Pedagogy and praxis: simulations and skill sets

Abstract

Abstract The purpose of this paper is to examine the expectations of human resource management professionals as they relate to reality‐based learning experiences that can shape college graduates' education. Computer‐based simulations can provide a strong opportunity for learning‐by‐doing, so it would be important to understand what skill sets should be targeted for these. Design/methodology/approach A survey was used for the research question: what work‐related skill sets will human resource management (HRM) professionals value in recent college graduates who are starting in entry‐level HRM positions? The respondents were from the Society of Human Resource Management (SHRM). Findings The respondents targeted specific skill sets that they value, and the data provided can now be applied in creating reality‐based learning opportunities using educational simulations in an online environment. Research limitations/implications The potential for future research includes the opportunity to collect data on student use of educational simulations that focus on providing the subject HRM skill sets in this paper. Practical implications The implications for pedagogy include the use of educational simulations that target the reinforcement of specific HRM skill sets that have been identified. These can provide college students with a unique opportunity for praxis. Originality/value This paper examines the underlying value of reality‐based learning and how the use of educational simulations can add value in praxis. Additionally, it identifies several HRM skill sets for recent college graduates seeking to enter the HRM field. This paper will be of value to university educators, curriculum management professionals, university administrators, and university technology management professionals.

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