Tiffany Wycoff

Short answer - ask the students! When we have a plan, and it falls flat, taking some time to share with students what we were hoping from the plan, and asking for feedback to better hit the target not only gives us valuable insight as we design new learning experiences but also creates shared ownership with students in creating those experiences. That in and of itself can boost engagement and build trust.

There are definitely ways to use tech to plan digitally. Most recently, I am a fan of using AI to increase productivity. Tools like Yourwai combine the time saving potential of AI for efficiency with pedagogical strategies for increased instructional effectiveness. I made so many project plans and playlists as a teacher, and I can easily generate the first draft of these using AI tools. I would also call out that the use of digital tools in the classroom, and blended learning models such as playlist, give teachers more time to assess student work alongside the student, which is much more productive from both a time and effectiveness perspective. Having shared documents with students is another way to increase productivity through tech.

When we think of mentorship, we often picture a relationship where one person (the mentee) benefits from the wisdom of the other person (the mentor) but that is not the best setup for a thriving mentor relationship. When considering who you want to learn from, also consider what you can offer in the relationship. Additionally, do the work of learning from what your mentor has out there (books, podcasts, blogs) before asking for their time. After you've studied, start with an offer of something of value you can contribute yourself, then engage in the relationship from that place.

The most important consideration isn’t whether a leadership development program is online or in person. It’s the quality of the methodology, not the format. Leadership programs that engage students in experiential learning, focuses on relevant skill building, and creates a collaborative environment that can grow into a critical professional network is higher quality than a program which is primarily content based. As a graduate of a Columbia hybrid program, and the founder of a fully remote company, I have had and have created numerous rich development experiences in both formats.

Learning modality and learner agency are really important to consider in curating content as well. Though the theory of learning styles has been debunked, there is value to providing learners multiple forms of content with a range of learning modalities. This way learners to have the chance to mix it up and enter the learning from different points. It is also a good idea to activate learner agency in the process by creating a playlist from which learners can select varied content. Learners can also contribute to the curation by targeting high quality, engaging content sources, or by creating content to contribute. This takes time and is a different approach, but can lead to higher engagement and content relevance.

Nearly every time, encouraging direct dialogue is the best path to clear resolution. However, there are two caveats. 1) Having a framework or guiding principles for transparent and direct communication is really helpful to creating the culture that allows for this direct dialogue. 2) Safety comes first, so if there is a power dynamic or if the conflict centers around any form of harassment or discrimination, it is irresponsible to encourage direct conversation without support. As a manager, reporting and supporting the employee directly is more important.