ML540: Leadership Training Models (4 units)
J.
Robert Clinton, Professor of Leadership
Winter 2005 Pasadena
DESCRIPTION:
This course is a very practical course, which gives an
overview of leadership training focusing on design and evaluation of training
models. A student will walk away from
this course with the ability to design specific and unique training for his/her
situation or to evaluate a training model in order to point out strengths and
weaknesses and suggest ways of improving. Three modes of training form the
overall framework for the course: 1. Formal Training; 2. Non-Formal Training;
3. Informal Training. The weight of the course is on designing unique training
for a given situation whether it be formal, non-formal or informal. A secondary
focus involves evaluating any training situation. The major models used for
design or evaluation include: 1. The Adapted Systems Model; 2. The Holland
Two-Track Model. Important training concepts covered include: Time/Ministry
Context; conference, seminars, and
workshops concepts and design of training for each; the four learning domains (affective; cognitive; conative;
experiential); 5 leadership levels; curriculum; horizontal/vertical
orientation; pedagogy/ andragogy; Winter’s extraction/extension continuum;
mastery learning; structured time; individualized/non-individualized continuum;
purpose, goals, objectives hierarchy; distance models. A student will also
learn to do continuum reading and will survey the major literature on training
using continuum reading concepts. An alternative outcome for some will be to
develop their teaching capacity.
LEARNING
OUTCOMES:
• ability to do a detailed analysis of and suggest
improvements to a training program using both the Holland Two Track Model and
the Adapted Systems Model OR design a specific training program for a personal
ministry situation, using those same models.
• familiarity with a number of
perspectives and definitions regarding leadership, training, and evaluation.
• ability to recognize the importance of an individual's leadership emergence
process so as to analyze the individuals being trained as well as the training
processes in order to see the "individualized training fit."
• an understanding of a number of variables affecting the learner, the training
process and desired outcomes using instructional design models to evaluate both
the balance and fit of training.
• ability to read a vast number of books using scan, browsing, ransacking,
pre-reading, reading and study perspectives.
• have a familiarity with 10-20 books
(and other materials) dealing with training concepts—that is, getting an
overview of the training field.
• a selected few will also study personal development as a teacher and will
formulate a developmental plan for improving their teaching gift in lieu of
training analysis or design.
COURSE
FORMAT:
Methods will include spiritual formation times (dealing
with Biblical information affecting training), lecture, small group
discussions, visiting lecturers having training expertise, and student
presentations. This is a once a week, night course, involving 3 hours per week.
The class will meet the first 5 weeks, then pause for 2 weeks for students to
do their projects. The final 3 weeks will be for student presentations of their
projects. Again recognize that the emphasis is on practicality. You will walk
away with something you can use in ministry.
REQUIRED READING:
Students must read 5000 pages from the required and recommended reading lists
using the reading continuum (many of these pages will be scan level reading).
Clinton, J. Robert. Training Models Manual. Altadena,
CA: Barnabus Publishers, 1998.
Clinton, J. Robert. Reading on the Run.
Altadena, CA: Barnabus Publishers, 1987.
Clinton, J. Robert. Teaching
as A Career—How To Develop Yourself For An Effective Ministry:
Barnabas Publishers, 2000. (This text will be provided in PDF on a CD during
day 1 of the class).
Clinton,
J. Robert and Stanley, Paul. Connecting—The
Mentoring Relationships You Need to Succeed In Life. NavPress, 1992.
RECOMMENDED READING: See syllabus for a
list of books on training that can be read. Many of these will be on the
library reserve shelf
ASSIGNMENTS:
1. Attend and participate in all
class sessions including small groups.
2. Write a 5000 word case study analyzing or
designing a real training situation.
3. Make a presentation of the written case study in class to a small group or
publicly to the whole class.
4. Do required reading project including several one page written exercises
demonstrating ability to read on the continuum.
PREREQUISITES:
None.
RELATIONSHIP
TO CURRICULUM: Elective.
FINAL
EXAM: None.