Xavier Auclert's Teaching Portfolio

Xavier Auclert's Teaching Portfolio

1. My goals.

I’m Xavier Auclert.

I bring 15 years experience in corporate functions at international companies and building my own projects.

Today, I’m finally aligning my career with my deep-rooted interest in teaching and Science communication. This is the most challenging move I’ve ever made, the most invigorating as well.


I’m making my first steps as a teacher by:

Using my management experience to help business school students and novice managers and grow into Servant Leaders, leaders who achieve success by focusing on the wellbeing of their teams.

Studying towards the Higher Education Teaching Certificate from HarvardX, to understand the concepts and tools I need to create great learning experiences and help my students construct their knowledge.

Teaching a class at the Macromedia Akademie in Hamburg.

Within a year, I want to teach two classes in business schools in Hamburg or online.

I will continue to improve and use this teaching portfolio as a companion as I move along this fresh path.

2. My teaching.

Two years ago, a senior at the company I was working for asked me how I managed to keep my team performing. A well respected figure coming to me for advice triggered my thinking. This, and realizing that I loved to support and see my team members develop, lead me to understand I could help others grow through teaching.

Employees are not cogs in a machine anymore. And managers who rely on dated management styles cannot succeed. Also, trainings for new managers which rely on passive consumption of content do not support personal growth or trigger leadership behavior change.

Seeing these two trends, I want to help novice managers and students grow into leaders who succeed by focusing on their team’s wellbeing. I want to help them learn and test the hard and soft skills they need to build engaged, performing and happy teams. I do this by building a teaching experience guided by a clear framework and immediately applicable in a work environment.

I work with a modular syllabus, build around core leadership moments. I work with my students to build custom lesson flows that fit their objectives. It is designed to grow my student’s skills in five directions:

  • Understand the job.
  • Bring clarity.
  • Support.
  • Deal with management situations.
  • Nurture trust.

In class, I feel uncomfortable with low engagement. I set the stage for healthy class interactions by:

  • Creating course content that is based on real world situations.
  • Paying special attention to representing the diversity of all my students, not just the diversity they might encounter in a business environment.
  • Creating opportunities for self-reflection.

I run two types of classes, to help students move through the different elements of Bloom’s taxonomy: lectures and workshops.

The lectures are short (1h), to accommodate for my student’s busy schedules. By focusing on one concept and three learning outcomes they help my students master the theories, identify the pitfalls and build their leadership toolbox. After a short presentation, most of the session time is devoted to active learning activities: rapid think-pair-share, discussions and role play.

The workshops (2h) are designed to help students grow and practice soft skills. Students are confronted with real life situations (not example of real life situations) and develop solutions using coaching methods. These sessions help my students build knowledge by confronting their understanding of a situation with other students and gives them a chance to practice leadership skills.

I attach less importance to formal assignments than others. Still, I use multiple choice quizzes to stimulate memory retention. Other assignments are designed to trigger immediate behaviour change with a combination of self-reflection, tools and role play.

I improve my classes at each iteration. I ask for feedback at the end of each course and I collect informal information by paying attention to class dynamics.

I’m approachable and I easily build trusting relationships.

My teaching journey is starting and I’m enjoying approaching this new phase with humility and curiosity.

3. The tools and methods I use.

I use consistent tools and methods inspired by research to structure my courses and classes. They help me create a learning experience that is transparent, enjoyable and fair. I also use these methods to maintain a high level of quality and to improve my teaching.

3.1 Clarity.

I take enough time to bring clarity to my students at the start of each new class.

I'm transparent about who I am and my expectations in terms of behaviour. I invite for feedback and clarify when and how I am available to support them.

I show the students what they can expect of the class by making the learning objectives and the overall flow of the class explicit.

I also explain the different activities we will use during the class and how I will evaluate their progress and mastery of the subject.

3.2 Active learning lessons (Lesson plan).

As mentioned above, my 1h lectures follow a similar pattern:

  • Each lesson focuses on a unique concept. In most cases, it answers a specific question, such as "How do I send bad news to my team?", "How do I set targets?", "How can I help my team develop". I identify 3 learning outcomes and make them explicit.
  • I will start with a 15min presentation of the concept, putting it in context using a real-life example or story, highlighting the links with other concepts, pointing at the usual challenges and finishing with ideas or pragmatic tools the students can use.
  • During the remaining available time, students will engage in different active learning activities. I often use:
    • Applying a management tool to the student's real-life situation (example in §3.3)
    • Think-Pair-Share, using white boards and post its.
    • Role playing (see an example below).
    • Class discussions, to surface the diversity of experiences.

