Developing Leaders: An Instructional Practice Designed to Identify and Achieve Meaningful Learning Outcomes

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Short Description

This mixed method study explored how a simple Intention/Reflection (I/R) practice may be applied to student leadership development to achieve transformational results in some students. After briefly sharing qualitative results and ideas to help instructors incorporate I/R into leadership classes, the presenter will lead a discussion and answer questions about this exciting approach.

Detailed Abstract

Traditionally, course objectives and outcomes are defined by an instructor or facilitator. These objectives may, or may not, align with a students’ individual reasons or purposes for pursuing leadership studies.  However, according to educational theorists such as Jack Mezirow, Jean Piaget, Malcolm Knowles, Stephen Brookfield and many others, students who are able to identify and pursue their own unique interests in a course of study are likely to be engaged in the course and experience positive outcomes, including increased motivation, persistence, memory retention, and enjoyment.  This process of helping students identify their unique needs and preferences in a learning environment is akin to a type of formative assessment. When combined with a post-course reflection process, students are able to “complete the loop” of their learning and understand the cycle of inquiry from beginning to end.

With this in mind, a practice has been developed to encourage learner engagement by identifying and infusing students’ personal interests and motivations into the learning outcomes identified by the teacher.  After the learning experience, students reflect upon the experience to help identify what they gained from the experience, and how they might approach future experiences differently.  This practice is called Intention/Reflection (I/R).  This session will include an explanation of the development of this practice (theory and methods), and a discussion of results from existing research studies. In short, this teaching development session will help instructors create a relatively simple but powerful learning activity requiring only a small amount of class time, and little or no technical expertise. 

Data from existing and ongoing research studies indicate favorable responses from students, particularly among students in a non-traditional learning experience: co-curricular event, study abroad, fourth-year pharmacy rotations, etc. One mixed methods study included Pharm.D. students (n=145) in a leadership elective course in which active student participation was used for the bulk of the course. This study was conducted with students across three years of courses (fall 2014 to fall 2016). Responses to two intention and two reflection questions were descriptively coded, then grouped into themes (Leadership Development, Leadership Awareness, and Leadership Ability).  These students indicated the I/R practice helped them focus on their unique learning expectations, and also helped them prepare for obstacles that may impede their learning. 

The first question students were asked to answer was, “Why is leadership self-assessment important to you?” Of the 145 students, 137 provided responses to this question that could be coded (94.5%). Responses broadly grouped into three themes: Leadership awareness, Leadership development, and Leadership ability. Just over one-half of all respondents indicated that the leadership self-assessment was important to them because they desired greater leadership awareness. Most commonly referred to was identifying areas of improvement (32.8%) and strengths (23.4%). A little under 20 percent (n = 25) of respondents mentioned identifying both areas of improvement and strengths as being important. Within the area of Leadership development, respondents most frequently cited the importance of being able to identify their leadership progress, development, or growth (28.5%), with one student writing, “Evaluation of personal development and the progression of social and strategic skill sets are an essential tool in the pursuit of personal growth.”

Additionally, the thematic analysis for the question, “What do you hope to gain or learn from this experience?” Eighty-five percent (124/145) of students provided answers including Leadership awareness, Leadership ability, and Leadership development. Topics related to Leadership awareness were the most commonly referenced by students (57.3%), with one-third of all respondents hoping to identify areas of improvement.

Overall, nearly one-half of respondents mentioned that they hope to gain or learn something pertaining to their Leadership ability. More specifically, was the desire to learn how to improve or develop their existing leadership skills (21.8%) and how to apply their leadership skills. Nearly one-quarter of respondents who hoped to identify areas of improvement (10/41) also mentioned that they hoped to learn how to improve or develop existing skills or how to apply their skills. For example, one student wrote, “I would also like to reflect on areas of leadership that I am lacking, and use concepts from the course that I may improve in these areas.”

A sample of students then participated in a Likert scale survey to assess students’ perception of value and their behavioral change (if any) associated with the I/R practice.  Anonymous pre- and post-course surveys were administered to the students, and then analyzed after the course was complete.  When rating the item, “how valuable is preparing for a class session by completing pre-work and/or looking over a description of the session,” students’ scores were significantly higher in the post test (M = 3.58, SD = 0.83) than the pre-test (M = 3.08, SD = 0.72), t(23) = -2.63, p = .015 [-0.89, -0.11], with an effect size of -0.54. The mean score difference in mental preparedness at the start of each class session also showed an increase from the pre (M = 2.75, SD = 0.90) to the post-test (M = 3.13, SD = 0.80), t(23) = -2.84, p = .009 [-0.65, -0.10], with an effect size of -0.59. Students indicated the I/R practice helped them prepare for class sessions, and helped them see the value in preparing for class.

Responses to open-ended questions in the survey provided important details to the study. For example, more than 40 percent of students indicated the IR process is valuable, with several implementing the practice outside of the classroom.  One student said, “The intention/reflection process has been useful to me, and is something I plan on carrying forward during my future career.”  Nearly 40 percent of students mentioned they use the Intention practice to prepare their mindset before a class session.  As one student described, “The intention process makes me take time to consciously reflect on what I want to get out of an activity, which causes me to be more purposeful when completing the activity.”

More data from this mixed method study, and others will be provided, including student comments.

Participant

• Kerry K. Fierke, University of Minnesota