As the 21st century approaches, the training of professionals in human resource management (HRM) requires not only a understanding of the principles, issues, and theories, but skill in applying the techniques for effective HRM. Underlying this new set of skills is the challenge for educators to integrate different teaching and learning methods that capitalize on the opportunity to bring real business issues in the classroom. For the principles, issues, and theories to be effectively learned, the students must be given a chance to examine, evaluate, and validate these aspects based on his or her own experiences. Effective learning requires both active and passive behavior, concrete and abstract thinking, as well as continually evaluating, testing, and modifying new theories in light of the student's ever-increasing experiences. One way to facilitate learning, specifically in HRM is to incorporate experiential learning into the classroom. The authors address the experiential learning concept as well as demonstrate an example of such an approach.
Over the past decade, the field of human resource management (HRM) has undergone dramatic change in determining policies and practices that impact the overall effectiveness of an organization. Organizations can no longer take for granted the activities of the personnel department and cannot treat the selection, evaluation, development, and compensation of employees as a simple set of routine processes. Competition in virtually every industry has increased; organizations face pressure form domestic and foreign enterprises which are eager to build their reputations and to increase their overall market share. As a result of changing social and political climates, the legal considerations in human resource practice are such that organizations must meet the requirements of fair employment legislation and safeguard the well-being of employees and customers alike. Thus, the training of professionals in our field requires not only knowledge of the principles, issues, and theories, but skill in applying the techniques needed for effective human resource management.
Underlying this new set of skills is the challenge for management educators to incorporate various teaching and learning methods that capitalize on the opportunity to bring real business issues in the classroom. According to Porter & McKibbin (1988), managers and executives seemed most concerned about the two types of attributes of business graduates: their relative lack of knowledge of how the business world operates in practice as well as in theory and their relatively low level of so-called soft, or people skills-leadership and interpersonal relations. Several other studies support Porter & McKibben's criticism on these two types of attributes as well on the oral and written deficiencies of business school graduates (Hayes & Abernathy, 1980; Cheit, 1985).
Moreover, a review of the literature demonstrates the agreement on a number of desired attributes of a business graduate. Managers who are most capable of contributing to today's business environment require a multiple sets of skills and competencies. Although technical and quantitative skills must continue to be developed, there must be a balance with interpersonal skills (Waddock, 1991). In addition to the many studies of the skills needed for business graduates in general, personnel managers also ranked both oral and written communication skills as the most important and vital skill business graduates should have when obtaining employment (Benson, 1983). In fact, the personnel managers in the same study ranked written communication courses as the valuable tool in preparing students for positions in human resource management.
After reviewing the literature, it becomes increasingly apparent that business students need more practice in communication skills than in other skills taught in today's business schools. Therefore, attempts to directly link student learning experiences in human resource management with assessed competencies in both interpersonal and quantitative areas are essential for graduating business students. One of the ways in which to combine these two sets of competencies as it relates to human resource management is experiential learning. In our paper, we will address the concept of experiential learning as well as demonstrate a workbook example of how it can be integrated into a human resource management course.
The use of experiential exercises in both college education and management development is not a new technique. Faria (1987) estimated that about 8,755 instructors in over 1,900 four-year business schools used business games in their course work, over 4,600 of our country's larger firms used management games or experiential exercises as part of their training and development programs. Many fields, including management, marketing, public administration, behavioral sciences, and education have had success integrating an experiential component into the curriculum.
The experiential learning method creates an environment that requires the participant to be involved in some type of personally meaningful activity. Such an environment allows the participant to apply prior knowledge of theory and principles while developing commitment to the exercise and experiencing a sense of personal accomplishment or failure for the results obtained (Walter & Marks, 1981). Kolb et al. (1986) have suggested that experiential learning should be "integrative learning," a holistic process of learning that focuses on learning from differences in context, point of view, and learning style within an open learning climate. In order to bring about behavioral, attitudinal, and knowledge change, a circular, four-state experiential learning model is often advanced (Kolb, 1984; Kolb, Lubin, Spoth, & Baker, 1986; Kolb & Wolfe, 1981).
