TITLE:
Evaluation of Team-Based Learning and Learning Intervention Model as a Teaching Methodology for Organizational Behavior Management Coursework
AUTHORS:
Sydney Moyo
KEYWORDS:
Educational Case Study, Evaluation Strategies, Instructional Activities, Learning Intervention Model, Organizational Behaviour Management, Professional Development, Team-Based Learning
JOURNAL NAME:
Open Journal of Business and Management,
Vol.12 No.5,
September
9,
2024
ABSTRACT: This paper presents a study of team-based learning and learning intervention model (TBL-LIM). A new perspective is the application of TBL-LIM to an OBM course to enhance students’ understanding of diagnostic and intervention approaches in OBM education. This study explores how team-based learning and diagnostic intervention improvements were facilitated in undergraduate organizational behaviour management (OBM) coursework in Switzerland. The qualitative case study integrates multiple methods: comparative analysis, evaluative case study, diagnostic analysis, and thematic analysis or pattern analysis. The multiple methodological approach is used to provide insights about how the educational coach and instructor collaborated with student teams to develop their diagnostic problem-solving skills awareness in business and workplace contexts. Students’ teamwork reports and self-reflective essays about workplace-identified problems for improvements constituted the data instruments for the study and were analysed using multiple evaluative analyses. Findings describe how students applied team-based learning strategies to develop diagnostic skills, teamwork skills, and reflective skills. Henceforth, this study contributes to the current body of knowledge on evaluation of team-based learning, pedagogical practice and OBM education by introducing TBL-LIM methods. The originality of the study contributes towards the efficacy of TBL-LIM as a useful approach for student’s teams learning to analyse and diagnose business and organizational situations from behavioral science theory and practice of OBM. The application of TBL-LIM is shaped from using six knowledge creation perspectives which illuminates subject knowledge and applied knowledge for OBM learners and educational instructors. Building from the TBL-LIM approach implications for future learning practices and implications for future research are outlined.