Name: Annotated Bibliography
Description: Annotated Bibliography Assignments
Title Page Article 1
0
Student did not submit a title page.
1
Title page includes 4 or more errors.
2
Title age includes 3 errors.
3
Title page includes 2 errors.
4
Title page includes 1 error.
5
Title page is perfect with 0 errors.
Detailed Summary of the Main Purpose and Theoretical Perspectives in Article 1
0
Submission does not display an understanding of the main purpose and theoretical perspectives.
5
Submission demonstrates a minimal understanding of the main purpose and theoretical perspectives.
10
Submission demonstrates some understanding of the main purpose and theoretical perspectives.
15
Submission demonstrates a moderate understanding of the main purpose and theoretical perspectives.
20
Submission demonstrates a general understanding of the main purpose and theoretical perspectives.
25
Submission demonstrates a full understanding of the main purpose and theoretical perspectives.
Description of Methods and Results. Article 1
0
Submission does not display an understanding of the methods and results.
5
Submission demonstrates a minimal understanding of the methods and results.
10
Submission demonstrates some understanding of the methods and results.
15
Submission demonstrates a moderate understanding of the methods and results.
20
Submission demonstrates a general understanding of the methods and results.
25
Submission demonstrates a full understanding of the methods and results.
Limitations and Recommendation for Future Research in Article 1
0
Submission does not display an understanding of the limitations and future research.
5
Submission demonstrates a minimal understanding of the limitations and future research.
10
Submission demonstrates some understanding of the limitation and future research.
15
Submission demonstrates a moderate understanding of the limitations and future research.
20
Submission demonstrates a general understanding of the limitations and future research.
25
Submission demonstrates a full understanding of the limitations and future research.
Academic Credentials of Author(s) Article 1
0
Submission does not display an understanding of the credentials of the author(s).
1
Submission demonstrates a minimal understanding of the credentials of the author(s).
2
Submission demonstrates some understanding of the credentials of the author(s).
3
Submission demonstrates a moderate understanding of the credentials of the author(s).
4
Submission demonstrates a general understanding of the credentials of the author(s).
5
Submission demonstrates a full understanding of the credentials of the author(s).
Students Evaluation of the Value, Effectiveness and Usefulness of Article 1
0
Student did not evaluate the article.
1
Student did a below average evaluation.
2
Student did a minimal evaluation.
3
Student did an average evaluation of the article.
4
Student did an above average evaluation of the article.
5
Student did ...
School of Business and Law CQUniversity Australia .docxanhlodge
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 1 out of 2
MGMT 20135: Critical Thinking and Managerial Decision Making
Assessment 1: Practical and Written Assessment-Article Review
This assessment item accounts for 30% of your final grade for this unit and must be
completed by students individually.
Due: The assessment is due at 5.00 PM on Monday, 30th. July, 2018 AEST in Week 4.
Task: The review must be 1500 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Minimum number of peer-reviewed journal articles to pass: 10
Both on-campus students and Distance students must write a review article and submit
online via Moodle by the due date.
Format: Text should be word-processed, with appropriate layout and use of headings/sub-
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: The list of references should form the last page or two, at the end of the
assessment. Referencing should be in a consistent APA style.
Please save/upload your file in either a Word format (.doc or .docx) or pdf. format.
Task Description: The purpose of this task is for you to demonstrate your ability to critically
analyze, synthesize and evaluate information and present that information in a written format.
A list of articles will be available on the unit’s Moodle site for you to choose from. You
will then write a critical article review based around your responses to the following questions.
Critical Analysis
o What is the background of the research? (Background)
o What is the research problem? What do we know about the research
problem? What do we not know? (Research objective and literature
review)
o What are the core research questions the article addresses? Why are
they important to address? (Research questions)
o How was the research conducted? (Methodology)
o What where the major findings? (Findings)
o What are the significance of the findings for future research or
management practice? (Significance/implications)
Critical evaluation
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 2 out of 2
o In your view, are there any limitations with this research?
o What are some of the assumptions that the authors have made in this
research? Do you agree with them?
o What is your overall evaluation of the article's effectiveness and
credibility?
