Human Resources Diploma Toolbox. BSB50801 Diploma of Business (Human Resources)

Transcription

1 Teacher guide Human Resources Diploma Toolbox BSB50801 Diploma of Business (Human Resources) Teacher guide... 1 QuickStart for teachers... 2 How does it work?... 5 Assessment... 9 Implementation ideas Online teaching tips Session plan for an orientation with students Knowledge and skills gap analysis Sample delivery schedule online groupwork ideas HR key terms Acknowledgements This Teacher Guide was developed from contributions by Barry Reeves, Susan Coleman, and Sheevaun Gallacher. We gratefully acknowledge the feedback from students of Central TAFE WA who participated in the pilot of this Toolbox, and the contribution (via Susan Coleman) of the FAME program run by TAFE NSW. July 2003.

2 QuickStart for teachers OK, you're busy. Read these 3 pages for the basics to get started. Later you can browse the rest of the Teacher Guide. What s in this toolbox? This Toolbox contains learning materials for self-guided study and group collaboration. The materials are presented around a case study company called STAR Industries where the student is given challenges and situations that the HR Manager would typically encounter. The emphasis on learning by doing the student takes on the role of General Manager, HR at STAR and makes strategic decisions about HR that will help STAR achieve its goals. The Toolbox is organised around nine projects, aligning to nine competencies at AQF level 5: Table 1: Units of competence in the HR Toolbox (2 columns) BSBHR501A BSBHR502A BSBHR503A BSBHR504A BSBHR505A BSBHR506A BSBHR507A BSBHR508A BSBHR509A Manage human resource consultancy services Manage human resource management information systems Manage performance management systems Manage industrial relations policies and processes Manage remuneration and employee benefits Manage recruitment selection and induction processes Manage separation/termination Manage work/life skills Manage rehabilitation/return-to-work programs What do I need to start using it? a standard web browser like Internet Explorer (version 5 and above) or Netscape (version 4.7 or higher) or Mozilla. a monitor where you can set the display size to 800x600 or 1024x768 Flash Player version 6 (release 29 or higher) if you want to hear the sound files (when you go to the home screen for a Unit the Toolbox will tell you if you don't have it) Acrobat Reader version 4 or higher if you want to get the fast download version of the worksheets in the learning packs. Follow the link to Computer Setup on any Home screen for more details. Australian National Training Authority (ANTA) 2003 Page 2 of 97

3 What should I look at first? Figure 1: Induction screen You can quickly get to know the Toolbox by working through the STAR Induction presentation. It takes about minutes and it's designed for anyone working with the Toolbox. You can get to it from the Toolbox Home Screen or any Unit Home Screen. What do I need to do before classes start? Here's the bare minimum before you start using this Toolbox. Confirm how your students will be assessed. Set up an online group page where your students can communicate and exchange files (if they're working online). Select the groupwork activities you require your students to do online (or how you'll adapt them for classroom delivery). Set a timetable for completion of each task. Spend some time working through the material for one Unit so you can experience how students will see them. Start with the Induction (it's one for the whole Toolbox), then go to the Getting Ready screen for the Unit you're looking at, then the Project brief, then each Task. Note the learning packs they contain the HR content. Plan for how your students will begin if they're studying online a face-to-face orientation, a live chat or a teleconference orientation. Plan one online icebreaker activity if it's an online group. Australian National Training Authority (ANTA) 2003 Page 3 of 97

4 What about accessibility? This Toolbox complies with guidelines to make it accessible to as wide a range of people as possible. For more details and tips follow the Accessibility link on the Toolbox and Unit home screens. Tip If you or your students like larger text on the screen, tell them to choose a larger font size in their web browser. Figure 2: Selecting a larger font size in Internet Explorer Figure 3: Selecting a larger font size in Netscape and Mozilla Australian National Training Authority (ANTA) 2003 Page 4 of 97

5 How does it work? Here s some background into what the development team for this Toolbox have set out to achieve as we developed these resources. We hope that explaining our rationale will help you understand how best to integrate the Toolbox into your program. Learning is authentic and practical Figure 4: Case study project screen Each Unit of Competence is presented through a case study set in STAR Industries, a fictitious company that is a national manufacturer, wholesaler and retailer of doors, windows and other building materials. This has been created so that all students have access to an authentic context for learning about HR management. The learning materials in each Unit are organised around an overall Project. These projects are broken down into Tasks that present learners with realistic situations and challenges that they are likely to be faced with as an HR manager. Tip Encourage students to work together to think of ways to adapt project tasks to their own workplace or industry. Australian National Training Authority (ANTA) 2003 Page 5 of 97

