W
I found that a 'courtroom' can be a good way of getting students really
active in a debate. I used it when looking at management styles - two teams
, one democratic, one authoritarian call witnesses - Hertzberg, Mayo,
Taylor, workers from 'company', managers from company etc to argue the case
for and against said styles. Students seem to love being the 'barrister'.
It makes them analyse more than just doing a presentation and makes for a
more lively debate!! Students that cannot be witnesses, judge or barristers
can act as jury.
If anyone has anything else that works especially well- particular anything
student centred - ideas gratefully appreciated.
Mark
-----Original Message-----
From: For teachers and lecturers interested in curriculum issues
affecting the te [mailto:[log in to unmask]]On
Behalf Of david haynes
Sent: Thursday, November 22, 2001 12:31 AM
To: [log in to unmask]
Subject: Re: Human Resources Strategy
That's an excellent teaching tip!
Does anyone else have any teaching tips in general for
Business Studies?
--- Julie Parton <[log in to unmask]> wrote:
> I'vehad a look at this - the figure doesn't really
> add to the
> written description.
>
> There may be a use for it .... when you've finished
> the topic revisit the
> figure and ask your group to work in 2's or 3's to
> design a better
> representation which they can then discuss with the
> rest of the group!
> Use A3 paper and coloured pens (or ICT and colour
> printer) and the results
> could also be used to decorate a room - as I know it
> is often difficult to
> generate good displays from Y12 and Y13. I think
> I've just planned my last
> lesson of the Autumn Term!!!
>
> Julie
>
>
> >From: Graham Crewe <[log in to unmask]>
> >Reply-To: For teachers and lecturers interested in
> curriculum issues
> > affecting the te
> <[log in to unmask]>
> >To: [log in to unmask]
> >Subject: Human Resources Strategy
> >Date: Wed, 21 Nov 2001 00:16:13 -0800
> >
> >Can anyone help explain the 'Human Resource
> Strategy:
> >building a human resource advantage' diagram on
> page
> >292 of Marcousé et al?
> >it seems to me to be a diagram for thesake of a
> >diagram.
> >I understand the Human Resource Cycle circle on the
> >left but from there???
> >
> >My interpretation is:
> >The HR Cycle generates strengths for the firm. The
> >firm must then fit these strengths with its
> >environment (those arrows should point inwards to
> >'Fit' not outwards?).
> >From here the firm produces its strategy. i.e.
> >planning and organisation.
> >
> >Why the link to the learning organisation? Is every
> >firm that has an HR strategy a learning
> >organisation???
> >
> >Where are the 'implementation and review' stages?
> >
> >Most of Marcousé's diagrams are good, solid models,
> >but this one seems very vague and a model for the
> sake
> >of it. Does anyone else agree? Does anyone else
> >care???
> >
> >Graham Crewe
> >Sir Thomas Rich's School
> >Gloucester
> >
> >
> >=====
> >Please reply to this e-mail via my main address,
> [log in to unmask]
> >
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