Group Members:Group Members:Carter, Mary Deloris Sims Carter, Mary Deloris Sims Ethridge, PatrickEthridge, PatrickGilbert, LindaGilbert, LindaMcCutheon, A. FlynnMcCutheon, A. FlynnReynolds, ClayReynolds, Clay

HRD 860 HRD 860 Clemson UniversityClemson UniversityDecember 2009December 2009

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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.

The ability to deconstruct and articulate work place problems is a

must–have competency .

HRD students must demonstrate a mastery of recognizing,

analyzing, and recommending well-thought out solutions for

complex problems.

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This instruction combines two strategies:

1. 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.

This method also invites reflection and collaboration--integral

aspects of the HRD professional’s work. 3

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.

With this method, learners can post and read other learner comments

related to the case study exercises.

Self-directed learners assume responsibility for incorporating the

knowledge gained from this learning module into the broader lessons

learned in the MHRD program.

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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.

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Pros of case study method

Overcomes the sterility and one-way

delivery of course material.

Provides a “need to know” avenue to

learn life pertinent skills.

Provides study of “real-world”

scenarios that acquaint learners with

workplace problems and solutions.

Provides intrinsic motivation to learn

and apply learning through the

presence of the outside sponsor

Cons of case study method

Learners may experience frustration.

Learners may be uncomfortable with

the “unknown” nature of the case

study method.

Learners may hesitate to offer their

input.

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.

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Pros of case self-directed learning

Ability to learn during peak

learning time in personal or

preferred environment.

Ability to learn at own pace.

Ability to engage preferred

learning style.

Ability to pursue preferred area

of interest.

Cons of self-directed learning

Lack of personal computer may

force learner to conduct course

work at inconvenient times and

locations.

Lack of familiarity with computer

technology and communication

norms.

Lack of self-knowledge of “best”

or preferred learning style.

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Terminal Objective

To equip learners with the skills necessary for evaluating problem solving

techniques that can be applied to the case study method.

Enabling Objectives

After completion of the module, learners will be able to evaluate problem

solving strategies.

After completion of the module, learners will be able to discuss the

rationale for their problem solving technique application.

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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:

HRD case studies

Case study exercises

Rubric to self-evaluate problem solving skills

Rubric to evaluate problem solving strategies

Discussion wiki

Self-evaluation tool(s)

Links to helpful resources

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“I cannot teach anybody anything,

I can only make them think.”

Socrates

Source: http://www.nwlink.com/~Donclark/hrd/learnqt.html

http://www.adprima.com/teachmeth.htm

http://www.astd.org/content/research/competency/AreasofExpertise.htmhttp://www.uwex.edu/disted/conference/Resource_library/proceedings/01_7.pdf

http://www-distance.syr.edu/sdlhome.html

http://en.wikiversity.org/wiki/Reflective_thinking

http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp#CASE%20STUDY

http://www.ojp.usdoj.gov/BJA/evaluation/glossary/glossary_c.htm

http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1292997

http://www.utexas.edu/research/pair/formulat.htm

Okes, D. (2008). The human side of root cause analysis. The Journal for Quality & Participation, Retrieved October 11, 2009, from findarticles.com/p/articles/mi_qa3616/is.../ai_n31171230/ -

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