6 Each task is built around a clearly defined item of work the student produces, reflecting what may realistically be done in a workplace. Students are encouraged to add these outputs to a portfolio. (RTOs may decide that items in this portfolio contribute to assessment see the section Assessment below.) Learning is supported The student is provided with learning supports for each Project Task: Learning packs Figure 5: Learning pack interview screen These are guided learning resources containing worksheets with readings, glossaries, web links, matching and sequencing activities and interviews with real HR managers, and they underpin each project task to help learners gain the knowledge and skills they need to complete the task Australian National Training Authority (ANTA) 2003 Page 6 of 97

7 Tips and work samples from an HR adviser Figure 6: Student's HR adviser The HR adviser is a character in the case study who is an experienced practitioner these have been written by practising HR managers and teachers to address the most common concerns a new practitioner may have about a project task Tip Encourage your students to explore issues that the adviser raises with any HR mentors that they have access to. The idea behind the online adviser is to model a mentoring relationship ideally this model should be transferred to the student's workplace if possible. Ideas for online groupwork Figure 7: Groupwork box on a Task screen Designed to encourage social learning, peer support and peer networking there is a wide selection of these later in this Teacher Guide. Many of these activities involve some sort of peer review. Feedback from peers is an essential part of workplace practice and these activities are designed to encourage students to develop skills in collaboration. It will also take some of the load from the teacher to provide feedback to all students on every activity. Australian National Training Authority (ANTA) 2003 Page 7 of 97

8 Learning is flexible The Toolbox is designed with the understanding that teachers and students will have different needs: each Unit is a stand-alone set of learning materials, linked by a common case study theme, so RTOs can deliver just one Unit, or the whole set of Units to your students. the case study and project in each Unit are kept in separate files from the learning packs, so RTOs may replace the case study and/or project details with a materials set in another industry (eg retail, finance or travel) content about HR is provided in learning packs that support taskbased learning, not as the starting point in the Unit this allows more experienced and confident students to quickly begin work on a Project Task, while still providing easy access to content for less experienced students learners may get to learning packs from links on the task pages, or from an index of learning packs on the Toolbox home screen, or on each Unit home screen this is a fast way to get to content about HR students are encouraged to adapt case study task to their own workplace where possible guidelines for doing this are on each task screen. Figure 8: Mind map of the learning design learning packs are re-usable across Units and across Tasks with a Unit Australian National Training Authority (ANTA) 2003 Page 8 of 97

9 Assessment Sample assessments As a guide only, we have included a sample assessment for each Unit that models a possible assessment approach. These are not intended as recommended assessments for your students. Don't forget that designing assessment is the responsibility of the RTO offering these Units. The sample assessment for each Unit comprises two assessment methods: Tip A portfolio of evidence of work done during the project tasks, ie the task deliverable (RTOs may rewrite the task deliverable, or add another deliverable, if they wish to vary assessment between groups of students). This may be used to assess the performance criteria the key competencies. Evidence of quality contributions to online discussions, including the quality of responses to other students comments, the quality of feedback given to other students, and the collaboration and team skills demonstrated by the learner. This may be used to assess underpinning knowledge. Replace the sample assessment Word file in the Unit with the one your students are actually required to do. Other methods of assessment When designing your assessment consider the assessment methods you will use: observation of workplace performance will need a well planned observation guide; will need to be combined with other methods to assess underpinning knowledge simulation for example role plays to assess negotiation or consultation skills; useful for overcoming ethical issues when direct observation is not appropriate interview/dialogue present case scenarios and ask students how they would respond; include questions to assess underpinning knowledge; improves access and equity; when integrated with observation of performance can assess understanding in context written test questions on short case scenarios; questions to assess underpinning knowledge or application of concepts or principles self assessment valuable for adult learners; enhances self-esteem and promotes critical reflection Australian National Training Authority (ANTA) 2003 Page 9 of 97

10 learning journal/log book reflection by the student on the processes involved in creating their portfolio of evidence; records of progress over a period of time; can be combined with selfassessment samples of work learners may have already produced a portfolio item in the workplace, however you need to ensure authenticity. Tip Keep an eye on this Australian Flexible Learning Framework project 'Online Assessment Strategies and Models', This project will be establishing a website containing assessment resources for VET practitioners in online and blended learning environments. Australian National Training Authority (ANTA) 2003 Page 10 of 97

