Project team Curtin University

Dr Margo Brewer (project lead), Michelle Donaldson (project manager), Brooke Sanderson, Sonia Ferns, Alan Reubenson, Associate Professor Sharon Maresse and Sandie Pritchard (administrative assistant).

Project team QUT

Dr Sue Barnard (university lead), Bernadine Cooper, Dr Murray Lane, Professor Fiona Naumann and Dr Caroline Rueckert.

Project team UniSA

Dr Gisela Van Kessel (university lead).

Guide author

Dr Margo Brewer

i

Support for the production of this report has been provided by the Australian

Technology Network. The views expressed in this report do not necessarily reflect

the views of the Australian Technology Network.

With the exception of all photographic content, licensed by

iStock.com, all remaining material presented in this document is

provided under Creative Commons Attribution-ShareAlike 4.0 International License

http://creativecommons.org/licenses/by-sa/4.0/.

The details of the relevant licence conditions are available on the Creative Commons

website (accessible using the links provided) as is the full legal code for the Creative

Commons Attribution-ShareAlike 4.0 International License

http://creativecommons.org/licenses/by-sa/4.0/legalcode

Requests and inquiries concerning these rights should be addressed to:

Australian Technology Network of Universities (ATN)

8/1 Geils Court, Deakin, Canberra, ACT 2600

Phone: +61 (02) 5105 6740

Email: info@atn.edu.au

2018

Note: This guide has been adapted from the OLT project guide Facilitating and Coordinating the

Interprofessional Education and Practice: Creating Leaders and Opportunities for Clinical

Learning Programme by M Brewer, H Flavell & M Donaldson (2014).

ii

Project overview

To support the enhancement of student resilience within the higher education sector,

this Australian Technology Network (ATN) funded project has seen the creation of a

change leadership program for Australian academic staff.

Project outcomes to date

The project outcomes at the three partner universities—Curtin University,

Queensland University of Technology and University of South Australia—include:

• delivery of four pilots of the staff leadership program (twice at Curtin

and once at QUT and UniSA);

• refinement of the program package based on participant feedback and

the experience of conducting the pilots with diverse cohorts in different

settings;

• delivery of half day (abbreviated) versions of the leadership program

for Occupational Therapy staff at Curtin University on December 4,

2017 and the Australian Collaborative Education Network on February

14, 2018;

• creation of multiple action plans by program participants;

• presentations at three conferences: the Australia and New Zealand

Association for Health Professional Educators conference in 2017 (11-

14 July, Adelaide) and 2018 (1-4 July, Hobart), and the 2018 Teaching

and Learning Forum (1-2 February, University of Notre Dame Australia,

Fremantle, Western Australia).

Project outputs

Several products have been produced as part of the project, including:

• project dissemination website [www.enhancingresilience.com]

• the Enhancing Staff and Student Resilience program—seven modules

with capacity for adaption to local contexts

iii

• this guide to assist the implementation of the change leadership

program

• a full suite of program materials including PowerPoints©, handouts,

worksheets, resources to support resilience, and an advertising flyer for

the program

• three stories of successful resilience initiatives from Curtin, QUT and

UniSA.

Acknowledgements

The project team would like to thank the participants of the program pilots at Curtin,

QUT and UniSA for their contribution and willingness to become champions for staff

and student resilience. Without their involvement and generous feedback on the

pilots, the project would not have been possible. We would also like to thank Dr

Helen Flavell, the external evaluator for the project.

Key team members at Curtin University include Mandy Miller, the project’s

instructional designer, and Sandie Pritchard, who provided excellent administrative

support.

Thanks also go to the External Reference Group members for their insight and

support of the project: Professor Ian Shochet, Nigel Gribble, Michelle Rogers, Dr Keri

Moore, Dr Sue Beltman, Gillian Hatt, Dr Julie Howell, Dylan Heywood (Curtin

Student Representative), Jordan Piggott (Curtin Student Representative),

Evangeline Fenech (QUT Student Representative), Ali Dulfika (QUT Student

Representative), Ellen Messenger (UniSA Student Representative) and Isobel

Waters (UniSA Student Representative).

Finally we would like to acknowledge the contribution of our four research assistants

Alice Carter (Curtin University), Millie Watson and Sarah Edney (University of South

Australia), and Omar Abdelrahman (Queensland University of Technology).

The project team gratefully acknowledge the Australian Technology Network for

funding this project.

iv

Contents

Project overview .............................................................................................................................................. ii

Project outcomes to date................................................................................................................................. ii

Project outputs ................................................................................................................................................ ii

Acknowledgements ........................................................................................................................................ iii

Definitions ...................................................................................................................................................... vi

List of abbreviations and acronyms ................................................................................................................ vi

List of Tables .................................................................................................................................................. vii

List of Figures ................................................................................................................................................. vii

1. Introduction and background to the project ............................................................................................ 1

2. Structure and purpose of this guide ........................................................................................................ 2

3. Structure of the program ......................................................................................................................... 3

3.1 Program benefits and learning outcomes .................................................................................................... 5

4. Facilitation of the program ...................................................................................................................... 7

4.1 What makes a good facilitator? ................................................................................................................... 7

4.2 Personal checklist for facilitators ................................................................................................................. 9

4.3 Adapting the program ................................................................................................................................ 10

5. Coordination of the program ................................................................................................................. 10

5.1 Scheduling the program ............................................................................................................................. 10

5.2 Selecting and preparing participants ......................................................................................................... 11 5.2.1 Registration ......................................................................................................................................... 11 5.2.2 Selecting participants .......................................................................................................................... 11 5.2.3 Working productively with participants ............................................................................................. 12 5.2.4 Working inclusively ............................................................................................................................. 12

5.3 Room structure, equipment and materials................................................................................................. 12 5.3.1 Venue choice and room structure ...................................................................................................... 12 5.3.2 Equipment and materials (general) .................................................................................................... 13 5.3.3 Participant resource file ...................................................................................................................... 13 5.3.4 Factors to consider in calculating the costs ........................................................................................ 13 5.3.5 Evaluation tool .................................................................................................................................... 14

6. Module content ..................................................................................................................................... 15

6.1 Module 1—Overview of program and participants .................................................................................... 15

6.2 Module 2—Setting the scene ..................................................................................................................... 16

6.3 Module 3—Conceptualisation of resilience ................................................................................................ 17

v

6.4 Module 4—Research on enhancing resilience ............................................................................................ 18

6.5 Module 5—Leadership ............................................................................................................................... 19

6.6 Optional Module 6—Scholarly project ....................................................................................................... 21

6.7 Optional Module 7—Mindset ..................................................................................................................... 22

7. Guide references ................................................................................................................................... 23

Appendix 1—Program references .................................................................................................................. 25

Appendix 2—Staff post-program evaluation .................................................................................................. 34

Appendix 3—Research paper summary notes ............................................................................................... 38

Appendix 4—iStock images ............................................................................................................................ 45

vi

Definitions

Resilience A dynamic process of positive adaptation in the face of adversity or challenge. This process involves the capacity to negotiate for and draw upon psychological, social, cultural and environmental resources.

