelligence?
While we dont have time today to get deeply into the topic of Emotional Intelligence, you can research
more of the resources listed on your handout.
Activity: Self-Care Brainstorm

Goals: Develop a working understanding of self-care.
o
o
Define Self Care

Identify areas of self-care that you can practice for yourself
Purpose/Rationale: The purpose of this activity is to introduce participants to self-care, or remind them
of how important it can be to keep yourself balanced and prepared for managing change.
Without keeping yourself cared for, it is hard to manage and care for others.
Prior Teacher Prep: Print Handout 11, Set up flipcharts for writing lists
Materials/Resources: Handout 11 for each participant, Flipchart, markers
Introduction: To make sure that you are at your best throughout the most difficult situations, it is best
to understand and practice self-care. This can increase your ability to handle change and manage stress
in daily life and can help to keep you healthier as well! Many businesspeople push themselves through
too many hours of work and other aspects of life without providing themselves with any time to
recuperate. Self-care does not have to be expensive, or time consuming, but it is an important element
to keep you balanced and healthy in all aspects of your life.
Ask participants to read sections of the handout.
Experience: Have participants come up with 10 items that they can use for self-care.
Ask participants to share this list while the instructor writes them on the flipchart.
Observation:
o
o
Review the list and ask participants if they notice themes or unique items.
Are there items up there that you could use that you didnt have on your list?
o
o
How many of you already practice self-care?

How many of you feel worn out some days and feel like you have to simply keep trudging on?
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After creating this list, does it seem possible to give yourself some time each day or each week
for self-care?
Please take a moment and highlight one self-care item that you think you can keep up for one month!
Formal Assessment Rubric

Participants will fill out the final Assessment for the program and identify their own learning based on
the learning outcomes.
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Handouts and Assessments

Handout 1
Communication Check-in
Please write down five things you do well in regards to communicating in the workplace.
1.
2.
3.
4.
5.
What are two things that you would like to work on in Communication?
1.
2.
What are three to five things that help to make a team work well together?
1.
2.
3.
4.
5.
What are two things that makes a team inefficient or not work well together?
1.
2.
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Handout 2
Objective Setting
EXAMPLE - Vague desire: Health & Safety
Specific objective:
I will reduce
+ industrial accidents
---------------
-------------------------
action verb
targeted area
by 10% +
-----------
by June 1
------------
measurement
target date
With a partner, create objective statements for the following two vague outcomes:
Productivity improvement
I will ______________ __________________ ____________ ____________________________.
Encouraging work environment
I will _______________ _______________ ________________ _____________________________.
Create your own! Think about your own workplace and position and set two objectives for yourself or
your team.
1.
2.
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Handout 3
Date:_______________
Reflection on today
What was your biggest take away from todays activities?
What activity challenged you?
What activity (if any) did you feel least engaged in? Why?
Did you find these activities relatable to your workplace? (Circle one)
Yes
Barely
No
Comments:
Will you be able to use the information from today in your workplace? (Circle one)
Yes
Barely
Comments:
Do you have any questions about todays topics?
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No
Handout 4A
Goal Setting:
Communication & Teamwork
Write one to three realistic goals for yourself to improve your communication or teamwork throughout
this next week. Bring this paper with you to work on Monday and keep it visible as a reminder to
practice these goals.
Over the next week, I plan to
Please bring this paper back to the next session to discuss.
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Handout 4B
Goal Setting:
Leadership and Management
Write one to three realistic goals for yourself to improve your Leadership and Management skills
throughout this next week. Bring this paper with you to work on Monday and keep it visible as a
reminder to practice these goals.
Over the next week, I plan to
Please bring this paper back to the next session to discuss.
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Handout 5
Transformational Leadership Vs. Transactional