This four-stage cycle of experiential learning involves four adaptive learning modes: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation (see Figure 1). Concrete experience and abstract conceptualization are two poles of the dimension of grasping experience - information or ideas. Reflective observation and active experimentation are two poles of the dimension of transforming or processing information brought in by the external environment. Through stages in the cycle, knowledge is created through the transformation of experience. We grasp experience, information, and ideas, through "apprehension" or reliance on concrete, tangible qualities of immediate experience, or through "comprehension", i.e. conceptual interpretation and symbolic representation. After bringing experience, information or ideas into our awareness and conscienceness, we transform or process it, either through what Kolb calls "intention" (internal reflection) or "extension" (active manipulation) of the external environment. Learning takes place through the integration of the opposites of apprehension and comprehension (Kolb, 1984).
In applying this to the classroom, experiential learning is characterized much more by two-way communication, not only between the students and the instructor, but also between the students themselves. As depicted in the model in figure 1, use of this method begins by involving the audience in a concrete experience, a structured activity designed to generate such data related to the class learning objective. It is then in reflective observation that the participants reflect individually or in small groups on what they observed and share what they have learned from the experience. In abstract conceptualization, the purpose is to integrate the participants' learning in the form of concepts or generalizations which can be used in similar situations outside the classroom. This is commonly done by either having a large group discussion in which participants, guided by the instructor, formulate their own principles or by presenting a brief lecture to the entire class on the relevant theory or research evidence. Finally, in active experimentation, the students are able to implement the value of the principles derived by attempting to apply them, conceptually or in practice.
In addition to Kolb's model of experiential learning, other researchers and educators have described experiential learning as an approach that draws on structured behavioral activities to teach complex affective, cognitive, and behavioral concepts (Dutton & Stumpf, 1991; Thatcher, 1990). Students usually assume unstructured roles that evolve within structured scenarios and settings. Learning occurs as students (and the instructor) explore interaction among the participants and the scenario. Although most the experiential learning involves solving a particular problem, the purpose of such learning is that it is process-driven, not solution-driven. Thus, while the solutions derived from experiential exercises are interesting to discuss and compare, the central focus is to examine the ways in which students develop relationships and connections with each other and the content of the exercise, as well as any solutions they derive.
Most human resource management courses are ideal settings in which to conduct experiential techniques, since students attempt to discover and recognize the various activities and applications that occur in human resource management. All of the exercises require the application of their knowledge to specific problems designed to develop critical personal competencies. In our workbook example, attempts to provide adequate coverage of the subject matter in each of the vital areas of human resource management through an experiential learning technique is demonstrated.
The learning objective of this workbook is to further develop the communication skills, teamwork, delegation, planning, and other skills of the student through realistic human resource management assignments (see Figure 2). To accomplish this goal, the students will create a human resource policy manual and an employee handbook for Aero Aviation Corporation. In the workbook, the student is required to utilize both his/her creativity and writing skills to create both a HRM policy manual and an employee handbook while learning about contemporary human resource practices. As the different HRM topics are discussed in the class, the students write the corresponding sections in their manuals.
The student is graded on the final version of his/her company policy manual and employee manual. Students must submit rough drafts periodically throughout the course, and these drafts are not graded. The purpose of the drafts are for student development and learning as well as an opportunity for the instructor to give the student feedback on his/her work. Each section of the project has a minimum required subject matter that must be written by the student. In addition to this minimum, the workbook suggests possible additional content that can be included by the student to improve his/her final grade. The student must normally go beyond the minimum in order to receive an (A) for the project.
In this experiential learning workbook, the students are given the choice of doing the required work individually or in groups of two. The decision is left up to the students. While we recommend the students form teams to accomplish the assignment goals, we realize that for several valid reasons, some students prefer to work on their own.