Facilitating A means of enabling or promoting; a help, boost, impetus towards attaining a particular goal or result (Harvey & Kitson, 2015 p. 3).

Facilitator(s) A person or organisation assigned to facilitate progress towards a specific objective, especially on whose role is to foster communication or understanding within a group of people, or negotiations between various parties (Harvey & Kitson, 2015 p. 3).

Leader Anyone who sees something that needs to change and takes the first steps to influence that situation (Wheatley, 2009, p.144)

Leadership The process of influencing others to understand and agree about what needs to be done and how it can be done effectively (Willumsen, 2006, p. 404).

Sponsor Individual or entity who organizes and is committed to the development of a product, program, or project (Business Dictionary).

Training A process by which someone is taught the skills that are needed for an art, profession, or job (Merriam-Webster Dictionary).

List of abbreviations and acronyms

ATN Australian Technology Network

QUT Queensland University of Technology

UniSA University of South Australia

MOOC Massive Open Online Course

ICVF Integrated Competing Values Framework

vii

List of Tables

Table 1 Program components and their key aims ........................................................................... 4 Table 2 Program modules and their individual learning outcomes................................................. 5 Table 3 Module 1 materials ........................................................................................................... 15 Table 4 Module 2 materials ........................................................................................................... 17 Table 5 Module 3 materials ........................................................................................................... 17 Table 6 Module 4 materials ........................................................................................................... 18 Table 7 Module 5 materials ........................................................................................................... 20 Table 7 Optional Module 6 materials ............................................................................................ 21 Table 8 iStock images used in the program materials ................................................................... 45

List of Figures

Figure 1—The Conceptualisation of Resilience ...................................................................................... 1

1

1. Introduction and background to the

project

In an environment of great student diversity including increased rural and remote,

Indigenous, low socio-economic and international students, sustainable higher-

education programs face challenges in relation to student wellbeing, success and

retention. Resilience has been shown to reduce psychological distress, assist with

managing academic demands, and enhance learning outcomes (Beltman, Mansfield,

& Price, 2011; Howe, Smajdor, & Stockl, 2012; McAllister & McKinnon, 2009; Reyes

et al., 2015; Sanderson & Brewer, 2017). Resilience is also critical in the workplace

where change and disruption are constant (Cilliers & Flotman, 2016; Eley et al.,

2016; Buyukgoze-Kavas, 2016). Building staff capacity to support and enhance

student resilience will improve academic outcomes and graduate employability.

Resilience is defined as a dynamic process of positive adaptation in the face of

adversity or challenge. This process involves the capacity to negotiate for and draw

upon psychological, social, cultural and environmental resources. Figure 1 below

shows the process of resilience in more detail.

Figure 1—The Conceptualisation of Resilience

This ATN-funded project aimed to provide a professional development program for

academic and professional staff within the higher education sector. The program

2

adopts a multi-disciplinary approach to include elements from leadership, change

management, peer coaching and mentoring.

Others wishing to deliver this program should consider beginning by securing at least

one key sponsor. This sponsor should be someone with a capacity to assist with

securing the funding needed to deliver the program (e.g. printing, venue hire,

catering) and/or with the promotion of the program, particularly to senior staff whose

support will facilitate staff engagement. It is likely that you will need to provide the

evidence base for resilience to gain support from this sponsor(s). The information

within Module 2 provides useful evidence to begin the conversation with a potential

sponsor(s) about why resilience is important to higher education.

2. Structure and purpose of this guide

This guide to Enhancing Resilience is designed to be read in conjunction with the

information on the project website [www.enhancingresilience.com]. The website

provides the program resources and additional resources related, either directly or

indirectly, to resilience. This guide provides information relating to both the practical

administration (coordination) of the program and its facilitation (delivery).

The guide has been divided into six main sections:

1. Introduction and background to the project

2. Structure of the program

3. Facilitation of the program

4. Coordination of the program

5. Module content.

As stated previously, the program resources are available from the project website

[www.enhancingresilience.com] and are organised into three sections:

1. pre-program materials [www.enhancingresilience.com/#resilience-program]

(e.g. documents needed prior to the program delivery, for example, the

program flyer)

3

2. program materials [www.enhancingresilience.com/#resilience-program] (e.g.

PowerPoint© slides and handouts for each module) containing five core

modules and two optional modules

3. post-program materials [www.enhancingresilience.com/#resilience-program]

(e.g. completion certificate).

3. Structure of the program

The overall program structure and aims are outlined in Table 1. The program

components include this guide, a participant resource file, five core modules

delivered face-to-face (plus two optional modules) and a commitment from

participants to undertake an action plan to enhance student and/or staff resilience.

Modules 1 to 5 cover core material on enhancing resilience for any academic or non-

academic setting. Module 6 is considered optional as it involves a scholarly project

that is most useful to academic settings. However, we recommend that when

delivering the program in other settings, participants would also benefit greatly from

completing the scholarly project and may like to request support from their local

academic institution, if appropriate. Module 7 focuses on mindset, one of the

protective factors for resilience.

The face-to-face modules were initially developed for, and piloted, over a two-day

intensive block. Modules 1 to 4 were delivered on Day 1 and Modules 5 and 6 on the

subsequent day. Each module takes between 20 minutes and 2 hours to deliver and

includes interactive group activities. Organisation of the program into seven modules

allows for increased flexibility to suit local workplaces and schedules; for example,

they may be spread over several weeks.

4

Table 1 Program components and their key aims

Program component Aims

Facilitator Guide • Provide clear guidelines for administration.

• Provide clear guidelines for facilitation and the

knowledge, skills and experience required.

Participant resource file • Provide a flexible repository for program

materials.

• Provide a clearly organised resource for

ongoing use (additional resources can be

added in the future).

Modules 1–7 (face-to-face delivery)

• Inspire a passion for resilience.

