Potential Appraisal and Development in Human Resource Development (HRD): A Review

Human Resource Development (HRD) process is denoted as how personnel are recruited, trained and put into use depending upon their skills, knowledge and potential as per the need of the job and keeping in line with organizational objectives. Potential appraisal refers to the identification and evaluation of hidden talents and underlying skills of a person. Potential appraisal enhances human resource development and enables the attainment of organizational goals. Steps in the potential appraisal system include a detailed job description, job specified quality traits, rating mechanisms and organizing the system. Techniques used for carrying out potential appraisal includes self-appraisal technique, peer appraisal technique, superior appraisal technique, management by objectives, psychological and psychometric techniques, leadership exercises, management games etc. Growth of companies lies in the hands of potential employees and hence it is the responsibility of companies to recognize the potential and reward befittingly to retain the talent. Thus it lowers the chance of good employees leaving the organization for green pastures.

BENEFITS OF MANAGEMENT GAMES IN DISPLAYS PERFORMANCE STUDENT AT ILEARNING EDUCATION

The development of learning in education has now increased. As time goes on, technology has grown rapidly. With the development of technology today can help the learning process. One example of technological advancement in education is E-Learning. E-Learning provides the convenience of lecturers and students in distance learning so that learning runs effectively and efficiently. In an effort to improve the quality of education in Indonesia, Raharja University has implemented an online learning system called iLearning. But iLearning's online learning system has not been the maximum, there are some students who have not been active in the classroom as the lecture took place and there are still students who are late working on the assignment given. To improve the performance of students while in the classroom and to perform timely assignments lecturers apply a method of gamification. Students will earn points when working on an assignment that has been given by the lecturer. The earning points are listed on the iDu Dashboard in order to provide motivation for students to do other tasks and compete with classmates. The methods used to address these problems include SWOT analysis methods, Literature Review, and Unified Modelling Language (UML) as a modeling design. This research aims to improve student performance in the process of teaching and learning activities.

How Digital Strategy and Management Games Can Facilitate the Practice of Dynamic Decision-Making

This paper examines how digital strategy and management games that have been initially designed for entertainment can facilitate the practice of dynamic decision-making. Based on a comparative qualitative analysis of 17 games—organized into categories derived from a conceptual model of decision-making design—this article illustrates two ways in which these games may be useful in supporting the learning of dynamic decision-making in educational practice: (1) Players must take over the role of a decider and solve situations in which players must pursue different conflicting goals by making a continuous series of decisions on a variety of actions and measures; (2) three of the features of the games are considered to structure players’ practice of decision-making and foster processes of learning through the curation of possible decisions, the offering of lucid feedback and the modification of time. This article also highlights the games’ shortcomings, from an educational perspective, as players’ decisions are restricted by the numbers of choices they can make within the game, and certain choices are rewarded more than others. An educational application of the games must, therefore, entail a critical reflection of players’ limited choices inside a necessarily biased system.

Pattern Interrupt

Operating in contested fields often requires agile and lateral actions to keep a project moving. Pattern Interrupt was an autonomous, discursive mobile artwork, located outside and between the institutional surroundings of RMIT University. It speculated on the tactical actions needed to work creatively within Melbourne’s public realm via a playful discussion series, augmented through a card game that stimulated the sharing of experiences between AAANZ Conference delegates, drawing on their various roles in the field. The cards distilled my accumulated insights from provisional experiments, workarounds and shortfalls as a transdisciplinary practitioner working in public art. They harnessed the language and format of artist instructions such as Oblique Strategies (1975) by Brian Eno and Peter Schmidt and early management games, such as Distant Early Warning (1969) by Marshall McLuhan. Operating at the intersection of publication and game, the deck of cards specifically challenged the linear format of a book or presentation as a way to distil findings from the field. Instead, it was a dynamic set of chance operations that could be reapplied within practice while remaining open to multiple interpretations. As a live laboratory, it articulated and activated knowledge/s drawn from the public realm. It offered participants an opportunity to find play in bureaucratic systems, and to work around intractable public art predicaments together.

Lessons learned from implementing project management games

The purpose of this paper is to identify the principles governing successful project management serious (educational) game design and implementation by identifying lessons learned from implementing such games. This paper applied a triangulation method that qualitatively blends the perspectives of project management practitioners, game designers, and learners. The findings of this paper suggest principles of game realism, context, display, gameplay clarity, target audience, feedback, setting, debriefing, communication mode, and personalization. The main potential beneficiaries of this research include project management educators, trainers, students, training participants, and game designers. The study provides a comprehensive project management game design and implementation guideline that could help improve the quality of project management serious games. This paper is the first exploratory study to blend the perspectives of learners (students), serious game experts, and experienced project management practitioners in order to identify the key principles of delivering successful project management educational or serious games.

Can Serious Games Improve Project Management Decision Making Under Complexity?

The existing literature on project management serious games tends to ignore the effect of project complexity levels on decision-making performance. This research fills this gap by conducting an experiment whereby two similar project management games with different complexity levels were applied. Our findings suggest that these games can improve players’ decision-making performance both in the less complex and more complex scenarios. We also discover that game complexity levels do not affect teams’ decision-making performance improvement, and that teams with more project work experience tend to improve more than those with less experience in the more complex game.