11 Implementation ideas Blended delivery a combination of face to face and virtual classroom The Toolbox could be provided to your students with one or all competencies on a CD-ROM. Students could work through the tasks in STAR and still come together at specific intervals to work through the collaborative activities or participate in debates or role plays. The toolbox could also be linked to a website or Learning Management System as outlined below. Load Units onto your web server The Toolbox is designed so that the whole Toolbox or individual Units can be installed onto a server. You can run it as a simple website, or load it into your Learning Management System if you have one. More information is in the Technical Manual. Consider providing a CD-ROM to students Put one or more Units onto a CD-ROM for students who cannot stay online for extended periods, or who have a slow internet connection. (Refer to the Technical Guide for instructions.) Offer your students an online tool for group collaboration If your RTO has an online collaboration system for students (eg WebBoard, WebCT, Blackboard, Janison) then you can use that. If not: You can set up your own online group by going to Yahoo! Groups. Yahoo! Groups allow you set up your own group, save files and run live chat sessions. It s a free service. Go to groups.yahoo.com.au to set up a group. Note: each student will have to register with Yahoo! to get their own account before they can access the group website. Offer variety You don't have to follow the instructions on Task screens to the letter; they just provide a consistent framework. Why not add variety by conducting one or two of the Tasks entirely as a live chat session? As you explore the case study task, different students play the part different characters at STAR Industries. Or you could do this in a computer lab with a mix on time on the computer and time in break-out groups. Australian National Training Authority (ANTA) 2003 Page 11 of 97

12 Tip Some tasks contain virtual meetings that play in the Flash Player. These could be a trigger for continuing your own virtual meeting in a chat session. Students could take on the roles of different stakeholders in the meeting. This may be a useful activity to develop consulting or negotiating skills, and may be run in a face-to-face training session as well if you are using a blended delivery model. Figure 9: A virtual meeting on performance management systems The virtual meetings appear in these Units: Table 2: Location of virtual meetings in the HR Toolbox (2 columns) Unit Location of virtual meeting BSBHR501A Task 2 BSBHR502A Task 3 BSBHR503A Task 2 BSBHR504A Tasks 2, 4 Australian National Training Authority (ANTA) 2003 Page 12 of 97

13 BSBHR505A Project brief, also in tasks 1, 8 BSBHR506A BSBHR507A Project brief Project brief BSBHR508A Tasks 3, 4 BSBHR509A none Set group projects Each Unit Project in this Toolbox is broken down into a number of Project Tasks. You can browse through these Tasks and identify ones that could be done as group projects by your students. Some advantages of this approach are: it can facilitate social learning in the online environment (where students left to their own devices feel isolated and alone) it can allow students to practise skills of collaboration, consultation and networking required of an HR manager it can be integrated with assessment of underpinning skills such as negotiation and consultation skills, and with the Key Competencies. Here are some practical suggestions for implementing group projects: limit teams to no more than 3 or 4 students set a date for completion of the group project as well as the group producing the deliverable for the Task, consider asking students to write a self assessment and peer assessment of their contribution to the group process this will encourage students to reflect on their collaborative skills, as well as providing you with more information if you are considering using the group work as an assessment item provide guidelines as to how you expect your students to collaborate, eg entirely online, or through a mix of face-to-face meetings and online communication. Australian National Training Authority (ANTA) 2003 Page 13 of 97

14 Online teaching tips Here are some great ideas from teachers who have been facilitating online programs in VET. They re not meant to be prescriptive, and different things will work for different teachers and students. They're in no particular order. At enrolment time, well before classes begin, ask students to work through this site: - Ready Set Go, a student guide to Online Learning. Explains the language of the internet, and has guides for using , sending and receiving attachments, using web browsers, and using web forums and chat systems. The nature of the Human Resources competencies means that learning online in distance mode, and interacting with people via s and chats, will require students to have sharp literacy AND keyboard skills more so than for students who learn in a face-toface setting where they can talk about ideas. If students need more support consider face-to-face sessions to supplement distance learning, or other support such as telephone support or teleconferences. Also see the section above 'Offer variety' for more ideas. If students are new to online learning (and are able to get to a workshop) some teachers may like to hold a face-to-face orientation workshop for online students. A detailed session plan for one of these is in this Teacher Guide. As will be primary method of communication with you students ensure that you have a clear system of folders for managing the traffic. Send a weekly to all students with reminders of the tasks that should be completed, the tasks in progress with reminders for times of chats or forums during that week. Alerting students to activities for which they should be undertaking individual learning (using the learning objects) prior to group activity in the week to come can also be helpful. You might comment on the quality of work in the preceding week and provide tips and encouragement for the task at hand. Be clear about timeframes by setting targets for learning. A sample delivery schedule appears later in Guide. These can help you with your online lesson planning. You will need to set frameworks so that student know what to do, and when to do it. If you manage a very large group of students, create a sense of community online by setting up study groups of 4 8 students, all of whom begin the Unit at more or less the same time. This makes it easier for students to gain the benefits of social learning and to form networks as they study. Australian National Training Authority (ANTA) 2003 Page 14 of 97

15 Once you have set up the study group, facilitate an online icebreaker activity when students start the Unit. Ideas for this are on the Project Overview screen for each Unit. Plan ahead and be clear to your students about which online collaboration activities that you expect them to complete (also see the next section containing more online groupwork ideas). When students are about to start an online group activity, send them an with instructions on what teams they will be in or whose job it is to start a round robin activity. Do not presume students will work it out. Establish whether you students have completed any previous units online. This way you can gauge how much support you will need to provide to coach students to develop online learning skills, as well as the content in the units. You may find students require different levels of support. In the first few weeks get a clear picture of how each student is coping to enable early intervention. Australian National Training Authority (ANTA) 2003 Page 15 of 97

