You are here

Home » Content

LEARNER RECEPTIVITY TOWARD ROLE PLAY SIMULATION IN TEACHING H.R.M. TO UNIVERSITY STUDENTS IN HONG KONG

Journal Name:

  • International Journal of Educational Researchers

Publication Year:

  • 2011

Key Words:

Author Name
Abstract (2. Language): 
As an antidote to direct information impartation and passive note taking, role play simulation have been widely considered and introduced in university level learning and teaching of business interactive skills to young adult undergraduates. Besides apparently complementing other lecturing methods and teaching activities, role play serves a number of purposes including student involvement or their active participation. The purpose of role-play is to provide young adult students an opportunity to immerse into a ‘role’ of a job seeker in a pre-determined context. With prior briefing and information given in advance, students are then free to act as they do in real life. Students participating in role play, or the rest of the class who have observed the re-enactment are assumed to be able to experience transference of formal cues and soft interactive skills. Each role-player acts as part of the social environment of the others and provides a framework in which they can study the interacting behavior of the group, so as to acquire real-life skills/ techniques that would be useful in workplaces. This paper examines role-play simulation as a learning tool for university students in the business disciplines who are targeted to become competent with job interview skills and techniques necessary for them to become a potentially competent human resources professional. This paper reflects upon tertiary education instructors’ insights into the possibilities of getting their students to reach their learning objectives by implementing non-traditional teaching methods such as role-plays.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-learner-receptivity-toward-role-play-simulation-teaching-h.r.m.university-students-hong-kong.pdf
  • 1
1
16
  • English

REFERENCES

References: 

Bell, B. S., Kanar. A. M., & Kozlowski. S. W. (2008). ‘Current issues and future directions in simulation-based training in North America’. International Journal of Human Resource Management, 19, 1416-1434.
13 The International Journal of Educational Researchers (IJERs)
Learner Receptivity Toward Role Play Simulation In Teaching H.R.M. To University Students In Hong Kong
Boud, D., Dunn, J., & Hegerty-Hazel, E. (1986). Teaching in Laboratories. Studies in Research in Higher Education/Nuffield Foundation for Educational Research, Milton Keynes: Open University Press.
Chesler, M. & Fox, R. (1966). Role-Playing Methods in the Classroom. Chicago, IL: Science Research Associates Inc.
Cohen, K. J., & Rhenman, E. (1961). ‘The role of management games in education and research’. Management Science, 7(2): 131-166.
COIC: Careers and Occupational Information Centre (1985). Role Play and Simulation. Sheffield: Manpower Services Commission.
Cook, R. W., & Swift, C. O. (2006). ‘The pedagogical efficacy of a sales management simulation’. Marketing Education Review, 16: 37-46.
Dale, A. G., & Klasson, C. R. (1964). Business Gaming: A Survey of American Collegiate Schools of Business. Austin, TX: University of Texas, Bureau of Business Research.
Faria, A. J. (2001). ‘The changing nature of business simulation/ gaming research: A brief history’. Simulation & Gaming, 32: 97-110.
Feinstein, A. H. (2001). ‘An assessment of the effectiveness of simulation as an instructional system in foodservice’. Journal of Hospitality and Tourism Research, 25(4): 421-443.
Geister, S., Konradt, U., & Hertel, G. (2006). ‘Effects of process feedback on motivation, satisfaction, and performance in virtual teams’. Smart Group Research, 37(5): 459-489.
Gibbs, G., Habeshaw, S. & Habeshaw, T. (1986). 53 Interesting Ways to Assess your Students. Plymouth: Plymbridge Distributions Ltd.
Goldstein, L. L. (1991). ‘Training in work organizations’. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of Industrial Organizational Psychology, Vol. 2, 507-620. Palo Alto, CA: Consulting Psychologists Press.
Harden, R.M., & Cairncross, R.G. (1980). ‘Assessment of practical skills: The objective structural practical examination (OSPE)’. Studies in Higher Education, (5): 187 – 196.
Jones, K. (1980). Simulations: A Handbook for Teachers. Kogan Page: London.
Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93(1): 59-69.
© Educational Research Association, All rights reserved. 14
Andrew Chan / IJERs 2011, 2(1):1-16
Keys, B., & Wolfe, J. (1990). The role of management games and simulations in education and research. Journal of Management, 16(2): 307-336.
Kirkpatrick, D. L. (1976). ‘Evaluation’. In R. L. Craig (Ed.), Training and Development Handbook: 301-319. New York: McGraw-Hill.
Kolb, D.A. (1984). Experimental Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Kraiger, K., Ford, J. K., & Salas, E. (1993). ‘Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation’. Journal of Applied Psychology, 78: 311-328.
Ladousse, G. P. (1987). Role-Play. Oxford University Press: Oxford.
Lane, D. C. (1995). ‘On a resurgence of management simulations and games’. The Journal of Operational Research Society, 46(5): 604-625.
Marton, F. (1984). (Ed.) The Experience of Learning. Edinburgh: Scottish Academic Press.
Mathieu. J. E., & Martineau, J. W. (1997). ‘Individual and situational influences on training motivation’. In J. K. Ford, S. Kozlowski, K. Kraiger, E, Salas, & M. Teachout (Eds.), Improving Training Effectiveness in Work Organizations: 193- 221. Mahwah, NJ: Erlbaum.
Merrill, M. D. (1975). ‘Learner control: Beyond aptitude-treatment interactions’. AV Communications Review, 23: 217-226.
Morrison, G. R., Ross, S. M., & Baldwin, W. (1992). ‘Learner control of context and instructional support in learning elementary school mathematics’. Educational Technology Research and Development,. 40: 5-13.
Raia, A. P, (1966). ‘A study of the educational value of management games’. Journal of Business, 39(3): 339-352.
Reigeluth. C. M., & Stein, F. S. (1983). ‘The elaboration theory of instruction’. In C. M. Reigeluth, (Ed.), Instructional Design Theories and Models: An Overview of Their Current Status. Vol. 1: 335-381. Hillsdale, NJ: Erlbaum.
Salas, E., Wildman, J.L. & Piccolo, R.F. (2009). ‘Using simulation-based training to enhance management education’. Academy of Management Learning and Education, 8(4): 559-573.
Salas, E., Wilson, K. A., Lazzara, E. H., King, H. B., Augenstein, J. S., Robinson, D. W., et al. (2008). ‘Simulation-based training for patient safety: 10 principles that matter’. Journal of Patient Safety, 8(4): 3-8.
15 The International Journal of Educational Researchers (IJERs)
Learner Receptivity Toward Role Play Simulation In Teaching H.R.M. To University Students In Hong Kong
Slotte, V., & Herbert, A. (2007). ‘Engaging workers in simulation based e-learning’. Journal of Workplace Learning, 20(3): 165- 180.
Tannenbaum, S., & Yukl, G. (1992). ‘Training and development in work organizations’. Annual Review of Psychology, 43(1): 399-441.
Tharenou, P. (2001). ‘The relationship of training motivation to participation in training and development’. Journal of Occupational and Organizational Psychology, 74(5): 599-621.
Van Ments, M. (1999). The Effective Use of Role-Play. London: Kogan Page.
Walklin, L. (1982). Instructional Techniques and Practice. Bath: Stanley Thornes Publishing
Wolfe, J. (1997). ‘The effectiveness of business games in strategic management course work’. Simulation & Gaming, 28(4): 360-376.

Thank you for copying data from http://www.arastirmax.com