Part 1
This political empowerment class requires that the learners accurately articulate the matters that require the involvement of civilians in the government. They should also clearly define political empowerment according to the modern context. The learners also need to understand the importance of accountability not only by political leaders but also in relation to the learners’ everyday lives. At the end of the exercise, students should state the importance of political empowerment. The role of political empowerment in a society that values individual effort over group leadership.
The political empowerment class is a twenty-minute exercise that will teach students the importance and role of citizens in holding the ruling class accountable for actions that affect them (GSDRC, 2018). The class will be divided into groups of 10 students each that will try to convince another team to become part of their team. The groups will follow a specific set of questions determined for the exercise. Within the ten minute period, the group with the most members will be the winners in the exercise. This exercise forms part of the described behaviorist learning characteristics.
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Behaviorism uses scientific methods of investigating phenomena for the purpose of coming up with useful conclusions (Woolfolk Hoy, Davis, & Anderman, 2013). In the class exercise, certain groups are able to convince others to break ranks and join their teams. This is because the members could convince others. Given that the topic for the exercise is political empowerment, the larger teams had members with the ability to convince others similar to real-world situations where people convince others to take part in political lobbying and other activities. The activities huge followings are given greater priority than smaller groups. Grade seven students can easily understand the dynamics of political empowerment through the brief exercise.
Part 2
The final purpose of relationship building leadership exercise is to enable the emerging to build constructive relationships with people that they meet within the shortest time possible. Participants need to gain an understanding of the people that they interact within the fifteen minute period of the exercise. The participants should learn the importance of building relationships in supervisory leadership. The leaders should be able to identify the individual characteristics of the group that they supervise. Again, the relevance of learning these characteristics to their leadership role is assessed.
Under the relationship building exercise, participants will be asked to exchange roles between a supervisory role and the subject. Within the fifteen-minute period, the participants will play three roles of a supervisor and three others as the subject. Within the period they need to interact and identify two major characteristics that are unique to the person. Identification of these characteristics is part of the relationship building exercise which constitutes supervisory leadership. In their part as subjects, the participants facilitate relationship building by maintaining the character of a subject that a supervisor is in charge of in a real-world setting. The characteristics are then reported to the instructor and assessed for their similarities and differences.
Behaviorism in leadership borrows on the hierarchical construct of leadership to construct its psychological framework (Hughbank & Horn, 2013). In this exercise, the participants apply the behaviorism characteristic of objective methods on the investigation. The objective is to learn characteristics that eventually contribute to building relationships. Again, identification of the characteristics works as part of the investigative aspect of behaviorism. Building relationships are vital to leadership. For a leader to build relationships with those he or she is leading, they must first understand the traits and characteristics of these relationships. A deeper understanding of these traits helps in forming strong bonds. Thus, this exercise resonates with relationship building in leadership.
Part 3
Intellipath utilizes a personalized learning approach where students are given an opportunity to learn according to their abilities and the anticipated relevance of material (Colorado Technical University, 2018). Stimulus-response as a principle of behaviorism is evident in the construct and mode of operation of Intellipath. The system is designed in such a way that the learning experience of the user is triggered by the user's response to what the system anticipates. In this case, it's the external stimuli that are fed to the system that predicts the type of material that the learner requires. Behaviorism characteristic of application of investigative techniques is apparent in Intellipath operation. The system investigates before providing content to the learner.
The main advantage of Intellipath is that it allows the learner to spend a considerable amount of time on material that provides content that the learner is not known with. Thus, the learner's knowledge base is widened by using the system. The system also offers the advantage of maximum utilization of time by the user. However, its limitation lies in its primary operational construct. Since the system is designed to provide a maximized learning experience through anticipation and selection of content for the learner, erroneous responses by the learner lead to the provision of irrelevant content. Therefore, crucial information may be missed. Another limitation of the system is that it may narrow the learner's knowledge base by reducing the material that the learner reads to that which is tested. Overcoming this challenge of limited content can be achieved by feeding instructions that allow a much robust content to the learner. As a result, the learner can read relevant information but from a more broadened background.
References
Colorado Technical University. (2018). CTU Learning Approach . Coloradotech.edu. Retrieved on 2 April 2018, from
https://www.coloradotech.edu/online-degree-programs/intellipath.
GSDRC.(2018). Political Empowerment . GSDRC Applied Knowledge Services. Retrieved on 2 April 2018, from
http://gsdrc.org/topic-guides/voice-empowerment-and-accountability/supplements/political-empowerment/.
Hughbank, R. J., & Horn, L. C. (2013). Traits and behavior: Psychological approaches to leadership. Collective Efficacy: Interdisciplinary Perspectives on International Leadership , 245-260.
Woolfolk Hoy, A., Davis, H. A., & Anderman, E. M. (2013). Theories of learning and teaching in TIP. Theory into practice, 52(sup1) , 9-21.