16 Session plan for an orientation with students Where students are new to online learning it is advisable to provide a face to face orientation session. Relationships in online learning support successful learning in the same way as in traditional classroom settings, establishing contact with peers and facilitators assists in developing these relationships. Participants will have access to computers for the orientation. The following material is designed for a 3 hour session. Table 3: Orientation session plan (3 columns) Time Activity Resources 15 min Icebreaker introduction game Any game, see 15 min Outline outcomes for this session: Establish basic skills for online learning Establish expectations of learners Conduct gap analysis of presumed knowledge of HR practices Provide guided orientation to ANTA toolbox Provide introduction to communication tools 15 min Brainstorm expectations of learners groups of 5 7 Feedback whole group 30 min Ask each student to check their experiences against the checklist below. Ask each student to record, how and where they acquired this knowledge and skill. Obtain feedback from group on gaps. Provide feedback to individual students on how to address the gaps. This can also act as type of revision of existing knowledge Overheads Butchers paper Handout checklist Teacher needs to have reading list/resources for each area prepared to give to students 30 minutes 5 minute break move to computers Each student to have computer Introduce the Learning Management Systems or communication tool. Be sure you point them to the online student or user manual. Ask students to Update their details eg change password or address. Post to forum a brief bio or it could be game ( 3 things about yourself, 1 of which is lie) each student is to respond to someone s post - which is the lie?) Computers with LMS (eg WebCT) or communication tools (eg WebBoard) 30 min As students to open word document and answer the following questions (or questions you devise): What area of HR do you particularly like and why? What attracted you to the field of HR? Where do you see Computers with LMS (eg WebCT) or communication tools (eg WebBoard) Australian National Training Authority (ANTA) 2003 Page 16 of 97

17 Time Activity Resources yourself in 10 years?. Facilitate a chat around these 3 questions Post a greeting, ensure you instruct students in how to create colour for themselves, whispering, creating separate rooms etc, all the features of chat. Demonstrate how to cut and paste prepared responses from the Word document into the chat. Highlight the use of instant messaging if this feature is available (eg WebBoard) 45 min Introduce students to features of ANTA toolbox: Identify the unit/units they are to study. Move through the structure of the unit. The case study company, the project, the tasks, the adviser, the groupwork ideas, the learning packs. Ask each student to work through the online induction to their job at STAR. 5 min Revisit Outcomes for session and student expectations Identify time each student needs to spend becoming confident in using the toolbox HR toolbox on server or CDs for each student to access Brainstorm material and overheads on session objectives Australian National Training Authority (ANTA) 2003 Page 17 of 97

18 Knowledge and skills gap analysis This tool may be used during a student orientation session. Overview These learning materials are intended for use at Diploma level, where you learn about managing the HR function. It's assumed you will have already studied and/or have workplace experience in Human Resources at an operational level. On the next page is a checklist of things you should be able to do before you start the Diploma units of competence. This list is not exhaustive; teachers may add or remove items. It is important to note knowledge and skills acquired at Certificate IV support the learning across a number of competencies Australian National Training Authority (ANTA) 2003 Page 18 of 97

19 Table 4: Knowledge and skills gap analysis (10 columns) Knowledge and skills prerequisites. Can you 501A 502A 503A 504A 505A 506A 507A 508A 509A Administer a variety of HR systems including HR policies and procedures, and staff performance feedback systems? x x x x x x x x x Determine job specifications? Write a position description? Write a person specification? x x x x x x x x x x x x x x x x x x x x x x x x x x Write and place a job advertisement? Assess applications to choose applicants for interview? Conduct a selection interview? Make a verbal and written job offer? Recruit staff, using a variety of methods, including assessing and selecting applicants? x x x x x x x Induct staff into an organisation? x x x Process and handle enquiries on a variety of HR documents and processes including leave and job vacancies? x x x x x x x x Conduct performance appraisal interviews? Prepare a logically structured interview? Conduct interviews? Describe the role of employee counselling in managing employee performance? x x x x x x x x x x x x x x x Australian National Training Authority (ANTA) 2003 Page 19 of 97

