Workshop III

Learn to be more productive in any workplace, improve career and business opportunities through a problem based learning workshop course.

Course Code: BGN302
Fee Code: S3
Duration (approx) Duration (approx) 100 hours
Qualification Statement of Attainment
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Develop your ability to plan, implement and assess management strategies, applicable to your industry sector.

This course provides the same outcomes as would normally be achieved by attending face to face or residential workshops. By utilising a PBL approach to learning which has been tried and proven over many years, we have been able to refine this module to create a very effective program that can relate to any discipline in a specific and very practical way. In short, it works and it can be undertaken from anywhere in the world, with the student working in one to one liaison with an academic member of our staff.

 

 

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).


Example of how a PBL Project might get started:

A project may aim for you to demonstrate skills in supervising the performance of team work and individual workers to attain appropriate performance standards; and to Demonstrate skills in staff and teams motivation.

In an attempt to achieve that aim, you might work through a hypothetical situation as outlined below:

Consider:  You are a manager in one section or department of a big company (relevant to your industry sector). You want to evaluate the performance of your team and of each individual member, and at the end of the process to suggest changes that will improve your section’s team work, workers’ performance and work satisfaction.

You went to a conference on teams’ motivation, and you realized that your team is not working at peak performance, and you want to know why. You have some ideas, there have been changes recently in the company in other sections and yours has been stable for a long time. Performance looks the same as usual, but people don’t look really motivated and some of them are not compromised with the team.

You suspect there are several different problems. Your initial assessment agrees with this, but to confirm this you will need to undertake a thorough investigation of the team’s performance and workers satisfaction and collect further evidence to make decisions. You want also to involve your staff in the process.

Your job is:
1. Demonstrate 5 different methods of evaluating workers’ performance in two different role play situations.
2. Develop 3 different methods to discuss with your staff communication, motivation and work satisfaction improvement tools.
3. Discuss in a 5 minute verbal presentation, alternative ways of implementing specified changes in a workplace.
4. Demonstrate the initiation of a person to perform a work task which they are unfamiliar with; including instructing the person how to perform the task to an acceptable industry standard, then directing and correcting the person as they perform the task.
5. Perform one specified role play, in the role of a supervisor, demonstrating supervisory tasks.

With this in mind, you create a team that involves yourself and your tutor.

  • You are in the hypothetical role of the section’s manager.
  • Your tutor is in the hypothetical role of a human resources consultant. You should approach your tutor in the same way that you would approach a professional consultant.

a) You must contact your tutor at least two times via phone, fax or email during the project, before attempting to commence the final submission. At each point of contact, you should ask your tutor three questions, and submit a brief progress report each week during the project.

You should be mindful that the hypothetical consultant (tutor) is both an expert but also one that charges by the hour, so the questions you put should be meaningful, designed to contribute toward achieving the stated project aim and, above all, should not be repetitive. Contact should be concise and time efficient.
 
b) You must prepare a survey form for recording the information you collect on workplace motivation, compromise and satisfaction in your industry sector. Use your form to survey six people.  These could be from a real life situation or a hypothetical situation.
 
 
 

Member of Study Gold Coast Education Network.

ACS Global Partner - Affiliated with colleges in seven countries around the world.

Since 1999 ACS has been a recognised member of IARC (International Approval and Registration Centre). A non-profit quality management organisation servicing education.


How can I start this course?

You can enrol at anytime and start the course when you are ready. Enrolments are accepted all year - students can commence study at any time. All study is self paced and ACS does not set assignment deadlines.

Please note that if a student is being assisted by someone else (e.g. an employer or government subsidy), the body offering the assistance may set deadlines. Students in such situations are advised to check with their sponsor prior to enrolling. The nominal duration of a course is approximately how long a course takes to complete. A course with a nominal duration of 100 hours is expected to take roughly 100 hours of study time to complete. However, this will vary from student to student. Short courses (eg. 100 hrs duration) should be completed within 12 months of enrolment. Certificates, Advanced Certificates and Awards (eg. over 500 hours duration) would normally be completed within 3 -5 years of enrolment. Additional fees may apply if a student requires an extended period to complete.
If a student cannot submit their assignments for 6 months to ACS, they should advise the school to avoid cancellation of their student
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You sure can. We are here to help you learn whatever your abilities.

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This is possible, it depends on the institution. We recommend that if you would like to use our courses that you contact the institution first. Our Course Handbook is a good resource for this.

Our courses are written in English and we only have English speaking academic staff. If you can read and complete your assignments in English, our courses are ideal for you.

Our courses are designed to build knowledge, hands on skills and industry connections to help prepare you to work in the area, running your own business, professional development or as a base for further study.

This course has been designed to cover the fundamentals of the topic. It will take around 100 hours to complete, which includes your course reading, assignment work, research, practical tasks, watching videos and anything else that is contained in the course. Our short courses are a great way to do some professional development or to learn a new skill.

It’s up to you. The study hours listed in the course are a rough guide, however if you were to study a short course (100 hours) at 10 hours per week, you could finish the course in 10 weeks (just an example). Our courses are self-paced, so you can work through the courses in your own time. We recommend that you wait for your tutor to mark and return your assignment before your start your next one, so you get the benefits of their feedback.

The course consists of course notes, videos, set tasks for your practical work, online quizzes, an assignment for each lesson (that you receive feedback from your tutor from) and ends in an exam (which is optional, if would like to receive the formal award at the end), using our custom built Learning Management System - Login.Training.

Our courses are designed for adults to gain professional development and skills to further their careers and start businesses.

Our custom online learning portal allows you to conduct your learning online. There may be practical tasks that you can do offline. You have the option of downloading your course notes or print them to read later.

There is also the option to pay an additional fee for printed course notes and or USB (availability limited to location and deliverability).

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We offer printed notes for an additional fee. Also, you can request your course notes on a USB stick for an additional fee.

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We are more learning focussed, rather than assessment focussed. You have online quizzes to test your learning, written assignments and can complete an exam at the end of the course (if you want to receive your certificate). You will not receive a pass/ fail on your course work. If you need to add more details on your assignment, we will ask you to resubmit and direct you where you need to focus. If you need help, you can ask your tutor for advice in the student room.

Each module (short course) is completed with one exam.

Exams are optional, however you must sit an exam if you would like to receive a formal award. You will need to find someone who can supervise that you are sitting the exams under exams conditions. There is an additional cost of $55 (AUS) $50 (O/S) for each exam.
More information is here

There are practical components built into the course that have been designed to be achieved by anyone, anywhere. If you are unable to complete a task for any reason, you can ask your tutor for an alternative.

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You can bundle the short courses to create your own customised learning bundle, Certificates or Advanced Certificates. More information is on this page.

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Course Contributors

The following academics were involved in the development and/or updating of this course.

Rosemary Davies

Businesswoman, Journalist, Editor, Broadcaster, Teacher, Consultant for over 30 years.

Jacinda Cole

Former operations manager for highly reputable Landscape firm, The Chelsea Gardener, before starting her own firm. Jacinda has over 20 years of industry experience in Psychology, Landscaping, Publishing, Writing and Education. Jacinda has a B.Sc., Psych.C

Tracey Jones (Psychologist)

B.Sc. (Psych), M.Soc.Sc., Dip.Social Work, P.G.Dip Learning Disability, Cert Editing, Cert Creative Writing, PGCE.
Member British Psychological Society, Member Assoc. for Coaching, Member British Learning Assoc.
25 years industry experience in writing,

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