Note that some more complex topics might span over 2 lectures.

As an example, I use role play to engage students in learning the basics of coaching. After the presentation:

1️⃣ I ask students to form groups of four. I explain the objectives and expectations of the activity. I also provide ready-made evaluation sheets that students will use in steps 3 and 4.

2️⃣ Each student is invited to think about a difficult situation or a problem they are having at work and on which they would need support.

3️⃣ Working in the small groups, each student would in turn be coached, coach and observe the other students.

4️⃣ Each coaching session lasts 20 minutes and is followed by 10 minutes of feedback. The observers share their impressions and advice.

Coaching is a combination of technique and attitude. It’s difficult to learn, in part because it seems very easy. Role playing primarily helps students realize the difficulty in coaching. It also gives them the opportunity to test out the tools in a safe environment and receive immediate feedback from peers.

To ensure a safe and calm atmosphere, one small classroom or breakout room is needed for each group of four students.

3.3 Engaging students.

Often, my students expect my lessons to be applicable in their work environment, immediately. To make that happen, I blur the lines between what happens in class and their day to day work.

In some classes I will ask students to start applying a management tool I have just explained, in the context of their work.

Example 1

When learning about the different roles of a manager, I ask my students reflect on how they spend their time in the office. They use a time registration sheet that I provide. The activity brings the students to create an action plan to adjust their working habits.

Example 2

I ask students to reflect and choose a difficult conversation they need to have with someone in their team. Then, they prepare that conversation using question prompts that I provide and feedback from peers.

I use a more complex active learning activity to engage students when teaching about the concept of "ownership", how they can promote it in their team and what might be working against them. I want to help students develop a critical view of their company’s culture and how it might influence employee’s ability to take ownership of tasks rather than waiting for instructions from their hierarchy.

I ask students to organize a 30 minute workshop in their own company and explore some aspects of their company culture with other managers who are not taking part in the class.


After a short lecture on company culture, introducing a framework for understanding them, I set the goal of the workshop: “Highlight 2 aspects of the work culture at your company that might prevent employees from taking full ownership of their work, and identify possible, realistic, remedies you could apply at your level”.


Students prepare a flow for the workshop and discuss it in class: how are they going to organize the 30 minutes to answer the question, considering the point of view of the people they will invite?


We work on identifying the right people to invite.


Students conduct the workshops in their company.


We debrief in class, highlighting the challenges and possible solutions.

This learning technique helps the students think critically about their company’s culture, create a simple diagnostic of their own work environment and identify possible solutions. It also gets them to confront their point of view with that of real-world colleagues.

3.4 Assignments.

Assignments are not as important when teaching management practices to professionals as in other context.

I develop assignments that support the learning objectives and help me understand how my students are progressing.

The assignment example below shows how I can achieve this in a different context, that of a smaller class I’m a teaching, outside my primary field of expertise. This class aims to teach the basic of WP, a software used to build websites.

With this assignment, I want to test the student’s ability to use the simple tools they have learned to build an actual product.

Students should be able to understand a simple client brief, prototype a page to reach the objectives of the client and build the product under time pressure.


Over the past 8 lessons, we’ve been learning about the basics of WP: using the dashboard, using themes to create a customized experience, and deploying plugins to add complex functionalities.

With these tools in hand, you can build your first website and sell your skills online already!

This assignment will put you in conditions close to that of a simple contract work.

Under time pressure, you will need to design and build a converting landing page for a flash sale your client wants to publish the next day.

To complete this assignment, you’ll need to:

  1. Read the brief from the client. It will be sent to you by email at the start of the assignment (Monday 1pm).
  2. Sketch a wireframe of the page you want to build on an A4 sheet of paper. You’ll need to upload a picture of your sketch on the platform.
  3. Build the landing page on your instance of WP and publish the page before the assignment deadline. You’ll need to upload the site URL and a screenshot of the page to the platform. The landing page should comprise one webpage, with all necessary pictures, copy text and Call To Action (integrate a form or a download button for example). Use at least one plugin to add functionality to your page.
  4. Explain in a 3-slide presentation why you think your landing page solve's the client’s problem.

To recap the deliverables,

Before Monday 4pm, you’ll need to submit on the platform:

  • 1 picture of your sketch
  • The site URL
  • A screenshot of the site
  • A 3-slide presentation

I will grade this assignment according to the following criteria:

  • Adherence to the instructions (20%)
  • Quality of the solution you have sketched (15%)
  • Quality of the delivered page based on how it answers the brief’s requirements (50%)
  • Reasoning provided by the student for choosing the different page elements (15%)

This very practical assignment will be a good way to show students that, they can already solve real-world problems. The grading criteria put focus on how the students meet the client’s requirements, which is a behaviour that will be rewarded once they start building web sites professionally.