Please do not simply list the questions and your response to them. The questions are to be
used simply as a means for you to critically think about your chosen article. Your review
needs to contain answers to these questions, but they need to be in essay format, that is,
containing introduction section, body paragraphs and a conclusion section.
MGMT 20135: Marking Rubrics for.
Please see the Assessment 3 Rubric for a detailed explanation of t.docxLeilaniPoolsy
Please see the Assessment 3 Rubric for a detailed explanation of the allocation of marks in this
assessment.
Rationale
The aims of this assessment are to provide you with an opportunity to:
demonstrate your understanding of the challenges that managers face learn about and identity the skills and abilities required for managing
perform in-depth research on matters relating to contemporary management
develop your critical thinking skills so you can present a balanced view of management
theory and organisational practice
critically reflect on your own philosophy, goals and skills about managing
develop and practice your formal written communication skills
develop your APA citation and referencing skills
Marking criteria
ASSESSMENT 3 ESSAY RUBRIC: (30%)
HD -
Outstanding
DI - High
CR - Above
Satisfactory
FL -
PS - Satisfactory Unsatisfactory
Criteria*
Achievement 85% - 100%
Achievement
75% - 84%
Achievement
65% - 74%
Achievement
50% - 64%
Achievement 0
- 49%
Very clear well Clear well
Exceptionally
clear and well
researched
researched
Poorly
1. Introduction researched
introduction
introduction
Includes many
researched and
inclusive of all inclusive of most
missing several
defining main introduction
concepts and inclusive of all
aspects of an
essay
aspects of an
essay
aspects of an
introduction i.e.
elements of an
essay
explaining line aspects of an essay
introduction i.e. introduction i.e.
topic definitions,
introduction, i.e.
of reasoning. introduction i.e.
main topic
main topic
essay purpose,
topic definitions,
(2%)
main topic
definition(s), essay
definition(s),
essay purpose,
definition(s),
essay purpose,
plan, and line of
reasoning.
essay purpose,
plan, and line of
purpose, plan, and
plan, and line of plan, and line of
reasoning.
2.
line of reasoning.
Concise overview
and critical
reasoning.
Concise
overview and
reasoning.
Identification
Includes some
Relevant theory
on the topic
Identification, critical analysis and explanation relevant theories
evaluation of missing and/or
explanation,
and critical
examination of theories.
(20%)
relevant theories.
Theories integrated
exceptionally well into argument.
Well-constructed
of relevant
theories. Theories
integrated and linked well to argument.
Well-constructed
of relevant
theories.
Theories linked to point of view and/or argument.
and makes
attempts to use
theories to support
point of view
and/or argument.
poor attempt to
use theory to
support point of
view and/or argument.
Conclusion not
and clear
and clear
Clear conclusion
Conclusion reflects evident and/or
3. Conclusion. conclusion with
conclusion with that reflects main
main arguments in does not relate
(2%)
strong links to
supported by
arguments in
essay.
to main
main arguments in main arguments essay. arguments in
essay. in essay.
Experiential Learning Essay Template
Experiential Learning Essay Template
Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations. Not adhering to these guidelines will cause a delay in processing.
** Review each of the items below and check if you have completed each of them:
1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed.
3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies.
4. I have written an experiential essay: 3,000 to 4,500 words for 3 credit essay
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of learning.
7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning.
8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic.
9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences.
Kolb’s Model
Below is a description of Kolb’s Model. All experiential essays must be written following Kolb’s Model. Below
you will find the four sections of Kolb’s Model, a brief description of the section, and a sample of how that
section should be addressed. The samples are pulled from the sample essay found on the PLA website, and it is recommended that you review the sample essay for a more complete example of how to write an experiential essay in Kolb’s Model. The words on this page do not count toward the essay length requirement.
1. Description of Concrete Experience
Description: Concrete experience represents your personal participation with the people, places, activities, and events of an experience. You should describe your involvement relative to the experience, demonstrating the opportunity for learning.
Sample: My career in public relations started off as a staff assistant in the Public Information Office of a community college system. After two years of on-the-job training, I was promoted to the position of community relations officer.
