I used skits a couple of semesters ago as part of a graduate class in HRM.
Some were funny; Some were, well you know...stretched a bit. But overall
the students were VERY creative. And, a number of the students displayed
talents not otherwise seen in their role as a traditional student.
I recall one group read a story they had written from the perspectives of
various stakeholders in a case. The neat thing was that they all dressed in
black, turned the lights off in the room -- and used flashlights to
"highlight" their character when contributing.
The effect was superb! The presentation was substantive in that it
addressed aspects of the case -- problem identification, stakeholders,
solutions, ethics, etc. It also created a personal effect in that through
the highlighting effect observers were able to make a psychological
connection with each stakeholder.
The only prompting students needed was encouragement "to be creative."
Ed Kemery
University of Baltimore
-----Original Message-----
From: Terry Rock <
trock@MGMT.UCALGARY.CA>
To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
Date: Thursday, April 22, 1999 1:28 AM
Subject: Re: UseFUL Humor in B-School
Chiming in...
This past semester, I added a bonus of up to 5% (translates into .5% of
final
grade) for "creative" case presentations. In only a handful (3 or so) of
cases
did the presentations lack content in favor of humor. In the vast majority
of
cases, the entire class was doubled over in laughter. My sense is that the
"bonus" itself wasn't really a motivator, rather it was a license to have
fun.
An example: a case about bank mergers (Bo-RING!) turns into a Montel
Williams
show-skit about "Finding the Perfect Marriage", complete with a
non-English-native attempting a Texan drawl, dressed in drag... amazing how
analagous the two are. (I quickly followed that class with a presentation
of a
paper co-authored by Kim Boal that uses Stepfamily literature to draw
insights
into issues faced by merging firms).
OR... Lincoln Electric, a case from 1974, included an actual arc-welder
simulation in class (a welder was present, did something, looked to be
welding a
desk at the front of class (minor heart attack)... turned out to have a
birthday-cake sparkler attached to his machine). The students in this case
were
also dressed in 1970's garb. I don't care what anyone says, frilly dress
shirts
and wiiiide collars is funny.
I HIGHLY recommend this approach, with caveats to students about "all
sizzle, no
steak." In the end, I suppose the approach should fit with your teaching
style.
I've found mine: I'm goofy. (knowing it is half the battle)
Laughing all the way to summer break,
Terry Rock