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Introduction
Leading Change: What You Can Count On
Debriefing and Processing
References and Sources
Can Do http://www.pkal.org/leadership Initiative Activity
Change Initiative Activity
Systems Initiative Activity
Zin Obelisk Activity

Activities during the http://www.pkal.org/leadership sessions will be different each day of the workshop series; you are welcome to participate for any or all of the days the initiatives are offered. All participants, presenters, friends and family (children must be 16 years or older) are invited to participate. No sign-up is required.

Sylvia Nadler, - Director of the http://www.pkal.org/leadership Program, William Jewell College - Associate Dean of the F21 http://www.pkal.org/leadership Institutes
Judith A. Dilts - Professor and Chair of Biology, William Jewell College
- Dean of the F21 http://www.pkal.org/leadership Institutes

Introduction
A http://www.pkal.org/leadership Initiative is an experiential learning activity designed to help participants explore various aspects of http://www.pkal.org/leadership. Experiential learning occurs as a person engages in an activity, looks back at the activity critically, abstracts some useful insight from the analysis, and puts the result to work in another situation. It is an inductive process, proceeding from observation rather than from a priori “truth.” The effectiveness of experiential learning is based on the fact that nothing is more relevant to us than our own reactions to, observations about, and understanding of an activity or idea. Further, as research has shown that people learn best by “doing,” http://www.pkal.org/leadership initiatives are “hands on” experiences.

Using the experiential learning cycle described below, you will explore some dimensions of http://www.pkal.org/leadership, including the importance of having:

• a big picture orientation
• a vision and clearly defined goals
• regular feedback on progress toward achieving those goals trust

Further dimensions of http://www.pkal.org/leadership to be explored include considering:

• shared http://www.pkal.org/leadership (followership)
• differences in http://www.pkal.org/leadership styles (directing, coaching, supporting, delegating)

And finally, you will explore the importance of:

• communicating clearly
• collaborating effectively
• listening well
• thinking through problems toward solutions
• being able to deal with ambiguity
• Performing under pressure
• Being able to perform under pressure

It is our hope that you will enjoy participating in the http://www.pkal.org/leadership Initiatives and will perhaps want to use such initiatives and the Experiential Learning Cycle in your own spheres of http://www.pkal.org/leadership.

The Experiential Learning Cycle

1. Premise
• To design a structured experience/exercise that engages participants in activities related to specific http://www.pkal.org/leadership skills and concepts, and to provide a common base for dialogue and for learning those skills and concepts
2. Process
1. Have participants engage in the experience.
2. Ask participants to reflect upon and share their experience, looking for lessons learned that could be applied in other circumstances and settings.
1. Use questions that personalize the experience, such as:
• what happened to me?
• what thoughts or feelings did I have during the exercise?
• what were my reactions to/my observations about the activity
2. Use questions that normalize the experience, to discover common patterns in what members of the group felt and observed, such as:
• did any of you have the same thoughts/feelings/reactions
• how many of us agree on our observations on the experience?
3. Ask participants to extrapolate from the structured experience some general principles that will transfer to and be applicable in experiences in the real world, asking them:
• ‘so what’. . .does this mean in the bigger picture
• what generalizations about http://www.pkal.org/leadership could you draw from this experience?
  (For example. . .in some exercises, participants are frustrated because they cannot see the big picture. From this, they might be able to generalize toward the importance of this dimension of http://www.pkal.org/leadership.)
4. Ask participants to begin to apply what they’ve learned to other situations, considering questions such as:
• What are the situations on my campus/in my organizations in which I might apply this http://www.pkal.org/leadership skill
• What kind of action plan should I think about developing?
5. Remind participants that this model is a cycle, and that when they come to applying what they’ve learned, a new experience has been created and that experience then also needs to be vetted with the ‘what,’ ‘so what,’ and ‘now what?’ questions set forth above.