20 Knowledge and skills prerequisites. Can you 501A 502A 503A 504A 505A 506A 507A 508A 509A Lead and manage teams? Explain the purpose of learning and development plans? x x x x Research and analyse information. Write project reports and make recommendations? Explain how legislation regarding OH&S, environmental issues, EEO, IR and anti-discrimination affects business operation? Outline the major parties in the Australian Industrial Relations Systems, their roles and functions? Locate and access awards, agreements and employment legislation? Locate and read case law? x x x x x x x x x x x x x x x x x x x x x x x x x Describe strategies for conflict management? x x x x Describe grievance procedures? x x x x x x x Identify and implement solutions to employee/industrial issues? x x x x x Coordinate workers compensation and rehabilitation claims? Explain the basic principles of workers compensation schemes in Australia? Describe the scope and causes of work related injury and illness? x x x Australian National Training Authority (ANTA) 2003 Page 20 of 97

21 Sample delivery schedule Many students choose to study online because they are looking for flexibility. However the facilitator still needs to provide a framework so that students have clear guidance on how long to spend on each task in order to complete the Unit within a set timeframe. It's important to keep students on track - if they think they have to do everything in this Toolbox all tasks, all online group activities, all activities in the learning packs they could be overwhelmed. Make sure they know: which online group activities you expect them to do (it may be just two per Unit for example) that the learning packs are there as a resource, they don't have to complete every activity in them (you may want to recommend particular sections). Use the template below as a guide. Tip Create synergy between the Units. Consider co-assessment and delivery of BSBHR501A with another unit or units. Start a new project while finishing off the last project tasks on another. Rather than each unit being facilitated by different teacher, team teaching can minimise the possibility of duplication. Point students to tasks and skills that are common across most Units, eg linking HR to strategic goals, developing a consultation plan, developing and implementation and evaluation plan once done for the first Unit learners may re-use and adapt them for other Units (note: tell your students the point is to adapt and improve previous work, not just copy and paste old work) On the next page is a sample delivery timetable for each unit. Allow time for external exams if applicable. Australian National Training Authority (ANTA) 2003 Page 21 of 97

22 Table 5: Sample delivery schedule for all Units (4 columns) Unit Semester 1 Weeks Weeks BSBHR501A Manage human resource consultancy services 1-4 BSBHR506A Manage recruitment selection and induction processes tasks in 7 weeks BSBHR503A Manage performance management systems tasks in 8 weeks BSBHR502A Manage human resource management information systems tasks in 5 weeks BSBHR508A Manage work/life skills tasks in 6 weeks BSBHR509A BSBHR504A Manage rehabilitation/return-towork programs Semester 2 Manage industrial relations policies and processes tasks in 6 weeks tasks in 7 weeks BSBHR505A Manage remuneration and employee benefits 3-11 BSBHR507A Manage separation/termination tasks in 6 weeks Australian National Training Authority (ANTA) 2003 Page 22 of 97

23 Here is a sample timetable for one unit, showing you how you may overlap the end of one Unit with the beginning of another. You should select the collaborative activity from the suggestions in this Guide for each unit what appears here is an example only. Table 6: Possible delivery schedule for one Units (3 columns) Week Task Student activity 9 BSBHR 505A Manage Remuneration Task 7 Check the relevant legislation BSBHR507A Manager Separation Task 1 Research separation termination policies 10 BSBHR 505A Manage Remuneration Task 8 Plan for ongoing consultation BSBHR507A Manage Separation Task 1 - continue 11 BSBHR 505A Manage Remuneration Task 9 Document your strategies BSBHR507A- Manage Separation Task 2 Identify relevant agreements, legislation and cases 12 BSBHR507A - Manage Separation Task 3 Manage separation/termination process 13 BSBHR507A Manage Separation Task 4 - Manager summary dismissal 14 BSBHR507A - Manage Separation Task 4 - continue 16 BSBHR507A - Manage Separation Task 5 Conduct exit interviews Independent research Consultative committee Online debate Peer review Chat around researched questions Forum posting of group activity Independent research on scenario at STAR resulting in Forum post Peer review 'At the coalface' chat activity Australian National Training Authority (ANTA) 2003 Page 23 of 97

24 127 online groupwork ideas Groupwork ideas appear on the Project Overview and the Task screens. They are designed to be done online, with a study group, but they may be easily adapted for other delivery modes. The following tables list these groupwork idea plus additional or alternative activities that you may choose from. Tip Look at these online collaboration ideas for the Unit before your students start, and make it clear to them which ones you expect them to do. A good way to broaden the discussion is to assign different teams to different activities, and let teams report to each other. Starting together as a group the Project overview screen Figure 10: Groupwork box on a Project screen We have listed all groupwork ideas for students on the screen because the appropriate activity will depend on whether the students already know each other, their prior learning, and their work backgrounds. If your students are new to their study group we recommend they start activities 1 and 2. You can follow this up with activities 3 and 4 to encourage students to explore ways in which they can work together online. Whichever activities your students do here, the aim is to start building a sense of an online community, and for the students to begin to feel comfortable networking with each other online. Australian National Training Authority (ANTA) 2003 Page 24 of 97