2. Reflections
Description: Reflections represent your thinking and processing relative to the experience. You should demonstrate your learning by describing the knowledge, skills, and attitudes developed through the reflective .
Discussion Rubric
Your active participation in the discussion forums is essential to your overall success. Discussion questions are designed to help you make
meaningful connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to
express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one (1) initial post due by day three (3) (unless otherwise noted by the instructor) and to follow up with at
least two (2) response posts by day seven (7) for each discussion board assignment. Please be sure to post on at least two separate
days.
For your initial post (1), you must do the following:
● Compose a post of one to two paragraphs.
● Take into consideration material such as course content and other discussion boards from the current module and previous modules, when
appropriate (make sure you are using proper citation methods when referencing scholarly or popular resources).
For your response posts (2), you must do the following:
● Reply to at least two different classmates outside of your own initial post thread.
● Demonstrate more depth and thought in your responses.
Instructor Feedback: This activity uses an integrated rubric in Blackboard.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Comprehension
Develops an initial post with
an organized, clear point of
view or idea using rich and
significant detail
Develops an initial post with
a point of view or idea using
adequate organization and
detail
Develops an initial post with
a point of view or idea but
with some gaps in
organization and detail
Does not develop an initial
post with an organized point
of view or idea
40
Timeliness Submits initial post by day
three (3)
Submits initial post one day
late (day four)
Submits initial post two or
more days late (day five or
later)
Does not submit a post 10
Engagement Provides relevant and
meaningful response posts
with clarifying explanation
and detail
Provides relevant response
posts with some explanation
and detail
Provides somewhat relevant
response posts with some
explanation and detail
Provides response posts that
are generic with little
explanation or detail
30
Writing
(Mechanics)
Writes posts that are easily
understood, clear, and
concise using proper citation
Writes posts that are easily
understood using proper
citation methods where
Writes posts that are
understandable using proper
citation methods where
Writes posts that others are
not able to understand and
20
methods where applicable
with no errors in citations
applicable with few errors in
citations
applicable with a number of
errors in citations
does not use proper cit ...
DirectionsThe first step in this research process is to choose a.docxmecklenburgstrelitzh
Directions
The first step in this research process is to choose a topic. Do not feel confined to traditional topics or topics on which you already have a strong opinion. As you delve into the research, you may find your focus and understanding of the issue alters.
Some ideas to explore:
5
·
· Hacktivism
· Facial recognition technology
· Violent protest
· Sugar tax
· Supervised injection facilities
· Mental health and police wellness checks
· Abolishing the penny
· Universal basic income
· Media bias
· Racism in America
· The Electoral College
· Drones
· Social Media
Explore other topics of interest to you and then discuss the topic with your instructor. Avoid topics that have already been legislated or discussed in depth (e.g., legalization of marijuana, the death penalty, bullying, religion, abortion, same-sex marriage, etc.). The topic you choose will be your research focus for the entire class, so choose a topic you are eager to explore.
As you move through the research process, you will have the opportunity to examine the issue critically, take a position, and develop a reasoned argument in support of your position. Your Portfolio Project will take the form of a well-researched paper using reliable sources and APA formatting for citations. In the paper, you will need to interpret and intelligently discuss the issue and support your findings with evidence. There will be portions of your research process required for submission throughout the class as listed below.
Requirements and Formatting
Your Portfolio Project must be formatted as follows:
· APA formatting
· Title Page
· Times New Roman or Arial 12-point font
· 1-inch margins
· Page numbers in top right corner
ENGL101 - Portfolio Project Rubric
Criteria
Exceeds Expectations
Meets Expectations
Needs Improvement
Points
Content
40 points
32 - 40 points
· Provides an introduction to the writing and sets the context within which the argument is formed; includes a clear and focused thesis taking a position and laying out main points
· Explains clearly and thoroughly the writer’s position and why the writer believes in the argument made
· Contains specific descriptions, examples, and research to support the writer’s thesis; makes clear connection between research and the persuasive point and acknowledges counterarguments
· Presents final thoughts on the topic; persuades audience this information is important to know
· Paper meets minimum 4-page requirement
31 - 24 points
· Introduction adequately explains the topic but lacks details to create audience interest or lacks a strong, clear position
· The central purpose of the work is identified. Ideas are generally focused in a way that supports the thesis.
