Katherine Abrahams 1

OMDE 610-9020

Constructivist Leadership Communication Skills Lesson

Description
This activity is a day-long seminar with the intended audience of corporate employees. It
covers skills concerning leadership communication in the face of conflict in a business setting.
The corporate workers should be primarily those who are looking to improve their conflict
resolution skills. The key objectives are to recognize and identify types of conflict in a business
setting and to demonstrate the ability to mediate conflict using effective language and skills.

Lesson Outline
1. Introductions The learners in the course will take turns introducing themselves, as
facilitated by the instructor.
2. Presentation of course goals and objectives. Students will be able to:
a. Recognize and identify types of conflict in a business setting.
b. Demonstrate ability to mediate conflict using effective language/rhetoric.
3. Roleplay activity Several situations involving conflict in the workplace will be shown
on screen for learners to review. Learners will be broken into small groups and select one
situation. They will identify the type of conflict to the best of their ability and brainstorm
ways to solve this issue using the knowledge they already have. After a set amount of
time, the groups will verbally present their findings to the rest of the learners and the
instructor.
4. Reflection and group discussion The instructor will open the microphones to general
discussion about the activities.
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a. Instructor will present feedback about the roleplay.
5. Instruction - Instructor will present strategies and tips for effective conflict resolution.
6. Break.
7. Roleplay activity - Learners will use the strategies presented to roleplay another situation.
This activity will be similar to the above structure.
8. Reflection/group discussion/commentary.
9. Instructor will offer feedback about the sessions.
10. Wrap-up The instructor will conclude by reviewing the topics covered, highlighting the
strategies given, and reviewing the activities and some of the feedback given. This is also
a time to field any general questions.
11. Survey There will be a survey presented to the students at the end of the official class
session. The instructor should encourage them to answer; the survey will contain
questions about how they feel the session went and whether they felt they learned the
specified outcomes stated in the objectives.

How is the lesson facilitated by technology?
This lesson uses the following technology:
Virtual room (facilitated by a program similar to Adobe Connect)
VoIP or other conference line
Learners individual computers or company-provided workstation
According to Harasim (2009), a constructivist learning environment will include the
ability to present multi-modal representations of the content, emphasize knowledge construction
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instead of reproduction, and support collaborative construction of knowledge through social
negotiation (p. 73). The virtual room facilitates all of these things; the capability even exists for
small groups to be made with learners able to text chat amongst themselves and to the group at
large. Whiteboards are available as well for brainstorming. Harasim (2009) also mentioned that
computers are an optimal medium for facilitating a constructivist environment; to this end, it
makes sense to host a training virtually for corporate workers instead of mandating a face-to-face
training.
Through a virtual room, the instructor will be able to be present synchronously with the
learners at a given time and date with VoIP enabling verbal communications between them.
Other communication will be possible by using the virtual room features, including an instant
messaging system as well as the instructors ability to break learners into breakout rooms, or
small groups. Learners can private message the instructor as well.

Theory Commentary
According to Harasim (2009), constructivist learning theory posits that individuals create
knowledge and understanding through real-world experiences and reflection on those
experiences. In addition, active and collaborative learning and scaffolding are also characteristic
of constructivist activities. I chose a roleplaying activity to facilitate student participation
through problem-based learning. Initially, the student will only rely on his or her own knowledge
to try and navigate the scenario. Once the groups feel they have reached a resolution, they will
present their scenario to the group and how they would resolve it. I chose to have a discussion
portion here, guided by the instructor but focused on the students and their feedback first. Next,
the principles of effective conflict resolution will be presented by the instructor.
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After a break, learners will have a different scenario to navigate in groups. Not only will
they work collaboratively, but this time they will also be equipped with more of the knowledge
they need to come up with a solution. After presenting their findings to the group, the instructor
will again allow discussion. Through scaffolding, which Harasim (2009) defines as supporting
learner knowledge creation through instructor guidance, the instructor will be able to guide the
learners further as they present their last scenarios and reasons for choosing to resolve them the
way they did.
By collaborating in groups over the roleplaying scenarios, all group members will be able
to share their points of view and previous experiences in order to navigate the best response
(Harasim, 2009). The instructor will be able to facilitate the larger group discussion when the
group comes back together and offer commentary. This will also allow for the learners to reflect
on their experiences. Harasim (2009) mentions that the problems in an active-learning
environment should be ill-defined and not simplistic. The roleplaying scenarios that will be
offered will be realistic, meaning they will be situations that could potentially arise in any
business setting, but will not have simple answers. Users will need to come up with a multi-
faceted solution and decide together which of their options is best for resolving the conflict
appropriately, instead of simply regurgitating facts.
Overall this activity is of constructivist design, made to encourage collaboration and
reflection by both allowing group work and having learners discuss their solutions to the issues.
While the instructor is present, he or she is more of a facilitator, guiding the activities and
teaching when necessary. The knowledge creation, however, comes from the participation and
collaboration of the students, which highlights the lessons constructivist nature.

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Rubric





4
Consistently does all or almost all of the following:
Accurately interprets information, graphics, statements,
questions
Identifies correctly examples of situations that are hostile in a
working environment
Suggests based on prior knowledge, appropriate solutions for
mediating conflict
Correctly demonstrates effective techniques for resolving
conflict using prescribed methods
Participates in group discussion and general discussion
Reflects on personal experiences and previous knowledge





3
Does most of the following:
Accurately interprets information, graphics, statements, and
issues
Identifies examples of situations that are hostile in the work
environment
Suggests based on prior knowledge, appropriate solutions for
mediating conflict
Participates in group discussion
Offers some reflection on personal experiences based on
situations given throughout the course


2
Does most of the following:
Misinterprets situation evidence, questions, issues and
information
Seldom participates in the group discussions
Offers opinions or information based on personal biases
Does not offer any personal reflection on experiences or
previous knowledge




1
Consistently does all or almost all of the following:
Suggests inaccurate or inappropriate solutions to presented
problems/issues
Misinterprets situational evidence, issues, and information
Fails to participate in group sessions
Is hostile to reason or acts inappropriately towards group
members or instructor
Does not offer any personal reflection on experiences or
previous knowledge




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References
Harasim, L. (2009). Constructivist learning theory. In Learning Theory and Online Technologies
(pp. 59-78). New York: Routledge.