At the start of the workbook, the student has been hired as the new Director of Human Resource Department for a fictitious company called Aero Aviation. As the result of recent growth, Aero Aviation has just created a human resource department. As stated in the company's long-range goals, the student must organize the HRM department, establish plans for the Department, and write an employee handbook and company HRM policy manual.
The student must base his/her department decisions and company manuals on the background information on Aero Aviation given in the workbook. With a common background, learning is facilitated through classroom discussions and student questions. While all students have the same company background, the student writes the various sections of their manuals as they believe most suitable for their company.
At the end of the course, the students will have written a company policy manual and an employee handbook. In the policy manual, the students write their new HRM policies to the organization's managers. All HRM policies are developed by the student and are written for distribution to managers within the company. The student's policies must conform to all federal laws as they have been discussed in the course.
In the employee handbook, the students develop guidelines, communicate policies and inform Aero Aviation employees of the company's benefits and policies. The students include a minimum number benefits and policies that the teacher decides at the start of the class. This is to assure the student address the points the instructor feels will best facilitate the student's learning. The workbook also includes additional benefits and policies the students may wish to include in their own handbook.
As the subject material is covered in class, the students add the appropriate components to their Aero Aviation policy manual or employee handbook. How the students incorporate the material into the manuals are entirely up to them. Table 1 includes a listing of the minimum policies and benefits the student must include in their final project manual.
With any learning assignment, it is the role of the teacher to monitor and control the learning environment. In any experiential learning situation, the instructor must make sure that the students feel free to experiment and become creative without a significant impact on their grade. As the HRM material is discussed in class, the student is expected to write the corresponding section of the policy manual or handbook. At specified dates during the semester, each student must submit his/her rough draft of the manuals. This requires the student to work on the workbook throughout the whole course, thus preventing the student from writing the manual the night before it is due. It also allows for more in-depth class discussion since the students are actively involved in the creation of the manual components as the corresponding material is discussed in the classroom.
A second experiential learning principle that should be adopted by the teacher is the instructor's involvement, participation and guidance throughout the assignment. Another reason for rough drafts is the opportunity of the instructor to become involved with each student's manuals. This gives the teacher a chance to help each student learn the material as the students writes the appropriate section. This assistance can be in the form of suggesting different approaches to the student's policy, assistance in development of the student's writing skills, and to help the student locate appropriate resources.
If the goal of this workbook is to develop the basic managerial skills in the student, then there must be considerable feedback from the instructor and practice by the student. According to Bowen (1987), for students to develop skills and cognitive learning to occur in the student, there must be sufficient student practice and feedback from the teacher. This is accomplished by requiring rough drafts of the student's work by the teacher. At the completion of the semester, the student has developed a policy manual and an employee handbook, a direct result of his/her learning and understanding of the field of HRM gained in the course. The students also has a finished written product that they can review and show others including perspective employers, as evidence of their ability to plan, research and accomplish a major business related task.
All of the experiential exercises contained in the Aero Aviation workbook were designed to enhance the critical personal competencies in the context of human resource management subject matter. The experiential exercises were developed so as to facilitate greater learning through class interaction and projects. Whether or not formal courses based primarily on experiential exercises are offered, individual instructors can use experiential learning techniques in their own courses to increase student comprehension. Students often report that the use of experiential exercises makes the material more relevant and the course more motivating.
In addition, given that many of the exercises in this book allow participants
to work together in groups, students will begin to understand the value-and
the potential conflicts-associated with teamwork. The competencies our
students need to function and survive in the workplace of the 21st century
has changed dramatically. In most organizations, many resource activities
are projects to which a number of people contribute. Those who have had
to work on their own and who have not learned to cooperate, coordinate,
and negotiate with others in the workplace are likely to be a great disadvantage
once they begin their career. This paper has attempted to integrate an
experiential learning approach in assisting students in meeting the demands
on the human resource function for innovative programs in planning, recruiting
and selecting, compensation, and performance management. By facilitating
HRM comprehension through experiential learning, students will gain an
significant advantage as they begin their careers and assume their roles
as human resource managers.
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