Various trainings for improving
the performance of working professionals

Learning@LEAD

 

The instructor and student may experience success, failure, adventure, risk taking and uncertainty, because the outcomes of the experience cannot totally be predicted. Experiential learning occurs when carefully chosen experiences are supported by reflection, critical analysis and synthesis.

Experiences are structured to require the student to take initiative, make decisions and be accountable for results. Throughout the experiential learning process, the student is actively engaged in posing questions, investigating, experimenting, being curious, and solving problems, assuming responsibility, being creative and constructing meaning.

Students are engaged intellectually, emotionally, socially, soulfully and/or physically. This involvement produces a perception that the learning task is authentic. The results of the learning are personal and form the basis for future experience and learning.

Relationships are developed and nurtured: student to self, student to others and student to the world at large. Opportunities are nurtured for students and instructors to explore and examine their own values.

The instructor’s primary roles include setting suitable experiences, posing problems, setting boundaries, supporting students, insuring physical and emotional safety, and facilitating the learning process.

At LEAD we aim to apply the following concept of teaching and learning.

 

Faculty led Lectures –A Rare specimens @ LEAD

Faculty at LEAD is rare specimens.  They achieve three part mission of research, teaching and service. They spell out specific learning objectives, explain why they matter, and provide advice on how to achieve them. Stated in the language of instructional design, Lead faculty will be able to: communicate effectively; craft constructive reviews and effective response memos; put philosophical insights to practical use; motivate students; share in the governance of your institution; and blend work and life so that each enriches the other.

Lead faculties are accountable, adaptable, caring, compassionate, co-operative and creative. Lead faculties are engaging – The ability to grab the attention of a classroom full of students and to maintain their attention throughout the entirety of class.

Lead teachers create lessons that are fun, fresh, and energetic. You want your student to walk out of your class each day looking forward to the next. Lead teachers provide handholding and a continuous process of year over year improvement and growth.

Finally, LEAD teachers are forgiving in nature – Quickly putting incidents with student, parents, or other teachers behind them you so that it does not impact teaching.  She is   generous- by volunteering for extra assignments and/or giving money out of your own pocket for classroom needs or individual student needs.

Of course they keep watch on University Examinations too!

Study Groups

We at LEAD believe that Students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.

And we know from experience that when students feel connected, engaged, and included, they feel more satisfied with their courses. In addition, group work provides students with more "real world" experience, because most of them will indeed be spending much of their working lives developing projects in groups.

Groups @ LEAD also often provide more of a sense of "shared purpose" in a class, which means that students feel a greater sense of dedication to the material. Finally, groups in which students meet with students they might not regularly associate with can provide students with new insights and ways of thinking.

These groups are clustered in a different way like

  1. Assign students to groups based on specific criteria.
  2. Assign students to groups randomly
  3. Rotate groups throughout the semester
  4. Regularly checked about any inconsistencies 

Guest Speakers-Blessings and benefits

Learners of all ages and experience levels are hungry for variety, and seeing a new face in front of the room can liven up the class; but there are also deeper pedagogical reasons for using guest lecturers @ LEAD.

None of us is an expert on everything, so bringing in speakers with proven expertise in a topic provides added credibility to our content. These experts can be faculty from your neighbor institution or experts from the community. We find that in a course with profound practical applications, such as Business Analytics, supply chain management, voices from the field seemed to carry as much or more credibility than those from the academic side.

Having a guest lecturer also opens your lesson design to new options. For example, the student and guest can work together to field questions or even debate issues. Let students apply their critical thinking to compare points of view. Management education today embraces the ideas of interdisciplinary thinking and performance, and what better way to model this than to have guests from other disciplines teaching content from their perspective.

Presentations

”To dare is to lose one’s footing momentarily. To not dare is to lose oneself.”
Sören Kirkegaard

By doing presentations, students learn how to speak in front a group, a broadly applicable professional skill. They learn how to prepare material for public presentation, and practice (especially with feedback) improves their speaking skills.

Presentation occupies a large chunk of academic activity at LEAD.

At the end of the semester every student acknowledges that ‘Teaching self to dare to speak is about practice, relaxation, setting reasonable demands and understanding’. Most of them become real time MASTERS indeed!

Case study methods

We at LEAD believe the case method is the best way to prepare students for the challenges of leadership.

As you watch a case study unfold in class, you'll see students doing 85 percent of the talking, as the professor steers the conversation by making occasional observations and asking questions. This classroom interaction is enriched by ninety classmates from diverse industries, functions, countries, and experiences. At the end of the class, you'll be amazed at what you learn from exchanging ideas with your classmates.

There are no simple solutions; yet through the dynamic process of exchanging perspectives, countering and defending points, and building on each other's ideas, students become adept at analyzing issues, exercising judgment, and making difficult decisions—the hallmarks of skillful leadership.

LEAD uses HBS case studies largely.

Project works

Student project are Student projects are a key connection between the School and the world of practice. For our client partners, it is an opportunity to benefit from the insight and energy of one or more of our high-calibre students, and to commission a piece of specialist research or consultancy. For our students, it is an important opportunity to apply their knowledge and skill in a real and practical setting.
AT LEAD such endeavors leads to

  1. Commission research and consultancy without the costs of a mainstream consulting house.
  2. Test-drive future talent, with the minimum of risk.
  3. Substantial outcomes, in the form of a written report and presentation of findings.
  4. Gain access to a compelling combination of specialist skills, expert knowledge and professional experience, backed by the academic rigor of a top business school.
  5. Benefit from the additional input and thought-leadership of supervising members of our Faculty.

Internships

Internship @ LEAD aims at widening the student's perspective by providing an exposure to real life organizational and environmental situations. This will enable the students to explore an industry/organization, build a relationship with a prospective employer, or simply hone their skills in a familiar field. This also provides invaluable knowledge and networking experience to the students.

During the internship, the student has the chance to put whatever he/she learned in the MBA into practice while working on a business plan or trying out a new industry, job function or organization.

The organization, in turn, benefits from the objective and unbiased perspective the student provides based on concepts and skills imbibed in the MBA institute. An additional benefit that organizations may derive is the unique opportunity to evaluate the student from a long-term perspective.

Internship through LEAD becomes more than many times a gateway for final placement of the student

Participation in clubs, workshops and conferences

There are abundant opportunities to participate in student government and clubs as well as activities that match your particular interests, whether you are looking for a diversion from academic life or to have a significant impact on the learning community.

With more than 12 clubs and over 15 leadership positions in the Student Association, there are many ways to refine your leadership and organizational management experience, explore interests, and make friendships that will last a lifetime.

Participation in workshops, conferences, professional groups is the hall mark of learning at LEAD.

Assignments

Assignments are day to day affairs at LEAD. This helps the students to develop analytical, informational, argumentative, reflective, or expressive skills, or a combination of several skills?

Analytical: What is valued is the students' ability to examine closely the connection between the parts and the whole of a particular subject and their ability to investigate and articulate the way ideas connect to or contrast with one another.

Informational: What is valued is the students' ability to summarize and synthesize information about a particular subject.

Argumentative: What is valued is the students' ability to articulate a claim about a particular subject with appropriate evidence to support such a claim.

Reflective: What is valued is the students' ability to look at experiences retrospectively and articulate what has been learned from them.

Expressive: What is valued is the students' ability to consider the relevance of personal experience.

Analysis is the skill underpinning all others. To write well from an informational, argumentative, or expressive perspective, in other words, students need to use their analytical ability to focus their writing.

This forms a part of internal assessment too for earning the university credits

Examination orientation and Model Tests


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