Day
One
Focus:
Adult learning systems, personal goal setting, and value communications
- REVIEW
OF JOURNAL WORK
The groups will discuss their perspectives on specific topics addressed
in their journals. The journal work should include a direct correlation
to leadership. Individual concerns since session one will be discussed.
Flip charts will be prepared to document group thoughts for class presentation
- ADULT
LEARNING THEORY
Identification of abstract and verifiable learning styles are discussed
for student appraisal. The importance of aggressive approaches to the
learning theory are recognized. Students will understand this approach
for use throughout their educational lives.
Students
will come to learn the various methods of preferred learning and its
relation to the course. Understanding of long and short term memory,
grasping, filters, transforming and other forms are illustrated.
- PERSONAL
GOAL SETTING
Personal goal setting is aligned with the goals of leadership traits.
Change is identified as an analysis for leadership expectations.
Students
will break out into groups while remembering to change group leaders.
Members will discuss specific goals and select those important goals
and methods to achieve them. Students will understand the discrepancy
between lifetime goals and specific determination goals.
We
will look at objectives as a method to reach goals. Goals are your
desired outcomes. Objectives are the tools used to obtain goals. We
will determine the amount of time used to reach goals. Which goals
are entirely in your hands? Which goals are partially or entirely
in the hands of someone else? Ask yourself if goals add meaning to
your life. What goal have you given to someone else? Were these goals
important and were these goals attainable? What changes should you
make?
END
OF SESSION TWO / DAY ONE
|
Day
Two
Focus:
Value systems, loyalty, traits and power
- REVIEW
OF JOURNAL WORK
Events since the last meeting will be discussed. Again, we will emphasize
the importance of journal work and prepare flip charts to list comments
regarding positive or negative impacts of journal work; list journal
work that is community or Department oriented; suggestions for improvement;
is the journal work more personal?
- VALUE
SYSTEMS
The historical and philosophical placement of values is recognized for
the students. Students will be required to reconcile the differences
between organizational and personal goals. Values in conflict may not
be resolvable. Students will break out into groups and select new leaders.
Flip charts will be used. The values of the person, organization, and
culture will be discussed.
Books
that enhance the leadership traits of courage, commitment, use of
power, risk taking, honesty, integrity etc. will be emphasized.
- LOYALTY
Students must understand loyalty to organizations, people, and self.
Discussions of the following will take place: conflicts to avoid polarizations
of opinions; misplaced loyalties; prioritization of God, country, family,
possessions, etc.; personal and professional loyalty conflicts; loyalty
to value systems as opposed to incongruent systems such as rank.
- TASK
VS COMMUNITY ORIENTATION
Performing tasks, leadership, and community needs are identified for
effectiveness. Sources of power are identified. The effects on morale,
pride, and other core values are discussed for their true meaning. Concepts
of power, influence, and authority are highlighted for discussion. Infinite
and direct nature of power is discussed. We will break out and discuss
original sources of power. Where do the police get their true authority?
Why do we allow others to decide our fate? How does one identify legitimate
and illegitimate uses of power?
**If
the job gets done without you there, you are a leader. If you have to
be present, you are a manager.
- HUMANITY
AND VALUE SYSTEM COMMUNICATIONS
Communications versus humanity are highlighted for students in various
police situations. Verbal and non-verbal conflicts are role played for
effectiveness. Communications, values, and loyalty are listed in order
of importance. After viewing a tape, students will break up for the
purpose of developing a five minute role play demonstrating value communications.
The role play must display congruent and incongruent values. All members
must play a part and discuss issues as they arise.
- REVIEW
AND EVALUATION
END
OF SESSION TWO / DAY TWO
|
