It is commonly understood in the work world, the best teaching of new employees often comes from on the job training, by having people perform the very tasks that they are trying to learn. People learn best when they learn by doing.

Paradoxically, Learning by Doing is all but absent in today's educational system. Instead of having students do the tasks we want them to learn, we revert to breaking tasks down into isolated components and talking about them. This technique, while convenient and economically feasible, leads to inert knowledge. It forces students to learn knowledge in a context quite different from that in which they will need to use it, making it difficult for students to remember what they learn when they need to.

HRM attempts to right these wrongs by fully immersing the student in the role of human resource management, allowing them to perform authentic tasks in a realistic fashion.

The benefit of this immersion being virtual, rather than real, is that the cost of failure in a simulated environment is greatly reduced. The consequences of making management mistakes are eliminated when the employees, products, and profits of your company only exist on a computer monitor. It is this safety that encourages students to risk exploration of techniques and approaches that might result in lost sales or being fired, if attempted in the real world. This method of teaching shifts failure from being something avoided at all costs, to a highly encouraged and acceptable event. When we fail, when our expectations of how something will turn out prove to be incorrect, we are motivated to better understand the underlying mechanisms that caused the unexpected outcome. We are never more ready to learn, accept, and retain new information than when we experience failure. Simulated learning environments, like HRM, help encourage failure and make it an educational event.

The manner in which HRM delivers supportive information also differs from the common teaching methods of the current educational system. In a common classroom, with one expert teaching a number of people, the detail level of the information being presented is inherently limited. The expert is forced to teach at a level that they estimate will be understood by the greatest number of students. The problem with this approach is that a significant number of people don't fall within the "hump of the bell-shaped curve"; many will require slower, more detailed information, while others are able to tolerate a quicker pace delivery on more advanced topics. The end result for both of these groups is the same: they become bored. Both of these groups lose interest because the instructional pace is either too fast or too slow. Because people have different skills and backgrounds, instruction to the masses at a standard pace and level of detail will never be more than minimally effective.

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