Problem-Based Learning Audit Tool

Course Title:

Course Code:

Human
Resources
Planning
HRMT 307

Human Resources
Program:

Designer:

Imran Fancy

Section 1. Learning Outcomes

Course Learning Objectives to be Met: Taken from HRMT 307 Course
Learning Outcomes
3. Analyze and explain the different steps in the HRP process and discuss how the
process can be applied at both the operational and strategic level.
4. Develop strategies to address environmental factors and shape organizational
and HR plans and strategies.

Desired Skills to be learned: Taken from HRMT 307 Essential Employability

Skills
4. Apply a systematic approach to solve problems.
5. Use a variety of thinking skills to anticipate and solve problems.
9. Interact with others in groups or teams in ways that contribute to effective
working relationships and the achievement of goals.
Related Course Assessments: Taken from
HRMT 307 Evaluation Scheme
Assignment 2: Essay on course topic
Restructuring
Assignment 3: in class case participation
grade, journal reflection and peer evaluation
Final Exam: case study essay question

Mapped to
Learning
Objective:
3,4

Mapped to
Skill:

3,4

5,9

3,4

4,5

4,5

Problem-Based Learning Audit Tool

Section 2. Level of Learning Select the desired level of learning according to

your learners ability. Use Barrows Taxonomy (1986) of Problem Based Learning,
outlined below.
Instructional Method

Reiterative/Closed Loop
PBL: Learners evaluate their
solutions
Problem Based Learning:
Instructor facilitates free
inquiry
Case Method: Instructor
provides avenues for solution
research
Case Based Lecture:
Instructor presents strategy
for solution
Lecture Based Cases:
Instructor walks through
solutions

Self
Directed
Learning

Motivati
on
Require
d

Critical
Reasoni
ng

Structura
l
Connecti
ons

Highest

Highest

Highest

Highest

Highest

Highest

Highest

Lowest

Lowest

Lowest

Lowest

Lowest

Logic: Due to the mixed level of learning students in Human Resources Planning
traditionally work at and since this PBL Method will be used mid semester, a
moderate level of SDL, motivation, critical reasoning and ability to make structural
connections is required.

Problem-Based Learning Audit Tool

Section 3. 3C3R Map Each of the following colours represents a component of

Hungs (2006) 3C3R model. These Core and Process components are necessary to
ensure that PBL is designed effectively. Provide answers to the questions below.

Content

Context

Connection

Research

Reflection

Reasoning

Problem-Based Learning Audit Tool

Component

Core

Content

Context

Process

Connectio
n

Research

Description
What Course topics, material,
and information will be
covered by the problem based
activity?

What factors will be

integrated to ensure problem
is authentic and relatable to
learners?

How will the problem help

students build or connect to
prior knowledge as well as
course learning outcomes?

How have sources and

opportunities for students to
find and review required
subject matter be made
accessible and available?

Explanation From HRMT

307 Topical Outline
Primary: Downsizing and
Restructuring
Secondary: Strategic
Management Process and HR
Demand and HR Supply
Students will be divided into
work groups. The case will
have a narrative where
groups are HR teams tasked
with finding a solution. The
organization will be a
Canadian tech company
currently showcased in the
media for restructuring and
downsizing which students
are familiar with.
Students will link their
research back to The
Strategic Management
Process, HR Demand and HR
Supply as they learn about
Downsizing and
Restructuring.
Class time will be used for
this activity and students will
have 3 hours to refer to
resources in the library, their
text, materials posted to
their LMS, and the internet

Problem-Based Learning Audit Tool

Reasoning

Reflection

What aspects of the problem

will require students to
engage in critical thinking and
analysis?

What opportunities or tasks

incorporate individual or
group reflection, within the
activity?

to determine when and how

to downsize or restructure
and what other
contemporary organizations
are doing when faced with
similar problems.
In determining the best
solution, working in teams
students will brainstorm,
discuss, analyze and
evaluate potential solutions
before preparing their
arguments and submitting a
resolution to the facilitator
before the end of class.
After submitting responses,
students will take home a
worksheet-journal entry
where they will evaluate the
alternatives posed by their
group and either defend or
critique their final group
proposal. Students will also
submit peer and self
evaluation forms on each
group members effort and
contribution to the proposal
and its defense.

Section 4. Problem-Based Learning Design Model Based on Goodnough and

Hungs (2008) research and 9 step model, instructors and designers should consider
the following when selecting or creating a Problem or Case:
Steps
1. Setting learning goals and objectives See Section 1.

Satisfied

2. Conduct Content Analysis to determine expected level of problem

solving See Section 2.

3. Analyze Context Specification Audit case/problem to ensure that

real-life factors are present See Section 3.

4. Choose or Create problem/case Build a pool of cases/problems

Problem-Based Learning Audit Tool

that relate and connect to each other based on real-life problems
or issues relevant to course material.
5. Problem Affordance Analysis Map out the content, procedures
and processes, and problem solving tasks within the case/problem.
6. Correspondence Analysis Determine if the key knowledge is
accurately represented and supports learning objectives, and if the
connection between problem and prior knowledge is well
constructed.
7. Calibrate and Modify the Problem consider learners level of
learning, disabilities or exceptionalities, environmental constraints
and requirements
8. Create the Reflection Component and give learners an opportunity
to focus on what they have learned, how they learned, and the tools
or models they used to learn
9. Use the 3C3R Model to determine how each component is
integrated and connected with one another.

LOGIC: Section 1,2,3 should help satisfy many of the steps included in the checklist
above. For HRMT 307, Step 5 is of significant importance and users should refer to
Section 3, the 3C3R model to create or find a case which satisfies the learning
outcomes, desired skills to be learned or used, and which can have adequate
assessments to evaluate students learning and activity during PBL.

Section 5. Scaffolding and the Role of the Facilitator Select as many of

Jonassens (2011) strategies as possible to help ensure you create a supportive
environment for PBL.
Support

Students are familiar with case studies, issues and solutions (see Section 2)
Provide worked examples so students have a preliminary guide on how to
approach a problem
Use analogous problems to help students form stronger connections and
understand patterns
Provide analogies and references to prior experiences and learning

Problem-Based Learning Audit Tool

popular references made in the case so students are familiar with the
context and only need to connect the content. Facilitator should use reallife business examples in lectures and discussions prior to this activity.
Tailor the environment to strengthen the simulation in groups students
will work together independent of other teams and have the chance to
check in with facilitator to ensure they are making adequate progress
towards completing their task.
Assist students in determining causal relationships between factors or
events within the problem facilitator to interact with groups and inquire
as to what their assumptions or findings are.
Embed deep reasoning questions into the case/problem to help guide
students reasoning and analytical processes
Challenge students on their solutions and request justifications in order to
support deeper understanding of the problems underlying issues
Additional Support:
Additional Support: