Course Description

Welcome to Managing Talent and HRM Practices Course!

I have developed six-hours course with the help of Google Classroom. The course is aimed to provide a comprehensive introduction to the field of Human Resource Management (HRM). By taking this course participants will gain a solid understanding of key HRM concepts, practices and strategies. The reason for making the course in Google classroom is the allowance of interactive discussions, collaborative activities and usage of various digital tools. The course is designed for those who are interested in HR and/or are working in the HR sphere. Participants of the course can obtain deep knowledge and will have an oppornity to implement in their workplace. 

This is the link to my course: Managing Talent and HRM Practice Course

Follow it and use the code: ppy73r7 to enter the course and utilize the given activities. 

The course is hosted on Google Classroom, offering a user-friendly interface for accessing course materials, participating in discussions, and submitting assignments. Engage with peers, share insights, and elevate your proficiency in performance management. Let's optimize performance together!

The course has been orginized fully online, through allowing participants go get in touch with me (facilitator). Marn and Castaeda (2023) states that a digitally fluent individual knows not only how to deal with it effectively, but also why technical tools are useful in certain situations. The learning outcomes for this course were developed in accordance with the Padagogy Wheel. This paradigm, created by Allan Carrington, enables instructors to employ technologies that are linked with their intended instructional objectives (Carrington, 2016).

Learning outcomes:

Learning Outcome 1: Knowledge Acquisition and Application (Cognitive Domain)

By the end of this course, learners will adeptly define and apply key concepts in talent management, demonstrating a nuanced understanding and practical application of HRM theories in diverse organizational settings.

Learning Outcome 2: Critical Thinking and Problem Solving (Cognitive Domain)

Students will critically analyze intricate talent management scenarios, innovatively devising strategic solutions to address challenges, and evaluate the ramifications of HRM decisions within a dynamic business landscape.

Learning Outcome 3: Collaboration and Communication (Affective and Interpersonal Domain)

Participants will effectively collaborate in the online learning environment, demonstrating clear and persuasive communication skills as they engage in professional discussions, fostering a shared understanding of contemporary HRM practices.

These learning outcomes align with the pedagogical wheel, focusing on cognitive skills, critical thinking, and affective and interpersonal skills necessary for successful talent management and HRM practice in an online learning environment.

The course consists of 5 lessons and each lesson includes key topics related to HRM. Following are the topic included in the course:

- Introduction to HRM

- Workforce planning

- Recruitment and Selection

- Induction for employees

- Performance Management system

To achieve the LOs above learners should follow the instructions, attentively watch and read and finally submit the tasks on time.

Learning theories

At the beginning of the course, there is a separate introduction lesson so that the learners get a fundamental idea of the purpose of their upcoming learning. After the introduction five lessons are put on consequently order. Learners should take the lessons one by one to be able to apply to their workplace smoothly. 

Garission Andersoon and Aqrcher (2000) created the community of inquiry model in. The module has three main features that are also integrated into the created Google Classroom's teaching process. The primary goal of this approach is to recognise the importance of interactions between the three presences in generating a pleasant and collaborative learning environment. During his examination of this framework, David (2019) examined the primary results of this model and discovered several benefits for learners, such as encouraging pupils to think critically and respond to troublesome circumstances carefully (cited in Annand, 2011).                                                                                          

 

                         

    All five created lessons are meant to provide a happy and collaborative learning environment. The given discussion segments of the classes are intended to improve the learners' social and emotional abilities (social presence), with the goal of allowing them to become actual persons who can ponder on communication. Furthermore, instructional design encourages teaching presence by providing many modalities of learning to accommodate all sorts of learners. The course content is entertaining in order to inspire students to improve their cognitive presence. The course material emphasises reflection and conversation, as multiple online discussion boards (Padlet, Parlayideas) are available for learners to reflect on their own research, and they are also given the opportunity to modify their experiences and opinions through debate.

 In my Google Classroom, distinct interactive digital educational tools were examined in each unit, supported by the principles of constructivism theory. The courses are designed to require students to construct their own product using the foundational knowledge they have acquired previously.

 The disciples are afforded an opportunity to benefit from the knowledge. The primary objective of the classroom is to instruct students in the collaborative use of interactive online educational resources. They will be provided with the chance to augment their technological proficiency.

  It is hypothesized that learning is an active process that results in social engagement due to constructivism. Throughout the completion of the generated assignments in my classroom, the students are encouraged to be autonomous and engaged in their own development and learning. A variety of social activities founded on reflection and discussion are designed to increase the learners' social engagement.

 Constructivism, according to Ranjan (2020), fosters the development of social and communicative abilities with the intention of establishing a collaborative atmosphere. This environment enables the students to express their thoughts with precision and efficacy.

 Students have the chance to learn by doing while investigating Google Classroom, as long as each course has clear directions, descriptions, and tasks. All three collaborating processes serve as the foundation for experimental theory; here, learners first explore two stages to become acquainted with the essential concepts of HRM practices, and then they try these knowledge to put on practice (making experiment) to gain a deeper understanding. According to Western Governors University (2020), experiential learning fosters teamwork by allowing students to practice and improve their teamwork abilities. (Western Governors University, 2020).

 To provide inclusive education I tried to use not only reading materials but also YouTube videos. It is very helpful for different types of learners. I gave the YouTube links where the videos have subtitles.  

 Conclusion:

 This experience assisted me in navigating the intricacies of online education by enabling me to integrate theoretical understanding with practical implementation, which had previously appeared unachievable. Nevertheless, I am now sufficiently assured to incorporate cutting-edge pedagogical approaches into my conventional instructional approach. By doing so, I have not only enhanced my proficiency in digital technologies but also developed my comprehension of how to adapt to the dynamic demands of the teaching profession in the contemporary digital age.

 

References:

Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning, 12(5), p.40. Available from: doi:https://doi.org/10.19173/irrodl.v12i5.924.

 

Carrington, A. (2016). The Padagogy Wheel – It’s Not About The Apps, It’s About The Pedagogy. [online] TeachThought. Available from: https://www.teachthought.com/technology/the-padagogy-wheel/. [Accessed 14 December 2023].

 

Garrison, D.Randy., Anderson, T. and Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, [online] 2(2-3), pp.87–105. Available from: https://auspace.athabascau.ca/bitstream/handle/2149/739/?sequence=1 [Accessed 14 Dec. 2023]

 

Marín, V.I. and Castañeda, L. (2023). Developing Digital Literacy for Teaching and Learning. pp.1089-1108. Available from: doi:https://doi.org/10.1007/978-981-19-2080-6_64.

 

Ranjan, R. (2020). Importance and Benefits of Constructivism Learning Theory in the classroom? – School Education. [online] School education. Available from: https://www.rajeevelt.com/constructivism-learning-theory-importance-and-benefits-classroom/rajeev-ranjan/ [Accessed 14 Dec. 2023].

 

Western Governors University (2020). Experiential Learning Theory. [online] Western Governors University. Available from: https://www.wgu.edu/blog/experiential-learning-theory2006.html [Accessed 14 Dec. 2023].