We have developed an original style of engaging, synchronous and remote workshops/experiences. We utilize all of the Methods and Tools listed below in our virtual settings as well. We have had amazing, successful events with attendees from all over the country (and even out of the country) actively participating at the same time. The Leader N U Remote Learning Method is unique and provides a level of active learning that many in-person workshops/experiences do not.
A multidimensional experience is a great way to provide workshop or retreat experiences to employees in multiple locations, without the expense or hassle of getting everyone to a single location. Team building has never been so convenient.
We do also offer some limited in-person workshops at this time.
If this is something you are interested in, we would be happy to discuss a plan that is safe for everyone.
We use a variety of active learning techniques, including:
Our activities help build leadership neural networks by building in opportunities for struggle. One of the most complex skills we teach, Navigating Pressure & Ambiguity, also uses struggle to teach. By adding constraints and creating a conducive environment, students struggle, fail, strategize, struggle, fail, strategize, struggle, succeed. We do this a lot through gamification.
Connections with Prior Experiences:
Helping people connect what we are doing in the workshop with prior experiences, helps them build on something that already exists in their brains. By building on prior experiences, we are able to help them more readily access the new information in the future.
We utilize the senses to create an environment that is stimulating to the brain and triggers the innate desire to learn. Everything we do… How we do it… When we do it… Where we do it… Is intentional. Everything is intentional because there is a “why” behind every decision. This is true for our in-person, as well as multidimensional remote, workshops, retreats and events.
We regularly ask attendees to reflect on their own learning. We teach them about their own brains, how to help themselves in learning, as well as about different brain chemicals, and how they can use those chemicals to become more confident, more empathetic and live a happier life.
The best practices in education use lots of great tools to help students get the most out of their learning.
In addition to the Active Learning Methods and the Brain-Based Strategies, we also employ the following: Differentiated Learning:
We create the activities in such a way that each person has personal take-aways and regardless of their backgrounds and experiences, they can learn & grow.
We ask students to use their skills throughout the week, while we look for their personal growth and transferability of the concepts.
In addition to having a specific activity for attendees to explore multiple intelligences, we build into each team-based activity a variety of elements so all members of the team, regardless of their strengths/weaknesses, must help the team succeed. This goes a long way, by the end of the week, in helping attendees understand what they have to contribute.
As mentioned in the Brain-Based section, we have built in a variety of gaming principles throughout our development experiences. We particularly use the concepts that teach resiliency and persistence.
Debriefs & Reflections:
We have regular debriefs throughout activities and retreats. These reflective sessions are meant to be a time to help attendees process what they are learning, why it is important, and how to apply it in the real world. This is done Socratically so the attendee does the thinking and therefore does the learning. Depending on the structure of the experience, we also offer opportunities to participate in a leadership meditation, which explores intentionality, helps attendees understand all of the small but powerful choices we all make each day. We can also offer a Labyrinth experience either virtually or in person.
Because the vast majority of our activities are completely original content, they are built with specific goals (Power Skills) in mind. We feel it is important for learners to experience concepts in multiple contexts so the concepts not only become better understood, but also transferable.
We feel it is critical for attendees to learn to innovate. We encourage them to think and come up with their own ideas. Success in the future means we need to constantly be looking for ways to make things even better and more powerful.
This is the cornerstone of growth. Without trust, expectations, and genuine care, no one is stepping out of their comfort zone. While attendees in an unfamiliar environment will create a certain amount of trust in each other (retreats do that by their very nature), it takes relationships with mentors and each other for them to be brought to the next level in their learning and leadership development. People need to feel (not just be told) they are welcome and cared about.
We work hard to mix people up during longer retreats/experiences so attendees get to meet others that come from a different background and who have had different experiences. This can get messy at times, but what a great learning opportunity.
This approach relentlessly focuses on attendees and their success. We generally do not have speakers at our experience. Our reason is that we all have access to TED, YouTube, and plenty of other sites to see speakers. And while speakers can provide inspiration, we have only our limited time with our attendees and we are interested in building skills to help them for the lifetime. Skills are learned by practicing, reflecting, strategizing, and then doing it all over again- just like in sports or the arts. Power skills are no different. Being learner-centered means the learners and their learning are the focus of our attention- We (or speakers) are not the focus of their attention.