· Begins to offer reasons to support its points, perhaps using varied kinds of evidence. Assumes evidence speaks for itself and needs little to no application to the point being discussed.
· Conclusion is recognizable but may lack audience relevance.
· Paper is 2-3 pages in length.
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxjasoninnes20
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxrichardnorman90310
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory.
Global 110. Grading Rubric for Papers Answer to the Qu.docxshericehewat
Global 110. Grading Rubric for Papers
Answer to the Question Structure Examples Analysis
5
Responses are clearly focused,
showing a high degree of
awareness of the demands and
implications of the question
Responses are well structured and
effectively organized.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used
effectively to support the
analysis/evaluation.
The response contains clear and
coherent critical analysis. All, or
nearly all, of the main points are
substantiated, and the response
argues to a consistent conclusion.
4
The demands of the question are
generally understood and
addressed.
Responses are generally well
structured and organized, although
there is some repetition or lack of
clarity in places.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used to
support the analysis/evaluation.
The response contains critical
analysis, which is mainly clear
and coherent. Most of the main
points are substantiated and the
response argues to a consistent
conclusion.
3
The response indicates an
understanding of the demands of
the question, but these demands
are only partially addressed.
There is an attempt to follow a
structured approach.
The examples that the student
chooses to discuss are appropriate
and relevant.
The response moves beyond
description to include some
analysis or critical commentary,
but this is not sustained.
2
The response indicates some
understanding of the demands of
the question.
While there may be an attempt to
follow a structured approach, the
response lacks clarity and
coherence.
The student identifies specific
examples to discuss, but these
examples are vague or lack
relevance
There is some limited analysis,
but the response is primarily
narrative/ descriptive in nature
rather than analytical.
1
There is little understanding of the
demands of the question.
The response is poorly structured
or, where there is a recognizable
essay structure, there is minimal
focus on the task.
The student identifies examples to
discuss, but these examples are
factually incorrect, irrelevant or
vague.
The response contains little or no
critical analysis. The response
may consist mostly of
generalizations and poorly
substantiated assertions.
0 The criteria is not met The criteria is not met The criteria is not met The criteria is not met
Page 1 of 2 NURS4344
Grading Rubric Management and Leadership: Bedside to Boardroom
4344 Forum Discussion Grading Rubric
Criteria Exemplary Proficient Competent Substantial Areas
f ...
School of Business and Law CQUniversity Australia .docxanhlodge
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 1 out of 2
MGMT 20135: Critical Thinking and Managerial Decision Making
Assessment 1: Practical and Written Assessment-Article Review
This assessment item accounts for 30% of your final grade for this unit and must be
completed by students individually.
Due: The assessment is due at 5.00 PM on Monday, 30th. July, 2018 AEST in Week 4.
Task: The review must be 1500 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Minimum number of peer-reviewed journal articles to pass: 10
Both on-campus students and Distance students must write a review article and submit
online via Moodle by the due date.
Format: Text should be word-processed, with appropriate layout and use of headings/sub-
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: The list of references should form the last page or two, at the end of the
assessment. Referencing should be in a consistent APA style.
Please save/upload your file in either a Word format (.doc or .docx) or pdf. format.
Task Description: The purpose of this task is for you to demonstrate your ability to critically
analyze, synthesize and evaluate information and present that information in a written format.
A list of articles will be available on the unit’s Moodle site for you to choose from. You
will then write a critical article review based around your responses to the following questions.
Critical Analysis
o What is the background of the research? (Background)
o What is the research problem? What do we know about the research
problem? What do we not know? (Research objective and literature
review)
o What are the core research questions the article addresses? Why are
they important to address? (Research questions)
o How was the research conducted? (Methodology)
o What where the major findings? (Findings)
o What are the significance of the findings for future research or
management practice? (Significance/implications)
Critical evaluation
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 2 out of 2
o In your view, are there any limitations with this research?
o What are some of the assumptions that the authors have made in this
research? Do you agree with them?
o What is your overall evaluation of the article's effectiveness and
credibility?
