Situational Leadership - Session Plan - Coursework Example

HRM COMPETENCIES ASS1 Situational Leadership: session plan Name Course Tutor Institution Date Table of contents What the trainer requires Location The study should be conducted in a spacious class; which allows the trainer to address individual trainees. The room should have a white high raised wall for projecting the film. The class should also be well lit and aerated to give trainees and the trainer relaxing environment (Hadfield-Law 2002). The class should also have power connections. Whiteboard, whiteboard markers, two tables, power testers and cables will also be a requirement during the session. Layout The classroom will be divided into two halves; The tables will occupy the space at the front. This will give space for the viewing of the film from a safe distance and the trainer will be able to get to all corners easily. One table at the front which should be used to place the projector and other gadgets for the film, but at a distance which can allow the projector to project the film well into the white wall in line with training arrangement (Delahaye and Smith 1998). Equipment The training aids and equipment will include the following; Two tables A laptop A projector Whiteboard Flip chart Pens Whiteboard markers Materials will include; Text book guides Course outline Course objectives Assessment materials inform of lessons that trainees should draw from the film The film disc Power extensions Power Tester For the sake of reference, the trainer can refer to the film script for analysis as the trainees view the film and make conclusions on the requirements on their notebooks. Activities before the session Before the session, arrangement should be made so that 2 hours are spent viewing the film. During the film viewing, the trainer and the student should be accompanied by an electrical technician for fixing any technical connections with the electricity. This will ensure safety is maintained in the learning session (Australian National Training Authority 2001). The trainer should give trainees, at this moment, all the requirements including the handout with the management skills to identify from the real situations presented in the film (Lussier and Achua 2010). Course design The course is designed for the managers and supervisors and therefore, it is for training trainers and should be practical in delivering. That is why a film, which shows such skill’s application in real life, is suitable. The trainer therefore will begin by; Introducing the topic and how the it will be approached; Introducing the need to learn from real life situations and the importance of learning from simulations (Hadfield-Law 2002); Set the participatory pace because here the managers should learn even from others through discussions after being taken through the introduction (Hadfield-Law 2002). The trainer should be more of a guide, drawing conclusions from the trainees’ contributions (Australian National Training Authority 2001). There will be a simulation in the course of the study where trainees will act some real situations skills based on the topic. The trainees will be assessed based on the applicability of learnt skills, not theoretical knowledge as such. This will be useful because they will be undergoing training for immediate real life application and should bear results for their companies or workplaces (Lussier and Achua 2010). Introduction This will be an integral part of the session and a pacesetter and will involve; Welcoming, introducing oneself and letting trainees introduce themselves and the places they work (Delahaye and Smith 1998); Explaining the way the topic will be delivered and how each participant including the trainer will be required to do. This will be followed by setting objectives for each which is very important (Herseyand Blanchard 1977); Outlining the significance of Situational Leadership in the workplace and how it can help them grow themselves and their careers (Bennett et al. 2007); Discuss the course outline and the structures as well as the assessment criteria so that trainees start with clear understanding of what to expect, what to take seriously and what to emphasize (Hadfield-Law 2002); Setting the pace should finally involve motivation through meaningful tactics which are in line with manager’s learning (Delahaye 2005). Therefore because these are probably adults, the environment conducive for their learning and appreciation should be there. The trainer should also be in a position to identify the nature and characters of the trainees so as to control those who are powerful from taking control (Herseyand Blanchard 1977). This will ensure balance in participation. Assessment The trainees should be in a position to describe the training skills that they are required to have so as to train at different levels. They should also be in a position to list and demonstrate four leadership styles through case studies which will be provided based on the session. Some assessment tests will be done by take away questions. This will be fulfilling objectives 1 and 2 respectively. Moreover the trainees will be assessed on their ability to motivate themselves and others and be able to not only describe, but also demonstrate maturity levels in situational leadership as required by objectives 3 and 4. The ranking of the training will be on the scale of distinction, credit and pass based on the established grading marks by the trainer. Conclusion This session plan has been prepared in a way that can enable the trainees to come out of the training fully armed with the skill they require in situational leadership. The film ensures that trainees are introduced to a real situation so that they will not forget the lesson, but be creative and innovative in their leadership. The participatory learning method will ensure adequate interaction and understanding of the topic while the assessment criteria will ensure that only credits are granted where they are due. Session plan Reference List Australian National Training Authority 2001, Australian Quality Training Framework: Evident Guide for Registered Training Organisations and Auditors 2001, Australian National Training Authority, Melbourne. Bass, BM 1990, Bass and Stogdill's handbook of leadership: Theory, research, and managerial applications, 3rd edn, Free Press, New York. Bennett, GA, Moore, J, Vaughan, T, Rouse, L, Gibbins, JA, Thomas, P, James, K, and Gower, P 2007, Strengthening Motivational interviewing skills following Initial training: A randomized trial of workplace-based reflective practice, Addictive Behaviors, vol.32, pp.2963-2975. Delahaye, BL and Smith, BJ 1998, How to be an effective trainer, 3rd edn, John Wiley and Sons, New York, (Chapter 8 Creating a Session Plan) in HRMT19023 HRM Competencies, 2005, Central Queensland University, Rockhampton. Foti, RJ and Hauenstein, NMA 2007, Pattern and variable approaches in leadership emergence and effectiveness, Journal of Applied Psychology, vol.92, pp.347-355. Hadfield-Law, L 2002, ‘Teaching a practical skill’, Training and Management Development Methods, vol. 16, no. 4, pp. 743-750, viewed 24 July 2005. Available: Proquest, . Hersey, P and Blanchard, KH 1977, Management of Organizational Behavior 3rd edn, Utilizing Human Resources, Prentice Hall, New Jersey.  Lussier, RN and Achua, CF 2010, Leadership, Theory, Application, and Skill Development, 4th edn, South-Western Cengage Learning, Mason, OH Read More