Abstract
The adaptation of LEGO® SERIOUS PLAY® can be used as an innovative facilitated teaching methodology to aid in the leadership development of graduate students. Through a four-step kinesthetic experience, students developed awareness of key elements of shared leadership through metaphoric storytelling. Results of the adaptive Lego exercise indicated affirmative participant outcomes that included: the realization of visual clarity when using metaphoric three- dimensional building to understand course concepts, the ability to experience group dynamics and communication skills in real-time, and the recognition that meaning-making through storytelling can be an emotive experience. The results of this study indicate that using the kinesthetic brick modelling methodology for leadership practice is a promising higher education andragogical option.
Highlights
Building shared leadership capacity in college students is at the heart of personalized, engaging, and relevant learning
This paper introduces the use of LEGO® SERIOUS PLAY® (LSP) facilitation as a means to teach social, psychological, and intellectual leadership principles through experiential learning connected to the coursework materials
One student described it as: It was not until the Lego Serious Play class that I truly saw the application of not just knowing my strengths but seeing how I can embrace them and articulate what these strengths mean to me and how this can be an asset to group dynamics
Summary
Building shared leadership capacity in college students is at the heart of personalized, engaging, and relevant learning. Today’s students need to be prepared for a workplace in which teamwork, collaboration, and effective communication are the norm. Much of the world’s work is accomplished through teams and so, efficiency, productivity, and problem solving all depend on group-level processes (Forsyth, 2014). Inherent in leadership with teams is the ability to recognize the important role emotions play across any group process (Turesky and Peabody, 2018). It is our responsibility to prepare our students psychologically, socially, and intellectually by creating supportive learning environments that enhance knowledge acquisition. How we develop safe environments, curricula, and andragogical practices to cultivate and develop leadership potential often involves experiential and social constructionist practices
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