TEACHING PHILOSOPHY
It is my belief that students will dig deep enough if they feel inspired. In the era of digital conversion and fast-paced changes, my conceptions about the learning experience lean towards a more interactive approach, where teachers are no longer the gatekeepers of the world’s knowledge, and students have a saying. To accomplish that, I base my teaching projects in three pillars, as follows:
Healthy Interpersonal Relationships
I think students learn more when they perceive a genuine connection with their teachers. That stems from a healthy interpersonal relationship based on reciprocity and understanding. For me, preserving the light mood is crucial to a productive learning environment. Also, learning adventures must encompass provocation and insights. Not to be based only on my perception, scientific empiric research already confirms that when students perceive a positive emotional bond with their teachers, they tend to engage more and display better academic performance.
Problem-Based Learning
Solving problems and overcoming obstacles to fixing the world is a very attractive idea. That is why I try to supply students with real-life problems (in this case, organizational problems) so they can confront the challenges of making tough decisions in complex, ambiguous and volatile circumstances. When facing these concerns, students can compose a more realistic perception of their capacity as professionals and reason about the kind of solutions they can offer.
I also believe that to prepare the workforce of the future, the learning experience must have a solid problem-based component which will trigger both emotional and cognitive responses to drive creativity and problem-solving skills.
Teamwork and diversity
Unless they live in a cave, students will spend most of their career time dealing with other people. That means co-workers, bosses, employees, etc. In my view, the practicing of the teamwork competency in the classroom is indispensable.
As a teacher, I assume that the more approachable you are, the more students recognize you as a focal point for active learning. Additionally, some students bring with themselves previous experiences which must be explored by the teacher and peers leveraging diversity whenever is possible. In order to prepare students for global thinking, the diversity ingredient is of the essence, and that incorporates the learning and discussion of different perspectives on transversal issues around the globe.
COURSES I TEACH:
- MGT260 - Managing Human Potential
- MGT262 - Psychology at Work
- MGT363 - Designing Effective Organizations
- MGT463 - Organizational Behaviour in a Global Context
- MGM464 - Recruitment & Selection
- MGT480 - Internship
EXECUTIVE EDUCATION
Instructor at the Global Leadership Development Program
The University of Toronto Mississauga’s Global Leadership Development Program provides international professionals with leadership education, knowledge and the skills essential for organizational and individual success in an international marketplace.
The Institute for Management & Innovation (IMI) is proud to welcome these students to Canada and celebrate our partnership with the Industrial and Commercial Bank Of China (ICBC).
The University of Toronto is a qualified training partner of SAFEA (State Administration of Foreign Experts Affairs), and is looking to build partnerships with international and local industries to develop executive training that will support your organization's growth.