Project A Presentation Nov 4


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  • HRD professional attributes and the critical skills required…
  • Talk about the instructional strategies and why we choose to use these methods.
  • Emphasis Adult learning strategy.
  • Why is this an essential competency? As HRD professionals, we are trained problem solvers….
  • Discuss Pros and cons.
  • Discuss Pros and Cons.
  • Read objectives.
  • Read
  • Give group contact information.
  • references
  • Project A Presentation Nov 4

    1. 1. Group Members: Carter, Mary Deloris Sims Ethridge, Patrick Gilbert, Linda McCutheon, A. Flynn Reynolds, Clay HRD 860 Clemson University December 2009
    2. 2. <ul><li>Problem solving skills are central to the work of the human resource development (HRD) professional. HRD professionals face myriad situations that must be assessed and followed up with recommendations for improvement. </li></ul><ul><li>The ability to deconstruct and articulate work place problems is a must–have competency . </li></ul><ul><li>HRD students must demonstrate a mastery of recognizing, analyzing, and recommending well-thought out solutions for complex problems. </li></ul>
    3. 3. <ul><li>This instruction combines two strategies: </li></ul><ul><li>Case Study Method. This method allows learners to engage critical analysis and evaluation skills through the study of “real-world” workplace problems. This method provides the learner with a tool for learning to evaluate and appropriately apply problem solving techniques. Developing problem solving skills will help to prepare HRD students to be efficient when they work through complex workplace problems. </li></ul><ul><li>This method also invites reflection and collaboration--integral aspects of the HRD professional’s work. </li></ul>
    4. 4. <ul><li>2. Self-directed Learning. This method compliments the online learning environment to which MHRD students are already accustomed. At their own pace learners will be able to access HR case studies, exercises, and other learning resources included in the course. </li></ul><ul><li>With this method, learners can post and read other learner comments related to the case study exercises. </li></ul><ul><li>Self-directed learners assume responsibility for incorporating the knowledge gained from this learning module into the broader lessons learned in the MHRD program. </li></ul>
    5. 5. <ul><li>Combined, the case study method and self-directed learning represent effective instructional strategies for MHRD students to learn, develop, and sharpen their problem solving skills--an essential competency for HRD professionals. </li></ul>
    6. 6. <ul><li>Pros of case study method </li></ul><ul><li>Overcomes the sterility and one-way delivery of course material. </li></ul><ul><li>Provides a “need to know” avenue to learn life pertinent skills. </li></ul><ul><li>Provides study of “real-world” scenarios that acquaint learners with workplace problems and solutions. </li></ul><ul><li>Provides intrinsic motivation to learn and apply learning through the presence of the outside sponsor </li></ul><ul><li>Cons of case study method </li></ul><ul><li>Learners may experience frustration. </li></ul><ul><li>Learners may be uncomfortable with the “unknown” nature of the case study method. </li></ul><ul><li>Learners may hesitate to offer their input. </li></ul><ul><li>Learners may want to provide the “correct” answer, which may drive the case study process for students until they realize that there is no one correct answer. </li></ul>
    7. 7. <ul><li>Pros of case self-directed learning </li></ul><ul><li>Ability to learn during peak learning time in personal or preferred environment. </li></ul><ul><li>Ability to learn at own pace. </li></ul><ul><li>Ability to engage preferred learning style. </li></ul><ul><li>Ability to pursue preferred area of interest. </li></ul><ul><li>Cons of self-directed learning </li></ul><ul><li>Lack of personal computer may force learner to conduct course work at inconvenient times and locations. </li></ul><ul><li>Lack of familiarity with computer technology and communication norms. </li></ul><ul><li>Lack of self-knowledge of “best” or preferred learning style. </li></ul>
    8. 8. <ul><li>Terminal Objective </li></ul><ul><li>To equip learners with the skills necessary for evaluating problem solving techniques that can be applied to the case study method. </li></ul><ul><li>Enabling Objectives </li></ul><ul><li>After completion of the module, learners will be able to evaluate problem solving strategies. </li></ul><ul><li>After completion of the module, learners will be able to discuss the rationale for their problem solving technique application. </li></ul>
    9. 9. <ul><li>The medium for this instruction is a self-directed web-based training (WBT) module. This format compliments the existing MHRD online learning environment to which students are accustomed. The web site will include the following: </li></ul><ul><li>HRD case studies </li></ul><ul><li>Case study exercises </li></ul><ul><li>Rubric to self-evaluate problem solving skills </li></ul><ul><li>Rubric to evaluate problem solving strategies </li></ul><ul><li>Discussion wiki </li></ul><ul><li>Self-evaluation tool(s) </li></ul><ul><li>Links to helpful resources </li></ul>
    10. 10. <ul><li>“ I cannot teach anybody anything, </li></ul><ul><li>I can only make them think.” </li></ul><ul><li>Socrates </li></ul><ul><li>Source: </li></ul>
    11. 11. <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Okes, D. (2008). The human side of root cause analysis. The Journal for Quality & Participation, Retrieved October 11, 2009, from - </li></ul>