The subject of romanticism gives me a dubious excuse to use share one of my favourite paintings, Caspar David Friedrich’s The Abbey in the Oakwood
I’m taking liberties with the title of this post, because the session as advertised was ‘The Role of the Arts and Humanities in Effective Online and Blended Learning Design’ which is admittedly more descriptive, but also rather unwieldy. This ALT CPD session was a presentation and talk by Dr Neil Hughes, University of Nottingham, and the title ‘Romantic Online Course Design’, invokes the romantic movement of the 19th century.
The talk was an argument in defence of the arts and humanities in the face of the ongoing cuts and attacks by our current government, and how pedagogies from humanities teaching can improve online and blended learning provision. There was much here on the value of multiple means of representation, one of the pillars of universal design for learning, and I particularly enjoyed the advice on how students can be encouraged to use online learning tools available in the VLE such as discussion boards by providing scaffolding, using inclusive and intimate language such as the ‘we’ and ‘us’ pronouns, and emphasising the unique attributes of these spaces as private and non-commodified spaces in an online world where everything seems to be monetised now.
Part 2 on the themes of strategic leadership, and culture and context started with a group discussion on the exercise to seek feedback on ourselves as leaders, for which I used the Johari adjective list as previously discussed, and then a return to values. This time we discussed the importance of expressing your values and not leaving any gap between your values and your actions, as part of being a good leader means being seen to be living the values you extol.
Something else we revisited and discussed in more detail was leadership types and the role of middle managers. On leadership types, the focus this time was on the dangers of dysfunctional leaders and how that can come about from the ‘loneliness of command’, having doubts about what to do, and an inability to discuss fears and doubts with others. On the flip side was what works – sharing leadership, distributing responsibilities and collaboration across organisational and professional boundaries.
On the value of the middle manager role we talked about how this has changed over time as the increased use of computing and automation has taken over traditional ‘managing’ style tasks such as monitoring workload, becoming instead about coaching and leading your team, having the ability to move between layers and boundaries within and even outside of your organisation, and in tying together strategic objectives with operational issues. I enjoyed this discussion as I came to realise, as others were talking about problems they have had with their teams, that I am lucky to have such a well-established and functional team who know what they are doing and always deliver very high quality customer service. Something else that came out of this discussion was some research about the value, or lack thereof, of traditional performance reviews which people find demotivating due to their backwards looking nature. What does work is putting the focus on coaching and looking forward to what is to be achieved over the next review period. This is something I want to keep in mind when the next appraisal cycle comes around.
The final part of the morning session was on the power of using influence rather than command to achieve your objectives, particularly the Cohen-Bradford Influence Model which argues for the use of reciprocity to gain influence with others, and that this is more sustainable and works better than when tasks are completed by commanding.
Our afternoon session began with an introduction to the concept of stakeholder management, a methodology designed to help ensure the success of projects by getting you to think about who the stakeholders are at the start, how to categorise and prioritise them, the influence they can have on the success of your project, and how to tailor your communications with them based on where they fall in your stakeholder analysis. The technique that was introduced to us was the power / interest grid of prioritisation, a simple chart that places stakeholders in one of four quadrants which shows whether you need just to monitor them, if they have low interest and low power, keep them informed in more detail, if they have high interest but low power, keep them satisfied if they have low interest but high power, and finally manage them closely if they have both high interest and high power.
As an exercise to put this into practice we were asked to create a stakeholder grid for a project we are currently involved with or which is on the horizon. I chose a VLE review, and the three images attached to this post show the grid I produced at different stages. The first is the shockingly poor finger painting I drew on my tablet during the session, the second is a polished version of this with one or two additions, and the third is the one I developed a few days later when I had the time to give it some more detailed thought. An additional detail shown in the second two grids is a categorisation of stakeholder using different colours; green for those who are likely to be advocates, blue for supporters, orange for possible critics and red for anyone who may have the power to be a blocker.
Finally, the concept of the action learning set was introduced, along with our first task. Action learning sets are a form of peer-to-peer learning with small groups arranging their own work between sessions. Our first task, to be completed before the next session, is to meet to discuss progress on our work-based projects for the course and to help each other work out any issues we may be having. To help we were given an introduction to some coaching models: GROW – Goals, Reality, Options (or Obstacles) and What’s Next; and OSKAR – Outcome, Scaling, Know-How and Resources, Affirm and Action, and Review. Also included was the concept of powerful questions which should, if they work, help to shift the perspective of the person being coached and have an impact on them.