Leadership Definition
by David Ingram, Demand Media
Different managers employ distinctly different management styles, ranging from relatively hands-off, facilitative
styles to autocratic, micromanaging styles. Managers can also employ different motivational strategies and
techniques to boost employee performance or accomplish internal change. Transformational and transactional
leadership are polar opposites when it comes to the underlying theories of management and motivation.
Understanding the difference between transformational and transactional leadership is crucial for anyone pursuing a
career in management.
Transactional Leadership
Transactional leadership styles are more concerned with maintaining the normal flow of operations. Transactional
leadership can be described as "keeping the ship afloat." Transactional leaders use disciplinary power and an array
of incentives to motivate employees to perform at their best. The term "transactional" refers to the fact that this type
of leader essentially motivates subordinates by exchanging rewards for performance. A transactional leader
generally does not look ahead in strategically guiding an organization to a position of market leadership; instead,
these managers are solely concerned with making sure everything flows smoothly today.
Transformational Leadership
A transformational leader goes beyond managing day-to-day operations and crafts strategies for taking his company,
department or work team to the next level of performance and success. Transformational leadership styles focus on
team-building, motivation and collaboration with employees at different levels of an organization to accomplish
change for the better. Transformational leaders set goals and incentives to push their subordinates to higher
performance levels, while providing opportunities for personal and professional growth for each employee.
Advantages
Both leadership styles are needed for guiding an organization to success. Transactional leaders provide distinct
advantages through their abilities to address small operational details quickly. Transactional leaders handle all the
details that come together to build a strong reputation in the marketplace, while keeping employees productive on
the front line. Transformational leadership styles are crucial to the strategic development of a small business. Small
businesses with transformational leaders at the helm shoot for ambitious goals, and can they achieve rapid success
through the vision and team-building skills of the leader.
(Transformational Leadership Vs. Transactional Leadership Definition | Chron.com, n.d.)

http://smallbusiness.chron.com/transformational-leadership-vs-transactional-leadership-definition13834.html
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Handout 5 (backside)
Four Elements of Transformational Leadership

by Matthew Schieltz, Demand Media
Organizations emphasize the concept of leadership in training managers or group leaders to propel a team or the
organization forward. Within leadership, the effectiveness of the transformational versus transactional leader is often
debated. Transactional leadership relies more on a "give and take" understanding, whereby subordinates have a
sense of duty to the leader in exchange for some reward. Transformational leadership, on the other hand, involves a
committed relationship between the leader and his followers. In 1985, industrial psychologist Bernard Bass
identified and wrote about four basic elements that underlie transformational leadership.
Idealized Influence
Transformational leaders act as role models and display a charismatic personality that influences others to want to
become more like the leader. Idealized influence can be most expressed through a transformational leader's
willingness to take risks and follow a core set of values, convictions and ethical principles in the actions he takes. It
is through this concept of idealized influence that the leader builds trust with his followers and the followers, in turn,
develop confidence in their leader.
Inspirational Motivation
Inspirational motivation refers to the leader's ability to inspire confidence, motivation and a sense of purpose in his
followers. The transformational leader must articulate a clear vision for the future, communicate expectations of the
group and demonstrate a commitment to the goals that have been laid out. This aspect of transformational leadership
requires superb communication skills as the leader must convey his messages with precision, power and a sense of
authority. Other important behaviors of the leader include his continued optimism, enthusiasm and ability to point
out the positive.
Intellectual Stimulation
Transformational leadership values creativity and autonomy among the leader's followers. The leader supports his
followers by involving them in the decision-making process and stimulating their efforts to be as creative and
innovative as possible to identify solutions. To this end, the transformational leader challenges assumptions and
solicits ideas from followers without criticizing. She helps change the way followers think about and frame
problems and obstacles. The vision the leader conveys helps followers see the big picture and succeed in their
efforts.
Individualized Consideration
Each follower or group member has specific needs and desires. For example, some are motivated by money while
others by change and excitement. The individualized consideration element of transformational leadership
recognizes these needs. The leader must be able to recognize or determine --- through eavesdropping or observation
--- what motivates each individual. Through one-on-one coaching and mentoring, the transformational leader
provides opportunities for customized training sessions for each team member. These activities allow team members
to grow and become fulfilled in their positions.
(Four Elements of Transformational Leadership | Chron.com, n.d.)