Please do not simply list the questions and your response to them. The questions are to be
used simply as a means for you to critically think about your chosen article. Your review
needs to contain answers to these questions, but they need to be in essay format, that is,
containing introduction section, body paragraphs and a conclusion section.
MGMT 20135: Marking Rubrics for.
Please see the Assessment 3 Rubric for a detailed explanation of t.docxLeilaniPoolsy
Please see the Assessment 3 Rubric for a detailed explanation of the allocation of marks in this
assessment.
Rationale
The aims of this assessment are to provide you with an opportunity to:
demonstrate your understanding of the challenges that managers face learn about and identity the skills and abilities required for managing
perform in-depth research on matters relating to contemporary management
develop your critical thinking skills so you can present a balanced view of management
theory and organisational practice
critically reflect on your own philosophy, goals and skills about managing
develop and practice your formal written communication skills
develop your APA citation and referencing skills
Marking criteria
ASSESSMENT 3 ESSAY RUBRIC: (30%)
HD -
Outstanding
DI - High
CR - Above
Satisfactory
FL -
PS - Satisfactory Unsatisfactory
Criteria*
Achievement 85% - 100%
Achievement
75% - 84%
Achievement
65% - 74%
Achievement
50% - 64%
Achievement 0
- 49%
Very clear well Clear well
Exceptionally
clear and well
researched
researched
Poorly
1. Introduction researched
introduction
introduction
Includes many
researched and
inclusive of all inclusive of most
missing several
defining main introduction
concepts and inclusive of all
aspects of an
essay
aspects of an
essay
aspects of an
introduction i.e.
elements of an
essay
explaining line aspects of an essay
introduction i.e. introduction i.e.
topic definitions,
introduction, i.e.
of reasoning. introduction i.e.
main topic
main topic
essay purpose,
topic definitions,
(2%)
main topic
definition(s), essay
definition(s),
essay purpose,
definition(s),
essay purpose,
plan, and line of
reasoning.
essay purpose,
plan, and line of
purpose, plan, and
plan, and line of plan, and line of
reasoning.
2.
line of reasoning.
Concise overview
and critical
reasoning.
Concise
overview and
reasoning.
Identification
Includes some
Relevant theory
on the topic
Identification, critical analysis and explanation relevant theories
evaluation of missing and/or
explanation,
and critical
examination of theories.
(20%)
relevant theories.
Theories integrated
exceptionally well into argument.
Well-constructed
of relevant
theories. Theories
integrated and linked well to argument.
Well-constructed
of relevant
theories.
Theories linked to point of view and/or argument.
and makes
attempts to use
theories to support
point of view
and/or argument.
poor attempt to
use theory to
support point of
view and/or argument.
Conclusion not
and clear
and clear
Clear conclusion
Conclusion reflects evident and/or
3. Conclusion. conclusion with
conclusion with that reflects main
main arguments in does not relate
(2%)
strong links to
supported by
arguments in
essay.
to main
main arguments in main arguments essay. arguments in
essay. in essay.
Experiential Learning Essay Template
Experiential Learning Essay Template
Review this check list in prior to submitting your experiential learning essay. If you have completed all of the items listed below, you are ready to submit your essay. Keep in mind, your evaluator may still request additional material, however, the list below will guide in your essay submission preparations. Not adhering to these guidelines will cause a delay in processing.
** Review each of the items below and check if you have completed each of them:
1. I have selected an approved essay topic from the essay course descriptions page. http://www.phoenix.edu/admissions/prior_learning_assessment/experiential-essays/essay-topics.html
2. Some essays have specific experience requirements. I have checked the essay description and I meet all of the experience requirements listed.
3. I have written and included a 1,500 to 2,100 word autobiography; autobiography is only required with first Experiential Learning Essay, subsequent essays do not require additional autobiographies.
4. I have written an experiential essay: 3,000 to 4,500 words for 3 credit essay
5. My essay is written in first person (1st) without references.
6. I have written to all four (4) areas of Kolb’s model of learning.
7. I have addressed all of the required subtopics in each of the four areas of Kolb’s model of learning.
8. I have included supporting documentation that validates my personal/professional experience with the essay course description/topic.
