Modern Learning Methods for HRD: The Clinical Legal Education (CLE) Approach[C]

Autor/inn/en	Wootton, Danielle; Stone, Barras Kenneth
Titel	Modern Learning Methods for HRD: The Clinical Legal Education (CLE) Approach[C]
Quelle	In: Journal of European Industrial Training, 34 (2010) 8-9, S.839-851 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090591011081002
Schlagwörter	Foreign Countries; Interviews; Legal Education (Professions); Focus Groups; Decision Making; Ethics; Role Playing; Simulated Environment; Computer Simulation; Educational Technology; Adult Students; Professional Development; Vignettes; Skill Development; Case Method (Teaching Technique); Human Resources; Training Methods; Instructional Effectiveness; Job Layoff; Personnel Policy; Field Experience Programs; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Interviewing; Interviewtechnik; Juristischer Beruf; Decision-making; Entscheidungsfindung; Ethik; Rollenspiel; Künstliche Umwelt; Computergrafik; Computersimulation; Unterrichtsmedien; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kompetenzentwicklung; Qualifikationsentwicklung; Case method; Fallmethode; Humankapital; Didaktik; Trainingsmaßnahme; Unterrichtserfolg; Beurlaubung; Personalpolitik; Praxisnahes Lernen; Großbritannien
Abstract	Purpose: The purpose of this paper is to explore how professional skills training in making ethical decisions for redundancy selection, can be utilised though interactive role play, in a virtual learning environment. Design/methodology/approach: A pilot study was undertaken with a group of part time mature students pursuing a professional development programme. The pilot was based on the CLE concept using a virtual learning environment (VLE) and involved ethical decision making in a redundancy scenario. Data was gathered through the VLE "log" and through a focus group interview. Findings: Evidence is provided of the suitability of the CLE approach in this context. Additionally, the findings suggest that the use of a virtual learning environment for CLE raises a number of different issues for the management and motivation of participants. Virtual interaction of this nature creates different timescales, degrees of confidence and levels of anonymity than found with more traditional face-to-face training. This has an impact on behaviour and requires recognition and management by HRD facilitators. Research limitations/implications: The study was based on a small-scale pilot and has not been retested. Practical implications: The findings provide practical implications for further design in using CLE in redundancy selection. Furthermore, clinics for a variety of scenarios both in the workplace and educational settings could be based on this approach. Originality/value: The paper provides discussion of an innovative approach in an HRD context. These concepts have been not used extensively in the HRD field when trying to address learning and skills development in ethical decision making in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10