ML540/640: Leadership Training Models (4
units)
J. Robert
Clinton, Professor of Leadership
Winter 2007 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). If you have previously read any of the
required texts, please select an alternative text from the recommended reading
list or a book approved by the instructor.
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 250 word 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. No
auditors.
FINAL EXAM:
None.