innovative teaching methodologies - imon ghosh, director, academy of hrd

Innovative Teaching Methodologies

- Imon [email protected]

UGC sponsored workshop on‘New Developments in Management and Research’

atB.K. School of Business Management

Gujarat University, Ahmedabad30th March, 2011

mailto:[email protected]

In this talk:• How do we evaluate great teaching?• Findings of a research study in comparative teaching

methodologies• Teaching methodologies at the Academy of HRD• Research & Publications at the Academy of HRD• Innovations in OD Interventions: The proposed

D.M. Pestonjee Stress Centre• Moving from Pedagogy to Andragogy …• Accelerated Learning, and driving out fear• Can the introduction of corporate training methods

in the classroom help make teaching methodologies more innovative?

How do we evaluate great teaching?

By focussing on what the teacher is doing?

or

… on what students are doing?

Do teaching methodologiesinfluence educational outcomes

… and even employability?

Findings of a research study in comparative teaching methodologies

Source : Professor Rafiq Dossani, Stanford University

Findings of a research study in comparative teaching methodologies

Source : Professor Rafiq Dossani, Stanford University

Institution IIT Madras StanfordUniversity

Number of classHours

Self directedwork (alone or in groups)

30

13

25

40

Teaching Methodologies @ AHRD• Strong Research Focus • Provoking Thinking / Encouraging Curiosity• Promotion of Collaborative Learning• Customized learning that addresses individual

work issues• Applying Knowledge / Developing

Competencies• Action Learning / Practical Orientation• Life and Work Experience Sharing• Learning Network of Experienced Peers

Research @ Academy of HRD• A Study of the Effectiveness of HRD Audit as an OD Intervention

• Mentoring Processes in Indian Organizations: An Exploratory Study

• A Study of Relationship between Human Resources (HR) Practices and Performance of Business Organizations

• Individual Factors Associated with Career Success and Growth in an Indian Insurance Organization

• A Study of Relationship between Strategic Responses of Organization and Worker Development System Variables

• A Study of the Changed Business Environment on Roles and Performance of Bank Officers

• A Study of Impact of Sensitivity Training on the Behavior and Performance of Bank Officers

• A Study of Managerial Leadership Styles and Behavioral Preference of Subordinates in Relation to Role Efficacy and HRD Climate

• AMTs and Shop Floor Personnel Motivation • Gender, Micro-credit and Human Resource Development of Delivery Personnel in

the Context of Credit Seeking Rural Poor Women

Research @ Academy of HRDA Study of Professional Values, Value Conflict and Coping Mechanisms of HRD Professional

Determinants of Organization and People Related Initiatives in Planning and Executing Strategic Decisions in Indian Organizations

A Study of Impact of Cultural Variables on Organizational Commitment and Work Commitment amongst Indian Managers: A Cross-Cultural Study amongst Indian and German Managers

Relationship between Career Anchors, Human Resource Practices, Organizational Commitment and Turnover Retention : A Study of IT Professionals

Relationship between Management Style, Organization Culture and Performance on Council Affiliated (ICSE) Schools in Twin Cities

Measurement of Organizational Citizenship Behavior of Professionals in High Technology Software Organizations

An Assessment of the Role of HR in the Indian Corporate Sector

Identification of Competencies of Software Project Managers in Software Organizations

Research @ Academy of HRDFactors Influencing Employee Participation in Knowledge Management: A Study in an Indian IT CompanyA Study of the Effects of Information Technology on Alienation at the Workplace

Role Evolution Process of a Professional HRM Role in Organizations

A Study of Personal Values and Impact of Personal-Organizational Value Congruence on Commitment in an Indian PSU

A Study of the Competency Based HR practice in Indian Organizations

Study of the relationship Between empowering Forces and the Empowering Process Among Women in Managerial position in Business Organization

Antecedents / factors Affecting the Organizational Transformation

Study of Organizational Climate, Role Stress, Learned Helplessness and Interpersonal Needs and Their Impact on Performance of the Indian Banking Industry

The Relationship Between Occupational and Organizational Commitment of Software Professionals in India: Moderation by HRM Practices

GenY Research Project @ AHRD

• Project Partners – Academy of HRD, MTHR Global, IKYA Human Solutions

• Objective: Our research is an exploration of Gen-Y's characteristics with respect to career aspirations, their attitude towards work, and implications for HR policies and practices in the years to come.

GenY research project @ AHRD

To probe:

1. Sector specific differences for Gen Y.2. In depth understanding of career aspirations and

attitudes towards work of Gen Y for India Inc.3. Inputs for leaders and HR practitioners to

understand, manage and get the best out of the Gen Y.