• Build participants’ confidence and knowledge

to lead resilience.

• Design an action plan to support change.

• Support networking and the development of a

community of change agents to lead the

expansion of resilience.

Evaluation • Gather information on the participants’

experience of the program

Participant commitment to change

• Through the action plan designed as part of the

program, participants commit to leading

change within their circle of influence.

• Support the participants beyond the program

with their action plan though the use of

coaching and mentoring.

5

3.1 Program benefits and learning outcomes

The program is designed to develop leaders who have the capabilities— knowledge,

skills, attitudes and values—to enhance the resilience of students, themselves and

fellow colleagues.

Program learning outcomes:

• Enhance participants’ understanding of resilience and leadership within the

higher education context.

• Develop the capacity of students and participants to manage the

complexities of the 21st Century workplace through enhancing resilience.

• Develop participants’ leadership capabilities to embed resilience

enhancement strategies within the curriculum.

• Develop an action plan which targets embedding resilience for students.

• Apply scholarship to an action plan.

The learning outcomes for each of the seven modules are provided in Table 3.

Table 2 Program modules and their individual learning outcomes

Module Title Learning Outcomes

1. Overview of program and participants

• Understand the program aims and

structure.

• Understand the role of the facilitator(s)

and participants.

2. Setting the scene • Examine the contemporary higher

education environment.

• Understand the drivers for resilience

enhancement in the higher education

context.

3. Conceptualisation of resilience

• Reflect on your own conceptualisation

of, and experience with, resilience.

6

• Understand historical views of

resilience.

• Define resilience.

4. Enhancing resilience • Critique contemporary resilience

intervention research within the higher

education context.

• Understand key approaches to

resilience enhancement within an

ecological framework.

• Critique resources related to resilience

enhancement.

5. Leadership • Reflect on your own conceptualisation

of, and experience of, leadership.

• Understand contemporary approaches

to leadership within the higher

education context.

• Consider sustainable change supports

including networking, peer coaching

and mentoring.

• Create an action plan to lead change

in your context.

6. Optional Module 6—Scholarly project

• Develop a scholarly project

7. Optional Module 7—Mindset

• Consider mindset as a factor in

enhancing or detracting from

resilience.

7

4. Facilitation of the program

Delivering the program effectively requires specific capabilities and experience that

emphasise the importance of ‘facilitation’ rather than ‘training’. The Merriam-Webster

dictionary defines training as “a process by which someone is taught the skills that

are needed for an art, profession, or job”. Facilitating is defined by Harvey and Kitson

(2015) as “a means of enabling or promoting; a help, boost, impetus towards

attaining a particular goal or result” (p. 3). As these definitions suggest, training

implies a hierarchical relationship in which content is delivered by the ‘knowledge

expert’. In contrast, facilitating is a more flexible, supportive and collaborative

partnership where the knowledge and experience of the participants is highly valued.

Note: Some elements of the program have significant content to be shared with the

participants hence the focus at times is on sharing information (teaching) rather than

facilitation per se.

The facilitator needs three key capabilities: (1) an understanding of resilience within

the higher education context, (2) an understanding of leadership, and (3) facilitation

experience.

The following section is adapted from The human rights education handbook

developed by the Human Rights Resource Center (2000). The style of facilitation

advocated focuses on empowering individuals to understand and exercise their basic

rights as humans through collaborative, respectful and open communication.

4.1 What makes a good facilitator?

• Experience with facilitation of adult learning along with reflection to raise

awareness of your facilitation skills.

• Sensitivity to the feelings of individuals: creating and maintaining an

atmosphere of trust and respect requires awareness of how people are

responding to both the topics under discussion and the opinions and

reactions of others. Most people will not articulate their discomfort, hurt

feelings, or even anger; instead, they silently withdraw from the discussion

8

and often from the group. Sensing how people are feeling and understanding

how to respond to a particular situation is a critical skill of facilitation.

• Sensitivity to the feeling of the group: in any group, the whole is greater than

the sum of the parts, and group chemistry generally reflects shared feelings:

eager, restless, angry, bored, enthusiastic, suspicious, or even silly.

Perceiving and responding to the group‘s dynamic is essential to skilful

facilitation.

• Ability to listen: the facilitator needs to pay attention to the feelings of

individuals and the group by listening, both to the explicit meaning of words

and to their tone and implicit meaning. As outlined previously, facilitators

generally speak less often than anyone in the group; they focus their input

on highlighting comments, linking key ideas, summing up and responding

directly to what others have said.

• Ability to tell stories: good facilitators are good storytellers. The ability to

draw on stories to illustrate points and infuse participants with a passion for

resilience is essential.

• Tact: sometimes the facilitator must address awkward moments or challenge

the group to achieve the desired outcome. The ability to do so carefully and

responsively is critical. In addition, the subject matter of resilience can elicit

strong personal feelings. The facilitator needs particular tact in dealing with

emotional situations respectfully.

• A sense of timing: the facilitator needs to develop a sixth sense for time—

when to bring a discussion to a close, when to change the topic, when to cut

off someone who has talked too long, when to let the discussion run over the

allotted time and when to let the silence continue a little longer. Trust in the

group and the process is demonstrated through the ability to sit with silence.

• A sense of humour: as in most human endeavours, even the most serious, a

facilitator‘s appreciation of life‘s ironies, an ability to laugh at oneself and to

share the laughter of others enhances the experience for everyone.

• Resourcefulness and creativity: each group is as different as the people who

make it. A good facilitator needs an overall program with clear goals but

must also be able to adapt to fit changing conditions and expectations. The

facilitator will call on the talents and experiences of people in the group and

9

the community, or participants may suggest resources. A good facilitator

also identifies and utilises teachable moments.

4.2 Personal checklist for facilitators

I have the required knowledge and understanding of resilience within higher

education.

I have a good understanding of leadership.

I have read all of the program materials and key references.

I have invested time in pre-planning with all stakeholders.

I know how to create a comfortable learning environment for participants.

I am very clear about my role: my behaviour more than my words will convey

that I am not the teacher but a fellow learner.

I am aware of my eyes: I maintain eye contact with participants.

I am aware of my voice: I try not to talk too loudly, too softly, or too much.

I am aware of my body language: I consider where I sit or stand and other

ways in which I may unconsciously exercise inappropriate authority.

I am aware of my responsibility: I make sure everyone has a chance to be

heard and be treated equally, I encourage differences of opinion but

discourage argument, I curb those who dominate, I draw in those who are

hesitant.

