How should an organization deal with these varying levels of commitment in classroom learning situations? Do you:
- focus on the strong ones and bring them to the next level, hoping that they will lead and inspire others?
- focus on the less interested, and raise the minimum standard if possible?
- throw them all together and hope for the best?
I'd take #3, but focus curriculum on #2. Reason being, it's typically more productive to work on strengths (as per Daniel Pink's Johnny Bunko). If they are leaders, they will motivate those around them during the course of the program.
In a meeting, there are generally some more interested and some far more complacent than others. How can engagement be distributed more equally, and at a very high level? Accountability is a good answer, but just as difficult to figure out.
1 comment:
As a teacher, I find there is yet another alternative. That is to create a learning environment where the learners are dependent on each other to progress. In order to do this the teacher must find a way to make the learning goal relevant to the group as a whole. This could be through explicit individual outcomes if successful, personal dynamics or through a project that has real world impact and meaning. The project does not need to be tied to specific employer goals but it would need to have interwoven in it the skills and understanding that support workplace needs.
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