25 After they get going activities for project tasks Figure 11: Groupwork box on a Task screen The rest of this Teacher Guide contains a wide selection of activities for each Unit. They are organised by Unit and Task. The first activity in each table below is also on the Task screen. The others are provided here as alternatives you may choose to use. Remember to identify at least one specific group activity that you will set for your students, and point them to this when they start the Unit. It's not intended that students would do every groupwork idea on every screen they are just provided for you as a selection. Here is a list of the group activity types in this Toolbox. They are in a (very) rough order from easiest to hardest for students to do online: STAR chat discussion trigger based on STAR case study events. Most people find it easy to respond to a concrete scenario or problem. WebSearch show and tell students can conduct their own research independently or in teams, then go online to report to each other on their findings; a good way to develop web research and collaboration skills at the same time At the coalface students tell each other their own experiences when they did xyz. It s usually easy for most people to talk about their own experiences. Question should also encourage some critical reflection, eg What would you do differently? Debate students are given a debate topic. Assign teams to the yes and no cases, choose an adjudicator, and hold the debate on your bulletin board or chat system. Team research This is intended to get students to explore a topic in collaboration. These "mini-teams" can then report back to the larger group. (We've mostly used these for workplace research as opposed to web research, see WebSearch show and tell above.) Australian National Training Authority (ANTA) 2003 Page 25 of 97

26 Round robin provides a structure for a group to build a piece of work collaboratively. game designed to progressively generate and process content around a salient issue; see for more information Half-life designed to identify the essential elements about the chosen topic; students make statements about a selected topic, starting at 32 words, and gradually narrowing them down to just two words Depolariser aims to increase levels of awareness about alternative points of view; see for more information Peer review students team up with their study buddy and give structured feedback on each other s work on the task. Uses the method of Praise-Improvement-Praise. Useful to encourage peer collaboration and support. Interaction simulation structured role-play where people or process skills are relevant. Use carefully as these are difficult for both the students and the facilitator. May use the virtual meetings in the Toolbox as a trigger. BSBHR501A Manage HR consultancy Task 1 STAR chat STAR chat How could STAR s corporate goals and plans for growth affect the nature of the HR function in STAR? These are alternative discussion topics to the above: What are the likely impacts for HR staff in the introduction of SLAs with other business units in STAR? Will this change their workload/work practices? Will they need to receive specific training/ exposure/mentoring in This activity asks students to discuss all the case study materials they have seen so far. It's a relatively easy introduction to online discussion and a good way to check understanding by students of key issues. Australian National Training Authority (ANTA) 2003 Page 26 of 97

27 order to operate in this new environment? What factors would need to be considered when explaining the concept of SLAs to the HR staff? (consider their accountability, performance management/appraisals etc). How will the introduction of SLAs benefit the business units (and the Business Unit Managers) at STAR? What are the impacts on me (ie the student as the HR Manager) if my staff can't deliver on their SLA? How will this impact on my performance being measured? Task 2 Round robin From your virtual meeting with stakeholders, and minutes of your individual consultations, complete the task as a round robin activity: Divide into teams of three. The person whose surname is closest to A goes first, etc Person 1 provides a summary of STAR's problems and needs and sends to Person 2 adds an outline of options for delivery of HR services that meet these problems or needs and sends to Person 3 adds an explanation of how these options comply with A collaborative way to complete the task and promote idea sharing. Australian National Training Authority (ANTA) 2003 Page 27 of 97

28 Interaction simulation relevant Federal and State laws & returns to players 1& 2. Some of these options may form the basis for individual team members' SLAs. Information gathering meeting In small groups students take turns playing the role of consultant and client as follows consultant begins with an intro which explains the service area covered, then uses open & closed questions to gain information from the clients (can be 2 or 3 in client group) different clients can take on different roles (cooperative, blocker, tight-lipped, dominant) Students practise skills of questioning, active listening, dealing with confidentiality issues, building rapport, overcoming resistance, dealing with dominant personalities. Team research If you are working on a project in your workplace rather than STAR, get together with others doing something similar and discuss your findings so far. Which were the easiest/most difficult situations to deal with and why? This activity is designed to encourage students to find out about a range of approaches and to think critically about what they discover. It is intended to get students to explore a topic in collaboration. These "mini-teams" can then report back to the larger group. Findings from these collaborations could be used to augment "portfolio" material Australian National Training Authority (ANTA) 2003 Page 28 of 97