I am aware when structure is needed: I explain and summarise when

necessary, I decide when to extend a discussion and when to go on to the

next topic, I remind the group when they digress from the subject.

I am aware of my power and share it: I ask others to take on responsibilities

whenever possible (e.g. taking notes, keeping time, and, ideally, leading

discussion).

10

4.3 Adapting the program

The program has been organised into five core modules and two optional modules to

allow adaption to the local context. It is recommended that you do not change the

order of the modules because they have been sequenced to tell a logical story and

engage participants. Removal of sections is also not recommended. For example,

there could be a temptation to focus on resilience at the cost of the modules relating

to leadership and sustainability (Modules 5 and 6). These two modules are crucial—

in the higher education context—to ensuring champions of resilience have the

capabilities to lead change within their environment. You will need to make changes

to the program materials if delivering this outside of a higher education context.

5. Coordination of the program

5.1 Scheduling the program

The first three program pilots at Curtin, QUT and UniSA were conducted over two

intensive days. An additional pilot was conducted to test the delivery of the program

in only one and a half days. We strongly recommend that the minimum length for the

program be maintained at 1.5 days (10 hours) regardless of whether the program is

delivered over two days or in modules over a longer period of time. Ideally the

program includes face-to-face contact to enable staff to build effective working

relationships with their peers (fellow leaders/agents of change).

Engaging with relevant senior staff to determine the best delivery schedule of the

program is a very important aspect, as is adapting the material and connecting it to

your local context.

Tip: The materials and references will need checking and updating as

part of the preparation to ensure that the program is as up to date as

possible.

11

5.2 Selecting and preparing participants

5.2.1 Registration

The recruitment method will depend on the target participant group and mechanisms

for communication. A flyer has been developed for use in advertising the program

and is available from the website under Pre-Program Materials. It is in a format

(Microsoft Word©) that allows modification. The program is designed for academic

and professional staff at a range of levels with an interest in resilience and is relevant

for:

• university staff responsible for learning and teaching,

• professional staff who have direct contact with students, particularly at key

transition points e.g. entry to higher education, commencement of work-

place activities (fieldwork/clinical placements),

• staff who supervise students work-place activities (fieldwork/clinical

placements).

The optimal number of registrants for the program is between 30 and 40 (for one to

two facilitators), with an expectation that there will be some attrition prior to

commencement. Effective administration of the initial contact, registration and follow-

up is essential because it affects the overall experience for participants. When taking

participants’ registrations, ensure that both their profession and their

organisation/course affiliation are recorded. This information is used to assign

participants to multi-disciplinary, cross-sector groups (tables) on the first day (first

three+ modules).

5.2.2 Selecting participants

There are benefits in having a broad spectrum of participants to increase the cross-

pollination of ideas. However, we highly recommend that preference be given to

teams of two or more members from within an organisation/course as they will be in

a stronger position to provide each other with ongoing support for their change

initiative.

12

5.2.3 Working productively with participants

Participants are best supported in their learning through a well-organised and

welcoming environment. This includes keeping them well informed and making sure

there is sufficient parking, clear information on how to reach the venue (including a

map) and good healthy food. Having enough people to greet participants as they

arrive is an important element of the welcoming environment. Invite them to embrace

the opportunity to quarantine time for reflection and their own personal development.

Information specific to facilitation is provided in the next section (Section 6).

5.2.4 Working inclusively

Consideration should be given to the cultural and religious diversity of the group and

include sensitivity to special dietary requirements in offering refreshments (this also

extends to vegetarians, vegans and those with food allergies). The PowerPoint© for

Slide 1, Module 1 includes an Acknowledgement of the Traditional Owners; this is an

important component and should not be overlooked. It is also assumed that the

program will be run in accordance with the principles of access and equity.

5.3 Room structure, equipment and materials

5.3.1 Venue choice and room structure

The venue needs to be a flat space of an appropriate size to accommodate

participants arranged in small groups of approximately six per table. When taking

registrations, their profession and organisation/course should be recorded to ensure

there is a diversity of professions and work contexts at each table. On the first day

encourage participants to sit with colleagues they have not met before or with whom

they have had little contact. This approach will enhance cross-disciplinary sharing of

experiences and ideas. On arrival, participants should be directed to their relevant

table. On the second day (Module 5 and 6), participants should be encouraged to

arrange themselves into organisational teams because they will work together to

create an action plan. This plan does not need to be collaborative but the likelihood

of success is increased if more than one person from an organisational area is

leading the change. Mixed tables with participants from varying organisations can be

13

used for those not attending in teams. Ideally, these tables are comprised of people

from similar contexts, for example, academic staff, professional staff, higher

education, or workplaces.

5.3.2 Equipment and materials (general)

The following equipment and materials are required in the room:

Essential:

• data projector

• speakers/sound system

• internet access

• whiteboard and markers

Optional:

• lapel microphone

• slide advancer

• easel to display large post-it-notes (if appropriate wall space is not available)

Checklists of materials and resources required for individual modules are provided in

Section 6.

5.3.3 Participant resource file

The recommended resource file format is an A4 two display ring file with dividers to

accommodate the seven modules. This system works well because it allows

flexibility in adapting the materials as well as the ability to incorporate additional

handouts. There are inserts for the front and spine of the ring binders designed to fit

the recommended file as well as a template for the file divider system. Participants

can use this folder as their resource for resilience and add to it as they wish.

5.3.4 Factors to consider in calculating the costs

The cost of running the program will vary depending on your local resources (e.g.

access to a suitable venue) and usual practice within your context re the provision of

catering for such events. The PowerPoint© slides for each module contain

14

photographic images that have been licensed from iStock. To ensure you are

licensed to use these images, you must re-purchase each image (or replace with

your own). A full list of images used is in Appendix 4.

As a general rule, costs will relate to the following:

Essential Desirable

• Black-and-white printing of

materials for the resource file

• A4 display ring binder files for the

program materials

• Pens • Name badges/sticky labels

• Coloured markers for table

activities

• Small Post-it notes for activities

• Large post-it-notes for recording • Catering

• Blank A3 paper for group work • Any other cost such as parking and

administrative assistance

5.3.5 Evaluation tool

One evaluation tool has been provided as part of the project materials. This survey,

adapted from Kirkpatrick and Partners hybrid course evaluation form, provides

participants with an opportunity to provide feedback on the delivery of the program.

