Workshop III

CONTENTS

There are 3 lessons in this module as follows:

1. Evaluating Workplace Efficiency

2. Human Resources Supervision

3. Plan Workplace Projects –cyclical or finite.

Aims

• Identify efficiency problems that occur in the production process at a workplace, develop efficiency improving procedures, and follow up and improvements’ assessing procedures.
• Demonstrate skills in supervising the performance of team work and individual workers to attain appropriate performance standards.
• Demonstrate skills in staff and teams motivation.
• Demonstrate skills in workplace project planning, either cyclical or finite.

How the Course Works

This course involves undertaking three hypothetical PBL projects, based on the industry you work in, or intend to work in. (eg. if you are a nursery worker, you must base your project on a small nursery; or if you work in administration, you will base your project on your sector of the business community.)

What is PBL?

Problem-based learning has been defined as: “A learning method based on using problems as a starting point for acquisition and integration of new knowledge.”

*PBL relies on problems to drive curriculum.

*PBL relies on real-life problems, where students act as professionals.

*PBL problems are not precise – they are not intended to generate neat answers. In your analysis to find the answer, you will gain essential problem-solving and critical-thinking skills.

*There are no single correct or incorrect solutions. Problems are designed so that different appropriate answers might apply – there is never meant to be just one solution.

*Teaching staff are facilitators or coaches, and must resist providing solutions (students solve the problems).

*Students are provided with guidance but not answers – they are given guidance in techniques that might be used for problem solving.

*Assessment is based upon performance, not upon giving correct answers.

PBL Project Stages

There are commonly three main stages in working through a PBL project:

1. Define the Problem

You need to first grasp the nature and scope of a problem. At this stage you will develop a hypothesis for the question. A hypothesis is an explanation for observed data/information that still has to be tested. For example, you might be given a list of symptoms that a person is suffering from and told that they think they might be suffering from schizophrenia. Your hypothesis might be that the person is suffering from schizophrenia.

2. Deal with Relevant Information

You need to access, evaluate and select what is most relevant, then utilise what is selected.

*Access – You can access information via internet searches, online libraries or traditional text books and journals.

*Evaluate – Students must consider the following about the information they have found:

- Credibility

- Accuracy

- How up to date?

- Bias

- Relevance

*Utilise – You will then utilise the information you have gained and use it to answer the question.

At this stage, you might change your hypothesis. Using the previous example, you might find that the symptoms do indicate that the person might have schizophrenia.

3. Develop a Solution

You need to construct and present a solution. This will require decision-making, followed by developing detail within the decision and then communicating the solution (eg. perhaps putting together a paper, report, multi media presentation).

THE WORLD IS CHANGING –AND SO IS EDUCATION

• Work fast or slow –you choose the intensity of study
• Start, pause or restart according to changing demands of work, family or lifestyle.
• Mix and match modules so you only study what you want or need to learn -We allow you to construct your own “tailor made” certificates or diplomas
• Options in assignments allow you to focus on things with greater interest to you.
• Study electronically (online or using a CD); or using printed notes.
• Use (or don’t use) supplementary services for extra learning want –unlimited access to tutors,  an online student room, social media, bookstore, etc
• Orientation video and student Manual at the start of your course will provide a clear guide to how you can study and get all sorts of support no matter where you live.

These pressures (and others) have resulted in the quality of classroom education diminishing. At the same time, technological advances have been allowing distance education to get better and better every year.

ACS started in 1979, and by 1982 was using computer technology to write and print courses. We have developed our school alongside a global technological revolution; adopting and applying new technologies to distance education as those technologies have emerged. Our experience has taught us how to deliver education in the most effective way, using modern technology; and allowed us to build a reputation that sets our graduates apart in the global marketplace.

• Too many courses today are stuck in the past; giving graduates qualifications (often accredited), but leaving them with out of date skills and often unemployed.
• Too many students commence courses with their sights on a job that exists when they start studying, but not recognising the fact that industries are changing so fast that by the time they finish studies, their job prospects may be completely different (The job they started out chasing might not even exist by the time they finish studying). 

You have two choices in your education –

• One is to ignore the changes underway in our world; and hope that studying something that has worked in the past, will work for you in the future.
• The other is to recognise that that there will be unforeseen opportunities in the future, and then prepare yourself as best you can to capitalize on those opportunities.

• Being prepared to capitalize on future opportunities in your field of study.
• Awareness of the subject and the industry
• Understanding of how to use what is learnt in real life situations
• Ability to communicate with greater confidence and accuracy
• Capacity to solve problems related to this subject