During the lecturing role that I’m presently fulfilling with the Eastern Institute of Technology I’ve been reminded of just how powerful empowerment of others becomes when those who you are imparting knowledge to become participants in the learning exchange.
As parents we understand the importance of “leading by example” and then having our child show us their practice of what they have learned from us, to then be able to stand on their own two feet and perform the same activity for themselves subsequently.
I have found that by splitting the time-frame of my commerce lecture deliveries roughly into equal time installments, and dedicate the second half of each lecture session to a carefully prescribed class exercise involving small groups of students working together to brainstorm and present their determinations in relation to the set challenge, that students really start to take on-board (internalise) what the given topic/ subject matter/ principle actually means in practice.
When the time comes for these students to present their group determinations, they nominate/ elect a representative (who I refer to as being their Managing Director) who walks out away from the comfort of their desk to present their insights to the whole class. Why do I do this each time ?
Primarily because in my view and experience one of the most lacking skills now evident in most adult organisations is the ability and willingness of people to communicate orally with one another in order to achieve organisational objectives. And secondly, in order for leaders (e.g. a manager) to inspire those who they are leading and bring stakeholders on the chosen journey of the organisation they simply must be able to show conviction (self belief) in the words that they are speaking. Typically, the greater the level of conviction a leader demonstrates in their speaking, the more credible the content of their delivery is in the hearts and minds of the audience. Leaders influence others through not just the words themselves that they speak, but the way in which they deliver their messages. I am determined to help build the oral communication capabilities of the students who I teach, to improve their chances of becoming influential leaders.
I am a strong advocate of leaders taking practical/ pragmatic approaches to providing leadership through applying a highly practical teaching approach, using a combination of written information (e.g. Operating Procedures) and pictures/ videos…but most importantly providing live demonstration of the given activity being performed; where the demonstration is delivered with such clarity and at a speed – and repeated as often as necessary – so that the trainee can genuinely understand and internalize the given procedure/ activity/ knowledge.
It is an absolute truism in my experience that more often than not those people who are expert/ highly experiences at performing a particular procedure/ task/ activity are not always equally effective at imparting their expert knowledge and wealth of experience to others. “Coaching” is a very different “ball game” to playing the game yourself.
If you do find – or put – yourself in a teaching/ coaching/ leadership role, and your main objective is to empower those who you are teaching to acquire and practice the knowledge/ skills that you are imparting, then make sure your trainees are actively engaged “doing” (practicing) in accordance with your guidance. It is through them “doing” that they will really take on-board your wise counsel…far more so than from them listening to your words.