This survey asks standard questions about the venue, value of content, facilitation,

and so on. The information gathered is then used to adapt the delivery of the

program. The evaluation form is available as Appendix 2, at the end of this Guide.

Ideally, a longitudinal study exploring the impact/outcomes of the action plans should

be carried out. This is currently being explored with participants from the pilots

conducted as part of this ATN project. Contact the project team

[www.enhancingresilience.com/#contact-us] for more information or advice on

evaluation.

15

6. Module content

This section has been provided to give an overview of the seven program modules,

including the materials and resources required.

6.1 Module 1—Overview of program and participants

This first module aims to give the essential background to the program, as well as to

start the participants forming into effective working groups. The main goal is to

generate a sense of trust and safety and establish the needs of the participants by

identifying their hopes for the participating in the program. The module also

establishes participants’ expectations of the facilitator(s) and each other. The

opportunity the program offers participants—to establish a new community of

practice in which members support each other in their role as change leaders—

should be highlighted. This module should be delivered at the same time as Module

2 as it is introductory only and hence has no core content.

Table arrangement: Multi-disciplinary groups

Duration: 20 minutes (approximately)

Module learning outcomes:

• Understand the program aims and structure.

• Understand the role of the facilitator(s) and participants.

Table 3 Module 1 materials

Materials Required

Catering (if applicable)

Registration table

Attendance sheet

Participant files (prepared in advance)

Name badges

16

Data projector

Easel OR whiteboard markers

Small Post-it notes and large Post-it notes

Internet connection

Lapel microphone (optional)

Slide advancer (optional)

Audio visual support (if needed)

PowerPoint© file for this module

Handouts

Printed PowerPoint© slides for Module 1 (handout version three slides per page with section for participant notes)

Agenda for the program (if delivering as intensive course - full days)

Resource file (e.g., A4 sized file or document wallet) for handouts and resources provided during the workshop

Important Note: You need to select slide 4 if you are delivering the program over 2

days and slide 5 if you are delivering the program as several modules over time.

6.2 Module 2—Setting the scene

The purpose of this module is to gain a shared understanding of the challenges of

the contemporary workplace (particularly higher education) and the need for staff

and student resilience.

Table arrangement: Multi-disciplinary groups

Duration: 50 minutes (approximately)

Module learning outcomes:

• Examine contemporary learning and work environments, particularly higher

education.

• Understand the drivers for resilience enhancement in the higher education

context.

17

Table 4 Module 2 materials

Materials Required

Data projector

Easel or whiteboard/markers

Lapel microphone (optional)

Slide advancer (optional)

PowerPoint© file for this module

Handouts

Printed PowerPoint© slides for Module 2 (handout version three slides per page with section for participant notes)

Module 2 Handout—Key Drivers for Resilience Enhancement

6.3 Module 3—Conceptualisation of resilience

The purpose of this module is to gain a shared understanding of resilience. This

module begins with an examination of participant’s conceptualisation of, and

personal experience with, resilience. An overview of how resilience has been

conceptualised in the literature and the project team’s view of resilience follows. The

module concludes within a discussion on the potential role of university staff in

enhancing student resilience.

Table arrangement: Multi-disciplinary groups

Duration: 50 minutes (approximately)

Module learning outcomes:

• Reflect on own conceptualisation of, and experience with, resilience.

• Understand historical views of resilience.

• Define/conceptualise resilience.

Table 5 Module 3 materials

Materials Required

Data projector

18

Easel or whiteboard/marker

Lapel microphone (optional)

Slide advancer (optional)

Bluetac (to display the four posters around the walls of the room)

PowerPoint© file for this module

Module 3 Posters—Implicit Theory of Resilience (to be posted around the wall before session)

Handouts

Printed PowerPoint© slides for Module 3 (handout version three slides per page with section for participant notes)

Module 3 Handout—Resilience Definition and Conceptualisation

Module 3 Activity—Reflection on Personal Change

6.4 Module 4—Research on enhancing resilience

This module explores the peer reviewed literature and resources related either

directly or indirectly to enhancing resilience.

Table arrangement: Multi-disciplinary groups OR organisational teams

Duration: 120 minutes (approximately)

Module learning outcomes:

• Critique contemporary resilience intervention research within the higher

education context.

• Understand key approaches to resilience enhancement within an ecological

framework.

• Critique resources related (directly or indirectly) to resilience enhancement.

Table 6 Module 4 materials

Materials Required

Data projector

Easel or whiteboard/ markers

19

Mobile device (phone or computer) with internet access for resilience resource review (at least one device per table group)

Lapel microphone

Slide advancer

A3 blank sheets of paper and pens

Large post-it notes and textas

PowerPoint© file for this module

Resilience resources 1. Monash University MOOC - Mindfulness for Wellbeing and Peak

Performance - https://www.futurelearn.com/courses/mindfulness-wellbeing-performance

2. RESILnZ app http://www.resilnz.com.au/ 3. Enhancing student wellbeing website http://unistudentwellbeing.edu.au/ 4. Teacher resilience https://www.brite.edu.au/ 5. The Desk online program https://www.thedesk.org.au/login?login 6. Information - Staying on Track YouTube video

https://www.youtube.com/watch?v=gEdMKH5zXuw

Note: There are other resources related directly or indirectly to resilience on the project website which you can use instead of those listed above or refer the program participants to the website for additional ideas they can utilise.

Handouts

Printed PowerPoint© slides for Module 4 (handout version three slides per page with section for participant notes)

Peer reviewed resilience intervention articles (a different article per group with one copy of the article per group member)

Module 4 Activity—Resilience Resource Review (you may wish to register for access to resources such as The Desk prior to module)

6.5 Module 5—Leadership

This module is aimed at developing participants’ knowledge of, and capacity for,

leading change. Topics covered include approaches to leadership and current

research on leadership within higher education. Participants reflect on what they

have learnt through the program in relation to resilience and leadership to inform the

implementation of their action plan within their circle of influence. Teaching staff

participants are encouraged to consider this project as an opportunity to undertake

scholarship of their teaching (see Module 6).

20

Table arrangement: Organisational teams

Duration: 120 minutes (approximately) Note: Most participants will need additional

time to continue to work on their action plans separate to the workshop. This

additional time may include working collaboratively with other members of their local

area/course team to design, implement and evaluate the project. It may also include

time with a peer coaching group or a mentor if one is made available to them through

this program or another means.

Module learning outcomes:

• Reflect on own conceptualisation of, and experience with, leadership.

