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Problem-Based Learning for Improving Information Fluency in HR Majors

Implement problem-based learning to enhance HR majors' skills in solving unstructured problems and creating complex systems from scratch. Facilitate student-centered learning through project-based assessments.

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Problem-Based Learning for Improving Information Fluency in HR Majors

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  1. Six Outcomes – One (BIG) Assignment: A Problem-Based Learning Approach to Improving Information Fluency Dr. Karen Ann Tarnoff Assistant Dean for Assurance of Learning and Assessment College of Business and Technology

  2. The Scenario • Based on experience in class: • HR majors do very well solving structured problems, BUT struggle solving unstructured/ambiguous problems. • HR majors are very adept at applying templates and adapting processes, BUT struggle creating complex systems/processes from scratch. • Reality: • HR managers are rarely faced with highly structured problems that are easily solved with rote solutions. • Challenge: • How do we teach our students this amorphous skill?

  3. Planning and Staffing – MGMT 4560 • Senior-level course for HR majors in the BBA program • Course learning objectives: • Prepare, as part of a team, a staffing manual including job analysis and full recruiting and selection processes; and • Contribute to the development of the written communication, teamwork, and critical thinking competencies as well as discipline-specific knowledge (i.e., knowledge about HRM) in accordance with the BBA program’s learning objectives for all undergraduate business students.

  4. An Intriguing Idea • “Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies (e.g., information fluency) and domain knowledge.” • “The goals of PBL are to help students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.” http://en.wikipedia.org/wiki/Problem-based_learning

  5. An Intriguing Idea • The faculty member serves as a facilitator of learning rather than as the “sage on the stage” • Faculty: • Support • Guide • Model • Question • Encourage • Monitor learning process • Set standards for learning and evaluation criteria

  6. Reengineering a Project Using PBL to focus on Information Fluency • Project: Teams create a complete staffing manual for a position of their choosing in a Fortune 100 company • Round one – provide a template for the manual’s contents • Round two – task students with drafting manual from scratch and guide students week by week • Round three – provide a rubric at the beginning of the semester for the evaluation of the manual’s contents • A HA! Round four – have the students create the rubric (week by week) for the evaluation of the manual’s contents

  7. Steps • Faculty develops complete rubric capturing content knowledge to be covered – don’t share with students • Assign major project and explain that a rubric will be used to grade • Provide the rubric’s first section to guide students • Warn students that they will be outside their comfort zone • Require students/teams to contribute a prescribed number of rubric items each class/week instructing them to identify major content items they should cover in the project and on which they want to be graded. Award points for weekly contributions.

  8. Steps • Have students/teams post items to D2L discussion board weekly • Set aside 5-10 minutes each class to share items and discuss • Use instructor’s rubric to supplement students’ weekly contributions • Compile contributions and post weekly to D2L in rubric format • Have students/teams evaluate each others work using rubric in advance of submission • Use rubric to grade and provide feedback to students

  9. PBL, a Rubric and Information Fluency • Questioning – identifying rubric items requires students to discover what they need to learn • Seeking – finding information to address rubric dimensions identified by class and to include in manual • Evaluating – determining what information from various sources should be included in the manual • Using – putting the information discovered into a logical sequence of ideas and addressing all items in rubric • Communicating – writing the manual in a professional format for use by HR managers • Recognizing – appropriately citing sources utilized

  10. Some PBL Resources • http://www.pbl.uci.edu/whatispbl.html • http://www.studygs.net/pbl.htm • http://online.sfsu.edu/rpurser/revised/pages/problem.htm • http://www.learning-theories.com/problem-based-learning-pbl.html • http://docs.lib.purdue.edu/ijpbl/

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