4. HR Processes intervention design/plan for engaged Gen Y.

5. HR Model for managing Gen Y in the workplace.

Publications @ Academy of HRDBooks• Developing Leadership for the Global Era:

HRD Perspectives and Initiatives • Pioneering Human Resource Development:

The L&T System • Measuring Organizational Climate • Road to Empowerment: HRD Experiences

with Workers and Support Staff • HRD Philosophies and Concepts: The

Indian Perspective • Management Processes in Universities

Publications @ Academy of HRD

Occasional Papers • Corporate Leadership in The 21st Century

Educational CDs • Dream or Nightmare • Appreciative Inquiry for Organizational

Change

Innovations in OD Interventions: The D.M. Pestonjee Stress Centre

• Empowering organizations from within• Focus on HUMAN aspect of HR• Inclusion of scientific physiological

measures:– Biofeedback

• Emphasis on positive psychology• Training trainers

The greatest innovation inteaching methodology may

simply be the realization thatour students aren’t children

any longer … Is this paradigm shift

possible?

Moving from Pedagogy to Andragogy …

• Pedagogy (pèd-e-go´jê) literally means the art and science of educating children and often is used as a synonym for teaching. More accurately, pedagogy embodies teacher-focused education. In the pedagogic model, teachers assume responsibility for making decisions about what will be learned, how it will be learned, and when it will be learned. Teachers direct learning.


• The great teachers of ancient times, from Confucius to Plato, didn't pursue such authoritarian techniques. Major differences exist between what we know of the great teachers' styles, yet they all saw learning as a process of active inquiry, not passive reception. Considering this, it is surprising that teacher-focused learning later came to dominate formal education…


• Whether or not this is the best model for child education, it is clearly inadequate for adult learning, particularly when it comes to work or career-related learning within the process of human resource development. HRD requires a more active approach from the learner which takes account of individual experience.


• In an attempt to formulate a comprehensive adult learning theory, Malcolm Knowles, in 1973, published the book The Adult Learner: A Neglected Species. Building on the earlier work of Lindeman, Knowles asserted that adults require certain conditions to learn. He borrowed the term andragogy (and-rè-go´jê) to define and explain the conditions.


• The andragogic model asserts that five issues be considered and addressed in formal learning. They include (1) letting learners know why something is important to learn, (2) showing learners how to direct themselves through information, and (3) relating the topic to the learners' experiences. In addition, (4) people will not learn until they are ready and motivated to learn. Often this (5) requires helping them overcome inhibitions, behaviors, and beliefs about learning.


• The following comment by Lindeman gives you a flavour:

"...the teacher finds a new function. He is no longer the oracle who speaks from the platform of authority, but rather the guide, the pointer-outer who also participates in learning in proportion to the vitality and relevancy of his facts and experiences."


• Andragogy, initially defined as "the art and science of helping adults learn," has taken on a broader meaning since Knowles' first edition. The term currently defines an alternative to pedagogy and refers to learner-focused education for people of all ages.


• In the information age, the implications of a move from teacher-centered to learner-centered education are staggering. Postponing or suppressing this move will slow our ability to learn new technology and gain competitive advantage.

Accelerated Learning

• More has been discovered about how the human brain works in the last 25 years than in all history to date.

• The Accelerated Learning Method is based on that research.

• We each have a preferred learning style — a way of learning that suits us best. If you know and use the techniques that match your preferred way of learning, you learn more naturally.

Accelerated Learning• We now know that we do not have a fixed single

IQ, but a range of at least seven or eight different forms of intelligence. You will tend to develop some of these intelligences more than others and prefer to use them. And those differences help account for your personal learning style.

• The secret is this: When the way you are taught closely matches the way you like to learn, results improve significantly and the time you take to learn is reduced.

Drive out fear …• “Drive out fear, so that everyone may work

effectively.” - W. Edwards Deming, quality guru. "The economic loss from fear is appalling,"

• When people are afraid for their jobs, afraid of management, afraid of being punished for making mistakes, productivity suffers - and it suffers considerably. Fear in the workplace, no matter how subtle, does not improve productivity.

• This applies to learning as well! Yet, far from driving out fear, our education system often enhances student stress through its examination and grading systems, ranking etc. instead of promoting a passion for the subject, and life-long learning.

Can the introduction of corporate training methods help make teaching

methodologies more innovative?• An experiment at the Gujarat Technological

University, and an invitation by Dr. Akshai Aggarwal, Vice Chancellor, to the heads of 5 institutions including the Academy of HRD to brainstorm ways to introduce an innovation in teaching methodology.

• My article on Training Strategies, published in Newstalk, March 2004, Seychelles.

… Questions?

Thank You

innovative teaching methodologies - imon ghosh, director, academy of hrd

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