• Understand contemporary approaches to leadership within the higher

education context.

• Create an action plan to lead change in your context.

• Consider key factors for sustainable change including networking, peer

coaching and mentoring.

Table 7 Module 5 materials

Materials Required

Data projector

Easel or whiteboard/markers

Lapel microphone

Internet connection

Slide advancer

Large post-it notes and textas

Bluetac (to display several posters around the walls of the room)

PowerPoint© file for this module

Large Post-it notes with common group hopes created by participants in Module 1 (if final module)

Module 5 Posters—Implicit Theory of Leadership

Handouts

Printed PowerPoint© slides for Module 6 (handout version three slides per page with section for participant notes)

21

Action plan template

Module 5 Activity—Integrated Competing Values Framework Leadership Roles

Module 5 Activity—Elevator Pitch

Module 5 Activity—Commitment and Accountability

6.6 Optional Module 6—Scholarly project

In this module, participants undertake scholarship of their teaching by developing

their action plan into a scholarly project.

Table arrangement: Organisational teams

Duration: 120 minutes (approximately). Note: Most participants will need additional

time to continue to work on their scholarly projects separate to the workshop. This

additional time may include working collaboratively with other members of their local

area/course team to design, implement and evaluate the project. It may also include

time with a peer coaching group or a mentor if one is made available to them through

this program or another means.

Module learning outcomes:

• Create a scholarly project related to leading change in your context.

Table 7 Optional Module 6 materials

Materials Required

Data projector

Lapel microphone

Slide advancer

Large Post-it notes with common group hopes created by participants in Module 1 (if final module)

PowerPoint© file for this module

Handouts

Printed PowerPoint© slides for Module 6 (handout version three slides per page with section for participant notes)

22

Module 6 Activity – Planning your Scholarly Project

6.7 Optional Module 7—Mindset

As stated earlier, this short module provides an introduction to mindset (growth and

fixed) which has been identified as key contributor to, or protective factor for,

resilience. No specific table arrangement is required.

Duration: 20 minutes (approximately)

Table 8 Optional Module 7 materials

Materials Required

Data projector

Easel or whiteboard/makers

Lapel microphone

Internet connection

Slide advancer

Large Post-it notes with common group hopes created by participants in Module 1 (if final module)

PowerPoint© file for this module

Handouts

Printed PowerPoint© slides for Module 7 (handout version three slides per page with section for participant notes)

Module 7 Activity – Mindset check

23

7. Guide references

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research on teacher resilience. Education Research Review, 6, 185–207.

Buyukgoze-Kavas, A. (2016). Predicting career adaptability from positive

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Brewer, M., Flavell, H., & Donaldson, M. (2014). Facilitating and coordinating the

interprofessional education and practice: creating leaders and opportunities

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Cilliers, F., & Flotman, A. (2016). The psychological well-being manifesting among

master's students in Industrial and Organisational Psychology. SA Journal of

Industrial Psychology, 42(1), 1–11.

Eley, D., Leung, J., Hong, B., Cloninger, K., & Cloninger, C. (2016). Identifying the

dominant personality profiles in medical students: Implications for their well-

being and resilience. PLoS one, 11(8), e0160028.

Harvey, G., & Kitson, A. (2015). Introduction and overview of the book. In G. Harvey

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https://www.kirkpatrickpartners.com/Resources

24

Merriam-Webster Learners’ Dictionary

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Wheatley, M. J. (2009). Turning to one another: Simple conversations to restore

hope to the future. San Francisco, CA: Berrett-Koehler.

Willumsen, E. (2006). Leadership in interprofessional collaboration: The case of

childcare in Norway. Journal of Interprofessional Care, 20, 403–413.

25

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26

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34

Appendix 2—Staff post-program

evaluation

Instructions: Thinking about the program you just completed, please indicate to

what degree you agree with each statement. Please provide comments along with

your rating to help us to improve this course in the future.

Learning Environment

Strongly disagree

Disagree Agree Strongly agree

The workshop environment helped me to learn

1 2 3 4

There were no major distractions in the environment that interfered with my learning

1 2 3 4

[Add comments box]

Course materials Strongly disagree

Disagree Agree Strongly agree

I understood the learning objectives 1 2 3 4

I was able to relate each of the learning objectives to the learning I achieved

1 2 3 4

I found the course materials easy to navigate

1 2 3 4

I was appropriately challenged by the material

1 2 3 4

The program material will be helpful for my success in the future

1 2 3 4

[Add comments box]

Relevance Strongly disagree

Disagree Agree Strongly agree

I will be able to immediately use what I learned

1 2 3 4

[Add comments box]

35

Delivery Strongly disagree

Disagree Agree Strongly agree

I was well engaged with what was going on during the program

1 2 3 4

The activities and exercises aided in my learning

1 2 3 4

I was given adequate opportunity to demonstrate what I was learning

1 2 3 4

My learning was enhanced by the knowledge of the facilitators

1 2 3 4

My learning was enhanced by the experiences shared by the facilitators

1 2 3 4

I was comfortable with the pace of the program

1 2 3 4

I was comfortable with the duration of the session

1 2 3 4

I was given adequate opportunity to interact with others and build networks

1 2 3 4

[Add comments box]

Overall Strongly disagree

Disagree Agree Strongly agree

The program met my expectations 1 2 3 4

I am clear on how to apply what I learned on the job

1 2 3 4

I would recommend this program to my colleagues

1 2 3 4

[Add comments box]

Energy for Change

How confident are you that you will be able to apply what you have learned back on

the job? (Circle one rating)

1 2 3 4 5 6 7 8 9 10 Not confident at all

Extremely confident

36

If you circled 6 or lower, please answer the following question. Circle all that apply.

My confidence is not high because:

a. I do not have the necessary knowledge and skills

b. I do not have a clear picture of what is expected of me

c. I have other higher priorities

d. I do not have the necessary resources to do it

e. I do not have the human support to do it

f. Other (please explain):

__________________________________________________________________

How committed are you to applying what you learned to your work? (Circle one

rating)

1 2 3 4 5 6 7 8 9 10

Not confident at all

Extremely confident

If you circled 6 or lower, please answer the following question. Circle all that apply.

My commitment isn’t high because:

a. I do not have the necessary knowledge and skills

b. I do not have a clear picture of what is expected of me

c. I have other higher priorities

d. I do not have the necessary resources to do it

e. I do not have the human support to do it

f. I am not required to do this

g. I am not rewarded or recognised for doing this

h. Other (please explain):

__________________________________________________________________

37

What barriers do you anticipate that might prevent you from applying what you

learned?

[Add comments box]

What might help to overcome those barriers?

[Add comments box]

What outcomes are you hoping to achieve as a result of your efforts?

[Add comments box]

What ultimate impact do you think you might contribute to the organisation as you

successfully apply what you learned?

[Add comments box]

38

Appendix 3—Research paper summary

notes

Burton, Pakenham & Brown (2010) describe a group of psychosocial resilience

training programs implemented at the University of Queensland. The program

targets five key resilience protective factors identified from the literature: positive

emotions, cognitive flexibility (e.g. acceptance), life meaning, social support and

active coping strategies (including physical activity). The interventions are based on

acceptance and commitment therapy, a type of cognitive behavioural therapy. The

program has 11 modules which focus on psychoeducation, discussion and

experiential exercises. Session topics include an introduction to the READY

resilience model, physical activity, mindfulness, life values, social connectedness,

relaxation and pleasant activities, activating and troubleshooting strategies.

Participants received a detailed workbook which included a CD with guided

exercises, written notes, sections were critical reflection and structured learning

activities to complete. 11 sessions, each of two-hour duration, were run over 13

weeks at the University. These sessions were held from 5 to 7 PM and were led by

clinical and health psychologists. The average participation for sessions was 81%.

Feedback was very positive in relation to the program’s usefulness and the

frequency and duration of the sessions. The results indicated large significantly

effects on measures of acceptance, environmental mastery, positive emotions,

mindfulness and personal growth. Moderate affects were also found on measures of

stress, self acceptance, valued living and autonomy.

Delaney et al (2015) describe a resilience program for physiotherapy students at an

Australian University consisting of a combination of positive psychology, CBT and

performance psychology. The authors describe a small pilot involving six students.

The program was 4 x90 minute evening sessions. Positive psychology introduced

strengths based on goal-based strategies, CBT focused on building cognitive

awareness and skills to reduce distress and learn to use cognitive control/behaviour

to optimise learning, and performance psychology which looked at strategies to

improve learning. The facilitator was a clinical psychologist. The program ran during

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eight weeks of a final physiotherapy placement. While students found the timing of

this program onerous given the commitments of their final placement the researchers

reported increased levels of confidence and cognitive control in areas students had

previously identified as stressful. The program helped students understand their own

triggers and responses, and to plan and implement specific and targeted behavioural

changes. The authors suggested the finding affirms the need for those involved in

fieldwork to go beyond changes to curriculum and structural organisation of learning

to more personalised approaches that support students in shifting their perceptions

and responses to workplace learning challenges. The suggested approaches include

implementing effective relaxation techniques, focusing on successes and strengths,

and teaching specific positive coping strategies.

Gerson & Fernandez (2013) describe a controlled study with 28 undergraduate

students undertaking the PATH program for accelerated thriving and health in a US

university. The program was designed to promote a healthy mindset in a nonclinical

population. The program involved three 60 to 90 minute sessions spaced over three

weeks. The purpose was to teach undergraduates an adaptive explanatory style in

order to promote thriving on resilience. The three dimensions of an explanatory style

were translated into a three-step process. Step one focused on getting perspective

on stressful events. Step two focused on considering the changeable aspects of

oneself or our behaviour which may have been to blame in that event or could be

changed for the future. Step three focused on realising that bad things do not last

forever so it's important to know when to let go. Each meeting presented a scripted

lecture about the relevance and components of pessimistic, optimistic and personal

control explanatory styles. This was interspersed with small group discussions. The

researchers found the PATH program was successful in increasing resilience with a

large effect size. The authors describe PATH as easy to implement with minimal

training and cost-effective as it was a group intervention.

Kreitzer & Klatt (2017) describe a number of interventions across several US

universities all designed to building student resilience. The one we have chosen to

feature here is Ohio University’s mindful resilience course. The course began with an

exploration of what gives meaning and purpose to life and how one sense of

meaning is related to being resilient. The major focus of the course is on how this is

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played out both on the individual and organisational level. Reflective mindfulness

practices were essential to the course. Students explored scholarly evidence behind

mindfulness and other reflective practices in addition to learning from experience

with health professionals sharing their own resilience strategies that sustained them

through their educational and professional career. These stories focused very much

on the importance of self-care and the interplay between individual action and

organisational culture. In addition to these invited guest speakers each student

interviewed two healthcare professionals from the area of practice they intended to

enter post-qualification. Students explored specific challenges that the practising

professionals faced, approaches to resiliency that they considered to be essential

skills, and the potential application of mindfulness to the specific organisation they

worked for. Students then highlighted key learnings from these interviews within the

larger class and developed a resiliency plan for their final presentation. Each

presentation looked at ways to deal with the challenges of coming and being a

healthcare professional.

McAllister & McKinnon (2009) provide a critique of the literature on resilience

within the health professions. They make a number of recommendations which, in

summary:

• Include discussion of resiliency in all courses

• Build positive professional relationships

• Maintain positivity

• Life balance & spirituality

• Reflect on & learn from self & others.

Mansfield et al (2016) conducted a review of 48 papers, 23 of which made

recommendations for preservice teacher education curriculum related to resilience.

Recommendations included: proactively educating teachers on coping resources,

time management, stress management techniques, problem-solving, social skills,

emotional regulation, assertiveness training, empathy, reframing and reflection.

Other recommendations related to preparation for the context of education including

teaching in rural and remote areas. Scenarios, videos and classroom observations

were suggested to enhance student preparation for the real world of teaching.

