ML540/640: Leadership
Training Models (4 units)
J.
Robert Clinton, Professor of Leadership
Winter 2006 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. Leadership Training Models. 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.
PLEASE NOTE, Computer/Email Ability
Needed: In this
class, students will be expected to handle emails to and from the Professor and
graders. Such emails will have attachments as word or PDF documents. All
grading will be electronically done by Professor and graders and sent back to
the student. You will be expected to be familiar with reading and using PDF
documents. You will be expected to be able to use MEMORY sticks with USB ports
as information will often be passed around in class. We welcome lap-tops in
class. We will have optional sessions or assign mentors to help students get up
to speed on these skills. If use of the computer in this way is a problem
for you, then you should not sign up for this course. On day 1, CDs will be
passed out to the class with all the basic inputs and PowerPoints for the
quarter on it. Frequent emails are sent to the class updating them on various
items.
PREREQUISITES:
None.
RELATIONSHIP TO CURRICULUM: Elective.
Auditors need written permission of instructor prior to first week of
quarter/orientation lecture. Auditors must do all exercises and projects of the
class.
FINAL
EXAM: None.