http://smallbusiness.chron.com/four-elements-transformational-leadership-10115.html
37 | P a g e
Handout 6
What is needed in todays workplace?
(Giles, 2016)
The Top Leadership Challenges For 2016

o
o
o
o
o
Creating a shared purpose

Valuing Soft Skill Development
Identifying and communicating what success looks like.
Building trust
Perspective management.
(The Top Leadership Challenges For 2016 - Forbes, n.d.)
38 | P a g e
Handout 7
Evaluate your current work

In the table below, write down the main tasks that you do in a regular week at work and the
approximate amount of time you do each of them.
Task
39 | P a g e
Time spent
L/M
Handout 8
Emotional Thermometer
What causes your emotional thermometer to rise?
Where would you like your emotional thermometer to be?
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Handout 9
Managing Change
Take a few moments to write down your initial responses to change in the workplace.
What emotions does it trigger?
What thoughts do you have?
How do these change over time?
What could help you in times of change?
41 | P a g e
Handout 10
Emotional Intelligence (EQ)

What Is Emotional Intelligence?
Emotional Intelligence is the ability to identify and manage your own emotions and the emotions of
others. It is generally said to include 3 skills:
1. Emotional awareness, including the ability to identify your own emotions and those of others;
2. The ability to harness emotions and apply them to tasks like thinking and problems solving;
3.
The ability to manage emotions, including the ability to regulate your own emotions, and the
ability to cheer up or calm down another person. (Emotional Intelligence | Psychology Today, n.d.)
More and more companies are seeing that encouraging emotional intelligence skills in a vital
component of any organizations management philosophy. You dont compete with products along
anymore, but how well you use your people, a manager at Telia, the Swedish telecommunications
company, put it to me. (Working With Emotional Intelligence, 1998)
Resources to Learn More about Emotional Intelligence:

Emotional Intelligence | Psychology Today. (n.d.). Retrieved June 4, 2016, from
https://www.psychologytoday.com/basics/emotional-intelligence
Emotional intelligence and resilience. (n.d.). Retrieved June 5, 2016, from
http://www.sciencedirect.com.ezproxy.library.wwu.edu/science/article/pii/S0191886913007460
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Goleman, D. Working With Emotional Intelligence. (1998). Bantam Books.
42 | P a g e
Handout 11
Self-Care
Self-care refers to activities and practices that we can engage in on a regular basis to reduce stress and
maintain and enhance our short- and longer-term health and well-being. Self-care is necessary for your
effectiveness and success in honoring your professional and personal commitments.
Self-care is not simply about limiting or addressing professional

stressors. It is also about enhancing your overall well-being.
There are common aims to almost all self-care efforts:
Taking care of physical and psychological health

Managing and reducing stress
Honoring emotional and spiritual needs
Fostering and sustaining relationships
Achieving an equilibrium across one's personal, school,
and work lives
Each of us may differ in the domains we emphasize and the balance we seek among them.
(Introduction to Self-Care, n.d.)
Identify 10 things you can do for your own self-care

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Set a goal to complete one of these items (or others) every day for a month!
43 | P a g e
Experiential Leadership Self-Assessment

Please rank each statement below on your level of agreement.
Topic
Area
Because of this workshop I am better able to.
Strongly
Agree
Agree
Neutral
Emotional
Intelligence
Manage
Change
Leadership and Management
Communication and Teamwork
Name communication skills that I excel at

Define clear communication
Describe how unclear instructions can be
detrimental to a workplace
Define active listening
Reflect on current listening practices in
communicating with coworkers
Explain how teamwork requires a common, well
communicated goal to succeed
State the components of a strong objective
Explain how objective setting can be used within
my workplace
Explain the characteristics of a good leader
Identify my own leadership skills
Identify someone at my work that I can learn
from or with
Categorize leadership and management tasks
Define Leadership and management
Discuss how leadership and management
interact in the workplace
Define Transformational Leadership
Identify the amount of time spent in a given
week doing leadership or management tasks
Identify how I handle change
Identify ways to keep the work environment
more open to new ideas
Explain how communication of a strategic plan
can help to cope with change
Define Emotional Intelligence
Explain why EQ is important in the workplace
Self
Care
Define Self Care