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Encouraging early teachers to develop strong supportive networks inside and

outside of the school was also highly recommended. In response to these findings

the authors developed the BRITE framework in teacher education, a series of

learning modules which can be delivered online or in blended format

(https://www.brite.edu.au/). The five modules are:

1. Building resilience: what is resilience and why is it important for teachers?

2. Relationships: building and maintaining relationships

3. Well-being: self-care, motivation, and managing work/life balance

4. Taking initiative: building a resilient classroom, reflection and ongoing

learning

5. Emotions: emotional awareness, management and optimism

Pines et al (2014) This US study involved 60 post graduate nursing students. There

was a strong focus on coping with the complex healthcare environment. Four

modules were delivered over two semesters. The first three modules were delivered

within weekly classes which were 3 hours in length. A scenario was provided in each

session so students had an opportunity to role-play the use of problem solving and

coping skills. Module one focused on the principles of resiliency and behaviours of

resilient nurses. Module two engaged students in professional empowerment and

disempowerment strategies in the workplace. Module three focused on analysing the

advantages and disadvantages of the five conflict management styles of Killman and

Thomas (1977) as seen on this slide. Five simulated scenarios then provided

students with the opportunity to apply the knowledge and skills learned to manage

conflict with colleagues and patients. Each simulation lasted for 45 minutes (30

minute simulation and 10 minute debrief). The fourth module used content from

TEAM Stepps, an evidence-based teamwork training system. Unfortunately little to

no significant changes in empowerment and stress resiliency were demonstrated

after training prior to the course. This study is a good reminder that is not sufficient to

prepare students with some simple strategies they need to employ in today's very

complex healthcare environment, instead we need supportive learning environments

where students can practice managing the intimidating and destructive behaviours of

others in realistic situations. The authors recommend universities continue to foster

students development of an understanding of the way healthcare providers respond

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to conflict and how they can work collaboratively with each other and communicate

positively.

Steinhardt & Dolbier (2008) describe their resilience intervention ‘transforming lives

through resilience education’. The program is comprised of 4 x 2 hour classroom

sessions. The first transforming stress into resilience. The second taking

responsibility. The third focusing on interpretations and the fourth creating

meaningful connections. A modified version of this resilience curriculum is available

online and in the resource package provided. These researchers focused on stress

management programs for higher education students which they incorporated within

the four themes you can see here

• Relaxation techniques e.g. diaphragmatic breathing, muscle relaxation,

imagery, meditation, biofeedback designed to manage the psychological

stress response.

• Cognitive behavioural strategies focus on identifying and changing

maladaptive thinking (e.g. all on none, perfectionistic, over generalisation,

catastrophising, self punishing) and also behaviour (e.g. alcohol use,

smoking, drug use) that can create stress and exacerbate its negative

effects.

• Social support by providing an empathic, safe environment where individuals

are encouraged to share their experiences, thoughts and feelings; social

support is often referred to as a buffer against the negative effects of stress.

• Psychoeducation to increase personal knowledge about the causes of any

contributors to distress and the cognitive, emotional, behavioural and

psychological effects of stress.

Stephens & Gunter (2016) described the use of twitter with 70 millennial nursing

students during their clinical course. Students received educational messages or

tweets each week that were loosely based on than US National Centre for Victims of

Crimes resilience project. Week one focused on social support, week two on positive

emotions, week three humour, week four knowledge of health behaviours, week five

self-knowledge, and week six effective coping. Some tweets asked students to

reflect on or respond to questions while others gave information about that week's

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theme. Several participants in the experimental group noted the tweets helped them

to handle stress. The researchers described twitter as a convenient, cost-effective

and enjoyable means of delivering a resilience intervention.

Wald et al (2015) from McGill University's Faculty of Medicine describe an approach

based on reflective writing. Of particular interest is a description of how to foster

resilience within the early stages of medical education in relation to adverse

challenges students will be required to respond to. The program has been running

since 2007. Staff have developed brief, emotionally confronting and ethically

challenging scenarios based on real events reported by Faculty. Examples include

being verbally abused by a physician in authority, being put under pressure to

perform and ethically questionable procedure on a patient, and having a

conversation with an angry family about a seriously ill family member. An in-depth

description of one of the scenarios is provided in the article as supplementary

material. Medical students engage with the scenarios with standardised patients in

their University Simulation Centre for six afternoon sessions throughout the year.

Each student plays a role in one scenario and observes two other scenarios. Each

session consists of five separate sections from pre-briefing for the staff through to

debriefing for staff. These sessions are based on Satir and colleagues work on

congruent relating and Kabat-Zinn and colleagues work on coping with stress

mindfully. Based on Satir’s work the program stresses the importance of remaining

present to self, to other and to the context in stressful situations, and developing the

self-awareness needed to catch oneself when taking an unhelpful stance such as

placating or blaming. Based on Kabat-Zinn’s work the program emphasises the

difference between reacting to stress and responding to stress. Lectures are not

provided on the topic; rather staff use what emerges in the session to highlight

relevant points focusing primarily on students ability to remain congruent and mindful

in their responses to a stressful scenario. The second module focuses on mindful

clinical practice which involves seven consecutive 90 minute small group triad's of

didactics learning, contemplative practice (e.g. meditation) and narrative medicine.

Topics include developing situational awareness (by developing students capacities

for noticing and discernment), strengthening self-monitoring and metacognition,

learning how to recognise common cognitive traps and biases that lead to errors in

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decision making, working mindfully in teams, understanding time management,

addressing the cognitive and emotional challenges of working with uncertainty,

understanding the connection between cultivating compassion for self and

compassion for others, and responding to loss and grief.

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Appendix 4—iStock images

All images used in the PowerPoint© slides and handouts for this program have been

licensed from iStock. In order to run this program yourselves, you will need to re-

license the images under your own name. A full list of images and their locations is

listed below.

Table 8 iStock images used in the program materials

Location iStock ID Thumbnail

PPT Module 1, slide 7 iStock-686308788

PPT Module 1, slide 9 iStock-160231435

PPT Module 2, slide 3 iStock-669775712

PPT Module 2, slide 3 iStock-849328026

PPT Module 3, slide 4 iStock-622956050

PPT Module 3, slide 6 iStock-682171036

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PPT Module 4, slide 3 iStock-458930591

PPT Module 4, slide 4 iStock-639777488

PPT Module 4, slide 22 iStock-872288210

PPT Module 4, slide 26 iStock-521614316

PPT Module 4, slide 26 iStock-845877918

PPT Module 5, slide 5 iStock-145835662

PPT Module 5, slide 6 iStock-472300670

PPT Module 5, slide 20 iStock-459590101

PPT Module 5, slide 21 iStock-869069506

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PPT Module 5, slide 21 iStock-184633985

PPT Module 5, slide 25 iStock-172385379

PPT Module 5, slide 28 iStock-610418092

PPT Module 6, slide 5 iStock-889521756

PPT Module 7, slide 4 iStock-475743102

Module 5 Posters—

Implicit Theory of

Leadership.docx Handout

iStock-689955934

Module 5 Posters—

Implicit Theory of

Leadership.docx Handout

iStock-513314362

Module 5 Posters—

Implicit Theory of

Leadership.docx Handout

iStock-915541194

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Module 5 Posters—

Implicit Theory of

Leadership.docx Handout

iStock-489925588