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WORKSHOP III BGN302

Duration (approx) 100 hours
Qualification Statement of Attainment

Develop more in depth practical skills for working on and solving problems in and discipline

  • Develop your ability to plan, implement and assess management strategies, applicable to your industry sector

It's easy to enrol...

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Please note, choosing offline (USB stick) will attract a 5% surcharge on top of the course fee

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IMPROVE YOUR WORK EFFICIENCY

A Practical Workshop You can Do from Home

  • Learn workplace efficiency, supervision and workplace projects.
  • Using Problem Based Learning


COURSE CONTENTS

There are 3 lessons in this course as follows:

1. Evaluating Workplace Efficiency

2. Human Resources Supervision

3. Plan Workplace Projects –cyclical or finite.


Aims

  • Identify efficiency problems that occur in the production process at a workplace, develop efficiency improving procedures, and follow up and improvements’ assessing procedures.
  • Demonstrate skills in supervising the performance of team work and individual workers to attain appropriate performance standards.
  • Demonstrate skills in staff and teams motivation.
  • Demonstrate skills in workplace project planning, either cyclical or finite.

 

How the Course Works

This course involves undertaking three hypothetical PBL projects, based on the industry you work in, or intend to work in. (eg. if you are a nursery worker, you must base your project on a small nursery; or if you work in administration, you will base your project on your sector of the business community.)

What is PBL?

Problem-based learning has been defined as: “A learning method based on using problems as a starting point for acquisition and integration of new knowledge.”

  • PBL relies on problems to drive curriculum.
  • PBL relies on real-life problems, where students act as professionals.
  • PBL problems are not precise – they are not intended to generate neat answers. In your analysis to find the answer, you will gain essential problem-solving and critical-thinking skills.
  • There are no single correct or incorrect solutions. Problems are designed so that different appropriate answers might apply – there is never meant to be just one solution.
  • Teaching staff are facilitators or coaches, and must resist providing solutions (students solve the problems).
  • Students are provided with guidance but not answers – they are given guidance in techniques that might be used for problem solving.
  • Assessment is based upon performance, not upon giving correct answers.


PBL Project Stages

There are commonly 3 main stages in working through a PBL project:

1. Define the Problem

You need to first grasp the nature and scope of a problem. At this stage you will develop a hypothesis for the question. A hypothesis is an explanation for observed data/information that still has to be tested. For example, you might be given a list of symptoms that a person is suffering from and told that they think they might be suffering from schizophrenia. Your hypothesis might be that the person is suffering from schizophrenia.

 

2. Deal with Relevant Information

You need to access, evaluate and select what is most relevant, then utilise what is selected.

  • Access – You can access information via internet searches, online libraries or traditional text books and journals.
  • Evaluate – Students must consider the following about the information they have found:

- Credibility

- Accuracy

- How up to date?

- Bias

- Relevance

  • Utilise – You will then utilise the information you have gained and use it to answer the question.

At this stage, you might change your hypothesis. Using the previous example, you might find that the symptoms do indicate that the person might have schizophrenia.


3. Develop a Solution

You need to construct and present a solution. This will require decision-making, followed by developing detail within the decision and then communicating the solution (eg. perhaps putting together a paper, report, multi media presentation).

 

 

 

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Courses can be started anytime from anywhere in the world!

Meet some of our academics

Alison Pearce (general)P.G.Cert. Ed., M.Ecotourism, S.Sc. (Hons). Alison has held many positions including: University Lecturer, Writer, Quality Assurance Manager, Research Technician, Vet Nurse and stockwoman. Over 30 years industry experience, mostly in Australia and the UK.. Alison originally graduated with an honors degree in science from university and beyond that has completed post graduate qualifications in education and eco-tourism. She has managed veterinary operating theatre, responsible for animal anaesthesia, instrument preparation, and assistance with surgical techniques and procedures.
Dr. Gareth PearceGraduated from the University of Nottingham in 1982 with a B.Sc.(Hons) in Animal Science. Between 82 and 85 worked as Research Assistant and Demonstator in Animal Science at the University of Leeds. Over more than 30 years he has furthered his studies, obtaining eight significant university qualifications including degrees in Veterinary Science, Wildlife Conservation and Animal Behaviour. Gareth has significant teaching experience around the world as a faculty member at eight different universities including Associate Professor at Murdoch University and Director of Studies in Veterinary Science at Cambridge University. He has over 100 prestigious research papers published, and enjoys an outstanding international reputation in the fields of animal and veterinary science.
Diana Cole (Horticulturist)Horticulturist, Permaculturist, Landscaper, Environmentalist. Holds a Diploma in Horticulture, degree in geography, permaculture certificate and various other qualifications. Between 1985 and 94, Diana was a task leader with the British Trust for Conservation Volunteers. Since 2001 she has been chairperson of the Friends of Mellor Park (with Stockport MDC). From 2005 she has worked exclusively in horticulture as proprietor of her own garden design and consultancy business in and around Derbyshire; and at the same time as part time manager of a small garden centre. Diana has been an enthusiastic and very knowledgeable tutor with ACS since 2008.
Yvonne Sharpe (Horticulturist)Started gardening in 1966, studied a series of horticulture qualifications throughout the 1980's and 90's, culminating in an RHS Master of Horticulture. Between 89 and 1994, she worked teaching in horticultural therapy. Founded the West Herts Garden Association in 1990 and exhibited at Chelsea Flower Show in 1991. In 1994, Yvonne joined the staff at Oaklands College, and between 1996 and 2000 was coordinator for all Amenity Horticulture courses at that college. Since leaving Oakland she has been active as a horticultural consultant, retail garden centre proprietor and sessional lecturer (across many colleges in southern England). In 2000, she also completed a Diploma in Management.


Check out our eBooks

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Professional Practice for ConsultantsExplore becoming a consultant. This ebook contains chapters on how to be a consultant, packaging your services, delivering the services, building your resources, finding the work and getting the job, planning and ethics.
ManagementManagement is the process of planning, organising, leading, and controlling an organisation’s human and other resources to achieve business goals. More importantly though, effective management needs to be a process of human interaction and compassion. Most bad managers don’t know they are bad. They may well admit that they are a bit erratic, or they are sometimes late to appointments, but it is rare that they will recognise that they are ineffective as managers. Never fear...read here. This book has something to offer even the best of managers.