Leadership Development: Keeping Leadership Development Dynamic
John Reisner of the Air Force Institute of Technology offered the following solution for keeping leadership development curriculum stimulating:
“Make the programs learner-centric, as follows:
1. Ensure the leadership training is truly necessary. It should be developed to meet a concrete goal, not some nebulous, vaguely conceived requirement from long ago.
2. All material should be created with the following in the forefront of the developer’s mind: Students will encounter this training when they would rather be doing something else. Address this challenge as a stark probability, if not a reality. Design all curriculum to be engaging, relevant, and beneficial; eliminate whatever won’t meet those criteria.
3. Don’t give the same refresher training year after year—it is unreasonable to expect students to learn more from stale content.
4. If the training is given in a face-to-face environment, select a charismatic and credible facilitator with the right mix of expertise and delivery skills. If, on the other hand, the training is online, incorporate group problem-solving exercises, where students interact with each other. Make the exercises sufficiently challenging, so students need to depend on each other for successful completion.
There need not be a tradeoff between a program’s depth and its likelihood to win over students. The trick is to reject whatever fails to address both goals, and persist until developing a curriculum that achieves both. This is easier said than done; be sure top-notch developers are given ample time to create the training.”
Related Leadership Development Information:
Learning Optimized, Behavior Changed, Performance Advanced
My deliverables to you are: (I) Improved Learning Outcomes and Increased Competence; a. Retention to fluency (95% vs. 28%), b. Behavior change through accountable reinforcement, c. Improved application, d. Advanced individual performance and e. Advanced organization performance.
You will ensure that every person reaches true mastery* in the shortest amount of time. Mastery* produces people who have the adaptive reasoning skills required to effectively apply knowledge to new situations.
*Mastery is required where appropriate information application is critical to achieve a desired outcome; For example, Education: K-12, Higher, Corporate, Government; Medical; Medical Continuing Medical Education – Performance Improvement; Safety; Sales Performance; Aviation; Military; Individual Certifications and Individual Continuing Education.
McDonald Sales and Marketing, LLC, Specialties:
Appropriate Application; Behavior Change; eLearning; Employee Selection and Employee Development; Human Capital Management; Individual Performance Improvement; Learning Performance Improvement; Learning Retention and Reinforcement Improvement; Organization Performance Improvement; Workforce Development and Productivity; Verbal Skills Simulation and Reinforcement; Sales Performance Improvement; Web-Based (SaaS/Cloud) Solutions
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