Identify areas of self-care that you can practice
for yourself
Practice the skills I have learned in my workplace
Please add additional comments about the workshop on the backside of this page.
44 | P a g e
Disagree
Strongly
Disagree
References
Cafferella, R., & Barnett, B. (n.d.). Characteristics of Adult Learners and Foundations of Experiential
Learning. Retrieved April 10, 2016, from
https://wwu.instructure.com/courses/1007046/files/?preview=36016638
Four Elements of Transformational Leadership | Chron.com. (n.d.). Retrieved June 5, 2016, from
http://smallbusiness.chron.com/four-elements-transformational-leadership-10115.html
Giles, S. (2016, March 15). The Most Important Leadership Competencies, According to Leaders Around
the World. Retrieved June 5, 2016, from https://hbr.org/2016/03/the-most-importantleadership-competencies-according-to-leaders-around-the-world
Introduction to Self-Care. (n.d.). Retrieved June 5, 2016, from
http://socialwork.buffalo.edu/resources/self-care-starter-kit/introduction-to-selfcare.html#title_5
Kapucu, N. (2012). Classrooms as communities of practice: designing and facilitating learning in a
networked environment. Journal of Public Affairs Education, 18(3), 585610.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development.
Management and leadership training activity- chairs. (n.d.). Retrieved June 4, 2016, from
http://www.trainingcoursematerial.com/free-games-activities/leadership-and-managementactivities/chairs
The Top Leadership Challenges For 2016 - Forbes. (n.d.). Retrieved June 5, 2016, from
http://www.forbes.com/sites/jeffboss/2016/02/02/the-top-leadership-challenges-for2016/#2abd0ae91cf3
Transformational Leadership Vs. Transactional Leadership Definition | Chron.com. (n.d.). Retrieved June
5, 2016, from http://smallbusiness.chron.com/transformational-leadership-vs-transactionalleadership-definition-13834.html
45 | P a g e
Working With Emotional Intelligence. (1998). Bantam Books.

Wurdinger, S. (2005). Using experiential learning in the classroom. ScarecrowEducation.
46 | P a g e

Instructional Unit-Experience Leadership Course - Juliet Holzknecht

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6/1/2016

Initial Learning Contract

Understand areas of strength and weakness in their current leadership skills

LESSON PLAN: I will write a detailed lesson plan

HANDOUTS: Two handouts will be created that

ASSESSMENTS: Two formative assessments will be

RATIONALE: For each of the artifacts above, I will

AHE 574 Course Goals

Edits Made to Learning Contract:

Day 2: Leadership and Management (1-5pm)

Day 2: Managing Change and Self Care (1-5pm)

Course Lesson Plans

What is your favorite food?

Informal Assessment 1: Communication Check in

Time Estimate: 30 minutes (depending on debrief)

Writing Utensils for each participant

Activity: Communication Origami

Define what clear communication is

Activity: Circles and One Liners

Define active listening

Purpose/Rationale: This activity is created specifically to address active listening in workplace

How was that different from the first experience?

Activity: Tent Pole Teamwork

Describe how teamwork requires trust within the team

The emotions of the group as the pole height changes

Activity: Objective Setting

State the components of a strong objective.

Flip Chart and marker for instructor

Ask groups to share their objective statements.

Wrap Up: Informal Assessment & Goal Setting

Day 2: Leadership and Management

Experience: Experience occurred during the week.

Did they practice their goal?

Activity: What makes a good leader?

Explain the characteristics of a good leader

Activity: Leadership and Management Sort

Categorize leadership and management tasks

Provide feedback on performance

Act as interface between team and outside

Explain goals, plan and roles

Appeal to peoples emotions

Give orders and instructions

Monitor feelings and morale

Check task completion

Create a positive team feeling

Follow systems and procedures

Ensure effective induction

Monitor budgets, tasks etc

Provide development opportunities

Use analytical data to forecast trends

Look over the horizon

Appeal to rational thinking

Be a good role model

Leadership and management task list paper strips :

What do you notice about the two lists?

Activity: Leadership and Management Time evaluation

Time Estimate: 1 hour

What did you notice about your list?

Wrap Up: Informal Assessment & Goal Setting

Day 3: Managing Change & Self Care

Did they practice their goal?

Icebreaker: Changing Items

I will ________________.

I will _______ _ ___________________.