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(19) Becoming a Self-Starter (syllabus)
Course #1 of The Whole Lawyer program
Kevin Colangelo
April 12, 2024
Welcome back!
Becoming a Self-Starter
- course #1 of The Whole Lawyer Program -
Course Description:
This course is aimed at law students and newly minted lawyers, focusing on developing the key skills, capabilities and mindsets required to demonstrate leadership, responsibility, and initiative in legal work with minimal supervision. Through educator-created online lessons, case studies, self-reflection and targeted assessments, learners will be able to navigate the complexities of legal practice proactively, independently and confidently.
Learning Objectives:
By the end of this course, learners will be able to:
1. Identify and harness personal strengths and areas for growth to build a foundation for self-directed professional development.
2. Develop strategic planning skills to set and achieve professional goals.
3. Cultivate resilience and adaptability in the face of challenges and setbacks.
4. Demonstrate leadership and initiative in legal project management.
5. Apply creative problem-solving strategies to complex legal scenarios.
6. Foster a professional network to support continuous learning and career advancement.
Syllabus:
Chapter 1: Foundations of Self-Management
Lesson 1.1: The Psychology of Self-Management
- Objective: Understand the psychological underpinnings of self-discipline, motivation, and autonomy.
Lesson 1.2: Personal SWOT Analysis for Lawyers
- Objective: Conduct a personal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to identify areas for growth.
Lesson 1.3: Mastering Time Management and Organizational Skills
- Objective: Implement effective time management and organizational strategies tailored for legal practice.
Chapter 2: Strategic Career Planning
Lesson 2.1: Setting and Achieving Professional Goals
- Objective: Develop a strategic plan for setting and achieving short-term and long-term professional goals.
Lesson 2.2: Navigating Career Transitions and Opportunities
- Objective: Learn strategies for identifying and capitalizing on career opportunities and transitions.
Lesson 2.3: The Importance of Continuous Learning and Adaptation
- Objective: Cultivate a commitment to lifelong learning and adaptability in the evolving legal landscape.
Chapter 3: Embracing Leadership
Lesson 3.1: Leadership Styles and Their Impact in Legal Settings
- Objective: Explore various leadership styles and their applicability in different legal contexts.
Lesson 3.2: Effective Team Management and Delegation
- Objective: Develop skills in managing teams, delegating tasks, and fostering collaboration.
Lesson 3.3: Ethical Leadership and Professional Integrity
- Objective: Understand the importance of ethical leadership and maintaining professional integrity.
Chapter 4: Innovation in Legal Practice
Lesson 4.1: The Role of Innovation in Legal Services
- Objective: Explore how innovation shapes legal services and client expectations.
Lesson 4.2: Technology and the Future of Law
- Objective: Examine current and emerging technologies impacting legal practice.
Lesson 4.3: Developing a Mindset for Legal Innovation
- Objective: Foster an innovative mindset to approach legal challenges creatively.
Chapter 5: Professional Networking and Mentorship
Lesson 5.1: Building a Robust Professional Network
- Objective: Learn strategies for building and maintaining a professional network.
Lesson 5.2: The Role of Mentorship in Career Growth
- Objective: Understand the value of mentorship and how to both find a mentor and be a mentor.
Lesson 5.3: Effective Networking Strategies
- Objective: Master effective networking strategies for in-person and online environments.
Rubrics, Assessments and Feedback:
Rubrics for this course should create clear, measurable criteria that align with the course's learning objectives and foundations. This will ensure that assessments (chapter quizzes and final exams) are transparent, consistent, and objective, providing learners with valuable feedback on their progress.
Here is a sample rubric for Chapter 1: Personal SWOT Analysis
Assignment: Complete a personal SWOT Analysis to identify your strengths, weaknesses, opportunities, and threats as they relate to your legal career.
Criteria | Exemplary (4) | Proficient (3) | Developing (2) | Beginning (1) |
|---|---|---|---|---|
Completeness | Analysis is comprehensive, covering all four SWOT categories with multiple entries in each section. | All four SWOT categories are addressed, but one or two sections may have fewer entries. | Missing one of the SWOT categories or several sections are underdeveloped. | Omits two or more SWOT categories or provides minimal detail. |
Reflection | Demonstrates deep reflection, providing detailed explanations of each entry and its relevance. | Shows reflection and understanding of how each SWOT element relates to their legal career. | Reflection is present but superficial; explanations lack depth. | Reflection is minimal or missing; explanations are vague or irrelevant. |
Actionable Steps | Outlines specific, actionable steps for each SWOT element, demonstrating strategic planning. | Provides actionable steps for most elements, but some may lack specificity or feasibility. | Lists general actions without clear connection to SWOT analysis or practical application. | Fails to provide actionable steps or steps are unrealistic/unrelated to the analysis. |
Presentation | Analysis is well-organized, clearly written, and free of grammatical errors. | Mostly well-organized and clear, with minor errors that do not hinder understanding. | Organization is lacking, affecting the clarity of the analysis; several grammatical errors. | Poor organization and clarity; numerous grammatical errors distract from content. |
For more on using rubrics to help assess and promote a learner’s proficiency, click here
Syllabus Development and How to Use
Consistent with the Train Better Lawyers ethos, this syllabus was developed through extensive research. This includes:
review of the findings of IAALS’ Foundations for Practice project, including the Instructional Design Guide and the Hiring Guide,
interviews and conversations with educators that are engaged in designing and delivering experiential learning programs to lawyers and law students,
review of recent surveys of lawyers regarding professional development activities and initiatives,
review of media (articles, blogs, podcasts) that discusses what skills are needed in today’s legal practice, and
personal experience with the design and development of 14 online courses focused on teaching the skills, capabilities and mindsets that are needed in the modern legal function.
Regardless of this background, this syllabus is provided as an illustrative example of how such a course might be structured and should not be interpreted as a definitive course design for this topic. The content, including the outlined modules, learning objectives, lessons, and assessment strategies, represents one possible approach to fostering the skills and mindsets associated with being a self-starter within the legal profession.
Professional instructors and curriculum designers are encouraged to adapt, modify, or reimagine this syllabus to better align with their unique educational contexts and objectives.
Further, the methodologies, strategies, and assessment rubrics are suggestive and should be tailored to reflect the specific learning outcomes desired for the course. Instructors are urged to consider the diversity of learning styles and the importance of inclusive teaching practices in the development and delivery of their courses.
Those using this syllabus as a guide for course development should do so with the understanding that adaptation and innovation are key to creating an engaging and effective learning environment.
Next Ish:
We continue our course-by-course examination of The Whole Lawyer Program with Course #2: Legal Problem Solving: A Practical Approach
To reiterate: the goal is to equip you with everything you need to either create your own version of the program (if that’s the business you’re in!) or learn how to find and evaluate existing courses that are compatible with the Program.