3.5 Syllabus.

As explained above, I've built a modular syllabus that can adapt to various environments and course expectations.

I use the syllabus to communicate about my class, to materialise my teaching approach, to clarify the learning flow and expectations to students and to document and facilitate iterative improvements.


About the course “Servant Leadership – The Foundation”

What? This online course covers the basic concepts of Servant Leadership.

Where? The course is held online.

When? The course is self-paced which means there is no fixed or set attendance schedule. The course lasts approximately 20 hours, and most students finish the course within 4 weeks. You are required to complete all modules within 8 weeks of the start date.

Who? The course instructor is Xavier Auclert.

Course Description

This course is designed to help recently promoted people managers initiate their transition into their new role, giving them the fundamental knowledge they need for a successful leadership career.

The course breaks down and explains the fundamental concepts and frameworks of Servant Leadership in the context of team management. It covers the more theoretical and conceptual aspects of people management and as such only forms the first step in a complete management training program.

Students learn and become familiar with the different concepts through prompted self-reflection questions, course videos, reading material, quizzes, exercises and other suggested reading material.

Learning Goals

By the end of this course, students will:

  • Be able to explain the importance of Servant Leadership in today’s economic context.
  • Internalise the 5 foundational ideas behind Servant Leadership and how the interact with one another.
  • Develop a finer understanding of your new management position, the expectations that lie on your shoulders and the key success criteria for managers.
  • Understand the importance of bringing visibility to your team and the main action levers you can use to bring clarity.
  • Learn different methods to support your team every day.
  • Learn to handle key moments of the life of a manager: hiring, firing ...
  • Understand how to build trust within you team.

Course assessment

Each module ends with a 10-question multiple choice quiz. You must achieve a grade of 80% on each quiz to obtain the final certificate.

Self-reflection questions and practical exercises are not graded.

Course Flow (scroll down 👇 and to the right for more details)


Module NameTopicKey learning OutcomesKey Activities




- Learn to use the e-learning platform. - Understand with the structure of the lessons. - Get acquainted with the instructor.

- Follow tutorial and videos.

Pre- course quiz

- Trigger self-reflection on current practices.

- Multiple choice questionnaire


Understanding your new job.

Self-Reflection: What have your challenges been?

- Trigger self-reflection on current practices.

- Questions

Avoid the new manager trap

- Develop self awareness about management practices

- Video lecture

Understand the 5 basic ideas of Servant Leadership

- Understand and use the Servant Leadership framework to structure management habits and behaviours

- Video lecture

Understand the responsibilities of a manager

- Know the responsibilities of managers

- Video lecture

Module quiz

- Multiple choice questionnaire


Empowering your team.

Self-Reflection questions

- Trigger self-reflection on current practices.

- Multiple choice questionnaire

Understand the importance of Clarity

- Understand the importance of clarity

- Video

Define your team’s rules of engagement

- Learn a practical tool to bring clarity

- Reading - Practical exercise

Set goals that get results

- Learn a practical tool to bring clarity

- Reading - Practical exercise

Module quiz

- Multiple choice questionnaire


Helping your team.

Self-Reflection questions

- Trigger self-reflection on current practices.

- Questions

Learn to coach your team

- Learn a practical tool to help your team

- Video - Reading - Practical exercise

Learn to give useful feedback

- Learn a practical tool to help your team

- Video - Practical exercise

How to run useful 1 on 1 meetings

- Learn a practical tool to help your team

- Reading - Practical exercise

Module quiz

- Multiple choice questionnaire


Running and building your team.

Self-Reflection questions

- Trigger self-reflection on current practices.

- Questions

Hire the right people

- Learn a practical tool to build your team

- Video

Have difficult conversations

- Learn a practical tool to manage a daily situation

- Video - Reading - Practical exercise

Evaluate your team’s performance

- Learn a practical tool to build your team

- Reading - Practical exercise

Module quiz

- Multiple choice questionnaire


Build trust within your team.

Self-Reflection questions

- Trigger self-reflection on current practices.

- Questions

Understand the main levers of trust building

- Identify possible trust building levers

- Video

Develop new habits that build trust

- Learn to develop new habits to build trust

- Reading - Practical exercise

Module quiz

- Multiple choice questionnaire


Servant Leadership


- Recap of all learning outcomes

- Video

Xavier Auclert's teaching portfolio - October 2021