Reality-Based Learning in a
Business Writing Course:
How to be a Reality Star
in a
Dynamic Global Marketplace
Changing the dynamics of the traditional classroom
Presented By:
Kevin A. Cojanu, Ph.D
Kaplan University
Cedrick Gibson, MBA
Indian River State College
Susan B. Pettine, Ph.D
Kaplan University
Foundation for Reality
LEAP National Leadership Council (2007) noted that
today’s college students need to be able to take their
degree and apply it in an increasingly complex world.
The following areas of critical learning outcomes
students must be proficient in:
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Inquiry and analysis
Critical and creative thinking
Written and oral communication
Teamwork and problem solving
Ethical reasoning and action
Foundations skills for lifelong learning
Let’s Talk Why…
Students are not ready to produce in the
Global Marketplace, WHY?
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Textual learning with no application
Academic comfort level in reality
Dated delivery methods
It is all about what is right and nothing wrong
Regurgitate in APA versus Real application
What’s in the How To…
Bloom’s Taxonomy is the framework as it
applies to our instructional design:
Bloom’s Taxonomy Domains
Reality-Based
Learning Levels
Cognitive
Affective
Psychomotor
Level 1
Chaos
Knowledge
Receiving
Phenomena
Perception
Level 2
Bewilderment
Comprehension
Responding to
Phenomena
Set
Level 3
Inquiry
Application
Valuing
Guided Response
Level 4
Application
Analysis
Organization
Mechanism
Level 5
Mastery
Evaluation
Internalizing values
Adaptation
Bloom, B.S. (Ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay.
Reality-Based Design for Real (Honest!)
Once upon a time is not so far away place there was a team
of executives trying to get their company back on track.
They unfortunately ran across a dragon of a CEO
They banded together to address the real issues
They used their knowledge and skills to slay – address
the CEO’s issues
Reality-Based Design for Real (Honest!)
They rose to master their craft
and become wise in their ways…
Resources: Establish the Mood
In order to set the mood in the classroom
we construct the Reality as follows:
 Video Presentations from the CEO at the start of
each case.
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Supporting documents with unique information
on the company’s Dysfunction.
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Name plates to establish roles.
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A board table to set a reality-based setting
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A less than kind CEO who demands versus
requests
How We Deliver Reality…
When the students arrive they are not
in Kansas anymore (Level 1:Chaos):
Classroom
Dysfunction:
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Set Expectations
Roles and Responsibilities
CEO Expectations
Class Simulation
Team Development
Enneagram
(Personality types)
Class Simulation:
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Outline the first case
simulation
 CEO provides an
aggressive stance
 “Attacks” the players with
hard challenges
De-Brief Session:
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Outlines mistakes
 Discusses options
 Clear explanations
Confused Reality...
Were off to see the Wizard/CEO
(Level 2 - Bewilderment):
Classroom Struggles:
Board Room Simulation:
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Dwelling on specifics
What does the CEO want
Search for ways to ask the
same question on needs
Out of class meetings with
Prof to gain an edge
“Are we on the right track?”
What is the “Right Answer?”
We do not understand
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Unsure language
Presentation unorganized
Excuses and blame
No control of delivery
CEO ate team for lunch
De-Brief Session:
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Need lead to control flow
 Failure is a team effort
 Choreography as a necessity
 Control the CEO
Starting to Get it - Reality…
When the Tin Man speaks we
“start to listen” (Level 3 Inquiry):
Classroom Windex:
Board Room Simulation:
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Fog starts to clear
Recognize strengths
Leadership takes shape
Understand outcome
expectations
Solution oriented
Team Issues Surface
 The need to be right
 Challenge to team
cohesiveness
 Impact to solution and
delivery
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Language positive direction
Leadership and control
Clear and concise material
Body language says problem
Choreography still disjointed
CEO more positive affirmation
De-Brief Session:
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Team issue resolution
 UFC cage match
 Referee/let team resolve
Almost There Reality…
The Emerald City is in Sight
(Level 4 Application):
Classroom Clarity:
Board Room Simulation:
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Expectations are clear
Using Strengths
Team Leadership arrives
Team mentoring begins
Delegation rules
Team protectionism
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 Weaker members grow
with team support
 Team mentoring
 Confidence Rules
De-Brief Session:
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Language in control
Team Leadership on-track
Clear and concise material
Team engaged in delivery
Choreography improved
CEO positive affirmation
Recognition of team
cohesiveness
 Control of process stronger
based on CEO responses
No Place Like Reality…
No place like home with red
pumps (Level 5 Mastery):
Classroom
Decisiveness:
Board Room Simulation:
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Take charge
Strengths of all utilized
Team leadership
Team mentoring
Roles & responsibilities
clear
Confidence
 Make decisions
 Apply strengths
 Work in a business team
 Clear communication skills
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Confident language
Team leadership
Clear and concise material
Controlled choreography
CEO “Make it so…”
De-Brief Session:
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Crisp delivery
 Team confidence
Learning Outcomes for each student
At the successful completion of this course
the learning outcomes for students are the
ability to:
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Discuss and deliver in the role of leadership in shaping an organization’s
capacity to fulfill its mission and vision.
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Demonstrate the importance of team building as a means of influencing
internal, external, and interface with stakeholders.
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Describe the subtle differences existing between the formal and informal
organization and the influences each exerts.
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Discuss inter- and intra- organizational relationships and the role played
by each in fashioning a successful leadership strategy.
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Discuss how proper problem-solving and conflict management can
facilitate future success in decision making and quality improvement.
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Demonstrate the ability to lead groups and teams.
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Create a mission and a vision statement for an organization.
Supporting Activities
In order to maintain a well rounded Realitybased learning experience, we conduct
additional activities to support the expected
learning outcomes:
Reality-based Grant Writing
 Mid-Term is a timed reality-based case study
 Final Exam is a fast-paced activity at the board
table
 Mock Interviews to prepare students
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Questions??
Reality-Based Learning in a Business Writing Course:
How to be a Reality Star
in a Dynamic Global Marketplace
Presented By:
Kevin A. Cojanu, Ph.D
Kaplan University
Cedrick Gibson, MBA
Indian River State College
Susan B. Pettine, Ph.D
Kaplan University