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Session Title: Learning From Leaders: Evaluating Popular Culture Artifacts as a Development Tool
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Panel Session 598 to be held in Versailles Room on Friday, November 9, 11:15 AM to 12:00 PM
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Sponsored by the AEA Conference Committee
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| Chair(s): |
| Jamie Callahan,
Texas A&M University,
jcallahan@tamu.edu
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| Discussant(s):
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| Kelly Hannum,
Center for Creative Leadership,
hannumk@leaders.ccl.org
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| Abstract:
This panel will engage participants in a series of storytelling experiences that emphasize the evaluation of leadership in characters and self in the pursuit of development of personal leadership. The panel begins with an exploration of the link between leadership, learning, and evaluation. We then share a series of leadership stories drawn from a leadership development program that uses popular culture artifacts such as film, television, fiction, and non-fiction as learning vehicles. The discussant will integrate these presentations by demonstrating the role of evaluation in learning to lead and in developing others to lead. We conclude the panel by engaging audience members to share their self-evaluations of leadership.
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Leadership, Learning, and Evaluation
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| Jamie Callahan,
Texas A&M University,
jcallahan@tamu.edu
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This presentation describes the interconnection between leadership, learning, and evaluation. Evaluation is an essential component to leadership development, not only from a program design and management perspective, but from an individual learning perspective as well. Enhancing participants' ability to use evaluative techniques to increase understanding of self and context is an important aspect of leadership development. However, the opportunity to learn about and apply evaluation skills is not often an aspect of leadership development programs. Examples of ways in which participants can learn about and apply evaluation skills in leadership development programs are shared.
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Popular Culture as a Means to Enhance Learning
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| Manda Rosser,
Texas A&M University,
mrosser@tamu.edu
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Popular culture artifacts provide rich information that can be applied to prompt deeper self-reflection and contextual learning. Using popular culture artifacts as learning tools is helpful in that they provide a common reference point for conversations about topics that may be otherwise difficult to discuss. Another advantage of using popular culture artifacts is they are not directly tied to participants' experiences and, as a result, an honest conversation can occur about "those people" or "that situation" which might otherwise provoke heated and unproductive interactions. A third advantage is that popular culture artifacts are often engaging and exciting for learners, invoking a wide array of emotions. Examples of ways in which participants can learn using popular culture artifacts combined with evaluative methods are shared.
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