Lesson reflection on Human Resource Management Essay Example

  • Category:
    Education
  • Document type:
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  • Level:
    Undergraduate
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Lesson reflection on Human Resource Management

Lesson Reflection on Human Resource Management

In my microteaching, I had the students learning about human resource management specifically on how companies successfully employ the right people for the right job. Many of the remarks that I received were very constructive. The class expressed concerns that it seemed as if they had poor arrangement, good control of the room and clear directions. Additionally, majority of the students said that the activity was very interactive, appealing, and the concepts were made clear. The real life examples that I gave them along with regular checking for understanding allowed them to be contented with the lesson (Rice and Nash, 2010). The positive comments given were as a result of careful and backward planning which ensured that I gave attention, directions and regularly checked on understanding. Moreover, I also ensured student-centered actions rather than teacher-centered teaching, allowing the students to explore their creativity and learning methods.

Although the lesson was thriving, it still needed some improvements. Some students were rigid to learn about HRM and seemed to relish the work period activity as they preferred little introduction. Due to limited time, I did speed up these activities. In a factual classroom scenario, I would give the students more time to scrutinize the content and use the scheming to discover a stronger blueprint. I would permit the students to express their views on various concepts of HRM and later each one would share with the rest.

I first began by teaching them how Knowledge on organization has helped students develop more understanding about HRM, organization behavior, both as group or an independent organization. I also brought to their knowledge class work, group discussions, and how students are able to develop essential communication abilities from them (Sims, 2009). During the lecture, discussions and group work took the centre stage. In most modules, the students had to adequately spend additional time to advance their writing through adequate practice. Conversely, there were more to this module than merely note taking or even dwelling into confab. The reason why I introduced this activity was to help the students understand why people made differences and the strategies employed by the HRM in attracting, developing and maintaining their workforce (aims of the activity).

Further enrichment of the student knowledge on human resource management is exhibited through questions focusing on the main topic. The students were further acquainted with awareness on the organizational aspects of developing and maintaining workforce. By listening as I taught, students sought clarification, noted main points, its importance and the company’s essence of maintaining a workforce.

The students would then take a break and eventually ask any question they had. This clearly gauged the student’s competence on their understanding of the topic. The student attention was adequately taken all through the entire lesson as the atmosphere was cool. All through the lesson, students sat in pairs and I paid attention to what they were doing. I gave the students enough assignments to improve their attention and reduce boredom.

The student leaders formed a great part of the entire learning activity. This was enhanced through interaction where one student had to lead and ask the rest questions (Rice and Nash, 2010). Other possible strategies included demos, games and quizzes.

The major challenges that were experienced included the varied cultures among the students and their inability to unanimously understand concepts. I sought to promote common understanding, respect and expressed my ideas free of bias. I encouraged participation and showed that I valued the students’ comments as well as taking keen interest on students from minority groups.

Despite my efforts in teaching the students, a considerable number of them were slow in understanding basic concepts. This scenario requires highlighting, analysis and incorporation of additional theoretical approaches. As a measure to tackle these challenges, I sought to lessen the number of activities the students undertook.

References

Butt, G 2012, Lesson planning […] XD-US. London [u.a.], Continuum.

Rice, W & Nash, SS 2010, Module 1.8 teaching techniques creative ways to build powerful and effective online courses. Packt Pub: Birmingham, U.K.

Sims, RR 2009, Human resource management: contemporary issues, challenges and opportunities. Information Age Publ: Greenwich.