29 Task 3 game STAR chat Interaction simulation Team research '101 QA methods and tools' Appoint a game coordinator. Each student sends a list of 10 QA methods or tools to the game coordinator. Coordinator collates them and sends the complete list back to all players. Players then vote on the top 5 methods and top 5 tools. The coordinator again collates the results and feeds them back to players. Game takes no more than 5 days. Will quality processes really lead to more stakeholder ownership of HR processes at STAR? What could go wrong? Negotiating quality processes In small groups students take turns playing the role of consultant and client as follows consultant provides the QA proposal to the clients and give a summary of key points clients ask for at least one point to be clarified and raise at least one concern or objection to the proposal consultant answers these questions or concerns, and negotiates any changes needed to your proposal For those students completing the project in their workplace: Interview one or more experienced This collaboration activity provides a structured introduction to online collaboration via an game. You can use this technique in many places as an alternative to discussion boards. This game can also be used for supporting the development of strategic thinking skills: eg 101 ways to improve This activity asks students to discuss the case study materials they have seen so far. It's a relatively easy introduction to online discussion and a good way to check understanding by students of key issues. Students practise skills of questioning, active listening, dealing with client concerns, building rapport, overcoming resistance. Australian National Training Authority (ANTA) 2003 Page 29 of 97

30 HR staff on their experience with monitoring and evaluating SLAs, (or particular HR functions if they do not use SLAs). Groups of these students to share their interviews with each other and discuss. Task 4 Peer review Interaction simulation your SLA to your study buddy. Provide feedback to each other on: clarity of performance standards clarity of timeliness standards relevance to the goals of the organisation compliance with relevant legislation Present recommendations to the client In small groups students take turns playing the role of consultant and client as follows consultant present their key issues and recommendations to the clients, then ask for questions from your clients different clients can take on different roles (accepting, objecter, dominant) Feedback from peers is an essential part of workplace practice and this activity is designed to encourage students to develop skills in collaboration. It will also take some of the load from the teacher to provide feedback to all students on every activity. Students practise skills presenting bad news without alienating stakeholders, responding to tough questions, handling difficult people in the presentation, gaining client s commitment to the next steps Task 5 At the coalface Tell others in your group about a time when consultants haven't delivered. What steps were taken to resolve issues? 'At the coalface' means stories from the workplace, and is an easier introduction to online discussion for many Australian National Training Authority (ANTA) 2003 Page 30 of 97

31 (Consultants may be either from HR or another profession.) students. Encourage students to draw conclusions for future practice from their stories. Use these activities with caution when you have a group of students from the same workplace. This could be done either as a live chat or as a forum posting. At the coalface These are extensions to the above activity. Teacher gets the students to discuss their experiences in relation to the steps they took in dealing with consultants that haven't delivered the expected service. In these discussions students could analyse each of their experiences by discussing : What worked well What would they do differently next time If students did not have many experiences to share, the lecturer could develop some simple scenarios for students to either discuss, or role play. Also, the teacher could facilitate a discussion on what the main points to remember when: Preparing for a counselling session Conducting a counselling session Followup from a counselling session (ie. action points etc) Australian National Training Authority (ANTA) 2003 Page 31 of 97

32 Task 6 Conduct the survey Each person develops their own survey questionnaire, and others complete it in as if they were the client. Be sure to include an area in your survey where others can give you feedback on your survey design: are instructions clear? are questions unambiguous? does it gather the information required? appropriate in length & time to complete? Zoomerang is a free website where you can set up your own online survey A collaborative way to complete the task Task 7 Peer review At the coalface your document to your study buddy. Review each other's work using the P-I-P method: Praise one specific thing in it offer one point for Improvement, and finish with Praise for another specific thing in the outline. Tell others in your group about presentation successes or disasters. They may your own presentations or ones you've see. Feedback from peers is an essential part of workplace practice and this activity is designed to encourage students to develop skills in collaboration. It will also take some of the load from the teacher to provide feedback to all students on every activity. 'At the coalface' means stories from the workplace, and is an easier introduction to online discussion for many students. Encourage students to draw conclusions for future practice from their stories. Australian National Training Authority (ANTA) 2003 Page 32 of 97

33 Interaction simulation Present recommended service variations to the client In small groups students take turns presenting their recommendations to other students if done online, send your documentation for your recommendations to your group, then in a live chat present your key issues and recommendations, then ask for questions from your clients (other students) Use these activities with caution when you have a group of students from the same workplace. This could be done either as a live chat or as a forum posting. Students practise skills presenting bad news without alienating stakeholders, responding to tough questions, handling difficult people in the presentation, gaining client s commitment to the next steps Australian National Training Authority (ANTA) 2003 Page 33 of 97

