Abstract
We describe a whole person learning experiential/behavioral skill pedagogy developed in an executive skills course. The pedagogy was designed to address recent criticisms of MBA education relative to program relevancy and the skill sets of students entering the workforce. We present an experiential learning model based on the concept of whole person learning, discuss how the model is used in the class, and provide an empirical assessment of skill improvement over a 5-year period. Using a pre–posttest with control group design to test student skill levels by way of an assessment center, the effectiveness of the pedagogy was supported. The skills assessed included communication, teamwork, leadership/initiative, decision making, and planning/organizing. Guidance is provided for implementing the pedagogy into MBA curricula.
We describe a whole person learning experiential/behavioral skill pedagogy developed
in an executive skills course. The pedagogy was designed to address recent criticisms of
MBA education relative to program relevancy and the skill sets of students entering the
workforce. We present an experiential learning model based on the concept of whole
person learning, discuss how the model is used in the class, and provide an empirical
assessment of skill improvement over a 5-year period. Using a pre–posttest with control
group design to test student skill levels by way of an assessment center, the effectiveness
of the pedagogy was supported. The skills assessed included communication, teamwork,
leadership/initiative, decision making, and planning/organizing. Guidance is provided for
implementing the pedagogy into MBA curricula.