Suchergebnisse

This article describes my efforts to improve student skills in solving unstructured problems in a junior-level undergraduate business course by employing a problem-based learning (PBL) design. A rationale for adopting a PBL approach for this course is articulated. A 7-step problem-solving model is then presented. The course's design is described, including its learning outcomes, PBL projects, associated learning activities, and methods of assessing learning. Finally, student reactions and evidence of learning are discussed. The article concludes by raising a related issue: If graduates possess skills in solving unstructured problems, will businesses be receptive to their use?

As an efficient means for practicing interpersonal skills, triads are used in many management courses. Skill development requires practice by undergoing not just one, but a series of exercises. The learning value of the series is contingent on the variety of exercises, and this is provided by variations in the exercise scenarios and by scheduling strangers together in triads. Scheduling a series of stranger triads, however, is not a simple matter. This article describes a scheduling method that can be used in face-to-face and online courses. Several scheduling contingencies are discussed.

This article explores the suitability of the current online medium as an organizational behavior (OB) learning environment. Six differences between classroom and online medium are identified, concerning (a) the ways people communicate, (b) team dynamics, (c) access to Internet, (d) suitability for self-managed learning, (e) class diversity, and (f) ease in using computer-assisted learning. The impact of these differences when moving typical OB learning activities from the classroom to an online medium is discussed. The article concludes that although some activities may be better conducted in a face-to-face environment, most carry over well to an online medium, and for some areas, online may well be the medium of choice.

Experienced management skill teachers are a valuable but largely untapped source of knowledge about skill teaching, and there can be considerable validity to their knowledge. In this study, 24 experienced managerial skills teachers raise and discuss issues associated with the teaching of managerial skills. Insights are provided into 10 skill-learning issues: describing skills, developing an understanding of skills, teaching in a time-limited course, lifelong learning, orienting learners, the learning process, overcoming learner learning obstacles, qualities needed by teachers, assessing learning accomplishments, and absolute versus relative scoring.