34 BSBHR502A Manage HRMIS Task 1 At the coalface game Describe any experiences you have had with HRMIS in your workplace. What did you like about it? What could have been done differently? If you haven't experienced one yourself, ask 3 friends the same questions and report what they say. "101 reports that are going to be needed from the HRMIS" Appoint a game coordinator. Each student sends coordinator 3 suggestions for specific reports that HR or Line Managers may want to generate from the HRMIS Coordinator collates them and sends the complete list back to all players. Players then vote 1, 2, 3 in order of preference. The coordinator again collates the results and feeds them back to players. Game takes no more than 5 days. 'At the coalface' means stories from the workplace, and is an easier introduction to online discussion for many students. Encourage students to draw conclusions for future practice from their stories. Use these activities with caution when you have a group of students from the same workplace. This could be done either as a live chat or as a forum posting. This collaboration activity provides a structured introduction to online collaboration via an game. You can use this technique in many places as an alternative to discussion boards. This game can also be used for supporting the development of strategic thinking skills: eg 101 ways to improve Ensure you give the students a specific timeframe for their contributions. Go to the thiagi website for more help in managing the game Australian National Training Authority (ANTA) 2003 Page 34 of 97

35 Task 2 WebSearch show and tell Students share the results of their research into available HRMIS on line. Chances are that other students may have different findings from yours. Discuss differences in available systems and compare features of similar systems Another approach could be for the teacher to facilitate a live chat after students post their research findings. Focus the chat session on the key questions in the activity. Task 3 Interaction simulation Form a team or committee (on line) charged with implementing a HRMIS: Each participant should represent a different stakeholder group (e.g. line managers, accounts/ payroll, employees, technical specialist, application specialist, etc) Each participant must present one human (as opposed to IT) issue of concern to his or her stakeholder for the implementation of a HRMIS. The outcome should be a group list of action points arising from further group discussion for inclusion in an implementation plan. These should attempt to answer the concerns of each stakeholder. Structured role-play aimed at encouraging team building and diversity of approach. Two-step process may be supplemented with a facilitated debate to explore further ideas and points of view before preparing final list of action points. Again, set specific time frame for the event Australian National Training Authority (ANTA) 2003 Page 35 of 97

36 Task 4 Team research Divide your study group evenly into two teams - Team one should produce a list of possible problems that a HR manager may encounter when working with IT specialists. Team two should produce a list of opportunities that may arise out of the same IT collaboration. After posting these lists to a group forum or chat room, teams should swap sides - Team one to counter the opportunities list by attaching a possible risk to each opportunity item. Team two to counter the problems list with action points that help avoid each of the problems. This could be developed through two separate discussion groups to work up initial findings - this is posted to common forum then discussion could again occur in separate forums in providing alternatives. Finally both teams share results. Task 5 Interaction simulation Get the Implementation Team from Task 3 back together and role-play the consultation and forward planning aspects of the evaluation process. Students again take on the various stakeholder roles. This might happen in a couple of sessions with students taking time to think through the issues and come back together with their findings. Think of any resulting change in the structure and focus of the HR group that may result from proposed changes to the HRMIS. Confirmation of teambuilding exercise earlier in unit. Again encourages collaboration and sharing of multiple points of view. Again students may need support in setting up the collaborative structures, as this may early in their online learning experience. Australian National Training Authority (ANTA) 2003 Page 36 of 97

37 Round robin Divide into teams of four. The student whose name is closer to A goes 1st, then the next is 2nd, 3rd, 4th, etc Student no. 1: Writes introduction to benefits of HRMIS and section on legislation obligations, and sends to Student no. 2: Writes section of procedure for selecting HRMIS, and sends to Student no. 3: Writes section with steps in the HRMIS implementation process, and sends to Student no. 4 Writes section on strategies for evaluating HRMIS performance, compiles the final report, sends to students 1 3 for final comment and contributions, incorporates any suggested changes and posts to a forum for other groups to see. This is designed to encourage collaboration in a structured setting between students, while making the workload of the task less onerous. Teachers may adapt this technique to any of the tasks where there is a report writing requirement. Time frames need to be set for each student contribution in the chain Australian National Training Authority (ANTA) 2003 Page 37 of 97

38 BSBHR503A Manage performance management systems Task 1 Debate 'Performance management is just a way for HR managers to keep tabs on employees and justify their own jobs'. Assign teams to the yes and no cases, choose an adjudicator, and hold the debate on your bulletin board or chat system. Be sure to discuss these issues: What role does the HR function have in performance management? What rights do employees have in relation to monitoring by employers?w This activity encourages students to take a viewpoint for or against, and argue their case online. If students are new to online discussion they may need some direction so it may best to assign students to the yes or no case. A more experienced online group may be able to choose their own side in the debate. You could also explore this question through an game called a depolariser. Instructions can be found at the Thiagi website Task 2 game 101 benefits that performance management brings to a workplace Appoint a game coordinator. Each student submits a list of 10 items to the coordinator. Coordinator collates them and sends the complete list back to all players. Players then vote on the top 5 benefits. The coordinator again collates the results and feeds them back to players. This collaboration activity provides a structured introduction to online collaboration via an game. You can use this technique in many places as an alternative to discussion boards. This game can also be used for supporting the development of strategic thinking skills: eg 101 ways to improve again, a time frame needs to be established. Australian National Training Authority (ANTA) 2003 Page 38 of 97