Method of microsituations-incidents - Interaction...

Method of microsituations-incidents

A variation of the case-study method is the case analysis method (from Latin casus - confusing or unusual case ). This interactive technology is most suitable for short-term training, because it is aimed more at the formation of new psychological qualities and skills than on mastering knowledge. The leading role in the dissemination of the case method for practical training in management and marketing also belongs to the Harvard Business School. In most cases, when using the case method, the participants in the training are offered a written or oral written case of practice that can be based on a real or imagined situation in the form of micro situations and the need for Act "according to the situation." It is described succinctly, usually in a few lines that need to be read and analyzed. The essence of the conflict or problem is usually expressed by a very schematic indication of the circumstances ("happened ... or happened ..."). For example: "Candidate is a young man who is considered for the replacement of the position of a teacher in a youth club organized by a local authority. He has a suitable qualification, and you would like to offer him this position, but you are worried that the appearance (earrings, rings, silk scarf, nail polish, etc.) can cause ridicule by the most aggressive teenagers with whom he to work. How can you, without offending him, discuss this problem with the candidate? Your actions?

Information on the situation can be presented in documentary form (for example, a message) or presented with the help of verbal or visual means (such as video and/or slide show). The method does not require large material or time costs and involves the variability of training. Depending on the complexity of tasks, the method can be applied in the form of a short exercise for 20-30 minutes. As soon as the group receives a number of data for verification, the process of their analysis and further detailing begins. Training cases are easier to take from real practice than specially invented in the laboratory. Considered in the classroom, specific micro-situations can be attributed to any range of professional problems for which resourcefulness, efficiency and quickness in decision-making are needed.

The method of case analysis allows you to engage participants in the interaction in the educational process by direct treatment type "How would you do in this case?", "What are you think about this? "," What decision will you take? " etc. This example should be used both to clarify the opinion of individual participants in the analysis, actively manifest themselves in the classroom, and to engage those who prefer to keep quiet because of shyness or for other reasons.

The principal difference between the method of incidents and other intensive technologies for activating the educational process is that the need for professional competence of the participant in the educational process prevails here (for example, case studies analyzing the causes of conflicts and personnel demotivation require socio-psychological competence, etc.). Such knowledge comes not so much from life experience as from mastering a certain profession. This method can be used regularly for almost any topic of training, both before the lecture, and in its process, and at the end, to verify the mastery of the material, independently or at seminars and practical exercises.

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