9. My essay is based on personal, life learning experiences, not based on research, history, or another individual’s learning experiences.
Kolb’s Model
Below is a description of Kolb’s Model. All experiential essays must be written following Kolb’s Model. Below
you will find the four sections of Kolb’s Model, a brief description of the section, and a sample of how that
section should be addressed. The samples are pulled from the sample essay found on the PLA website, and it is recommended that you review the sample essay for a more complete example of how to write an experiential essay in Kolb’s Model. The words on this page do not count toward the essay length requirement.
1. Description of Concrete Experience
Description: Concrete experience represents your personal participation with the people, places, activities, and events of an experience. You should describe your involvement relative to the experience, demonstrating the opportunity for learning.
Sample: My career in public relations started off as a staff assistant in the Public Information Office of a community college system. After two years of on-the-job training, I was promoted to the position of community relations officer.
2. Reflections
Description: Reflections represent your thinking and processing relative to the experience. You should demonstrate your learning by describing the knowledge, skills, and attitudes developed through the reflective .
Discussion Rubric
Your active participation in the discussion forums is essential to your overall success. Discussion questions are designed to help you make
meaningful connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to
express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one (1) initial post due by day three (3) (unless otherwise noted by the instructor) and to follow up with at
least two (2) response posts by day seven (7) for each discussion board assignment. Please be sure to post on at least two separate
days.
For your initial post (1), you must do the following:
● Compose a post of one to two paragraphs.
● Take into consideration material such as course content and other discussion boards from the current module and previous modules, when
appropriate (make sure you are using proper citation methods when referencing scholarly or popular resources).
For your response posts (2), you must do the following:
● Reply to at least two different classmates outside of your own initial post thread.
● Demonstrate more depth and thought in your responses.
Instructor Feedback: This activity uses an integrated rubric in Blackboard.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Comprehension
Develops an initial post with
an organized, clear point of
view or idea using rich and
significant detail
Develops an initial post with
a point of view or idea using
adequate organization and
detail
Develops an initial post with
a point of view or idea but
with some gaps in
organization and detail
Does not develop an initial
post with an organized point
of view or idea
40
Timeliness Submits initial post by day
three (3)
Submits initial post one day
late (day four)
Submits initial post two or
more days late (day five or
later)
Does not submit a post 10
Engagement Provides relevant and
meaningful response posts
with clarifying explanation
and detail
Provides relevant response
posts with some explanation
and detail
Provides somewhat relevant
response posts with some
explanation and detail
Provides response posts that
are generic with little
explanation or detail
30
Writing
(Mechanics)
Writes posts that are easily
understood, clear, and
concise using proper citation
Writes posts that are easily
understood using proper
citation methods where
Writes posts that are
understandable using proper
citation methods where
Writes posts that others are
not able to understand and
20
methods where applicable
with no errors in citations
applicable with few errors in
citations
applicable with a number of
errors in citations
does not use proper cit ...
DirectionsThe first step in this research process is to choose a.docxmecklenburgstrelitzh
Directions
The first step in this research process is to choose a topic. Do not feel confined to traditional topics or topics on which you already have a strong opinion. As you delve into the research, you may find your focus and understanding of the issue alters.
Some ideas to explore:
5
·
· Hacktivism
· Facial recognition technology
· Violent protest
· Sugar tax
· Supervised injection facilities
· Mental health and police wellness checks
· Abolishing the penny
· Universal basic income
· Media bias
· Racism in America
· The Electoral College
· Drones
· Social Media
Explore other topics of interest to you and then discuss the topic with your instructor. Avoid topics that have already been legislated or discussed in depth (e.g., legalization of marijuana, the death penalty, bullying, religion, abortion, same-sex marriage, etc.). The topic you choose will be your research focus for the entire class, so choose a topic you are eager to explore.
As you move through the research process, you will have the opportunity to examine the issue critically, take a position, and develop a reasoned argument in support of your position. Your Portfolio Project will take the form of a well-researched paper using reliable sources and APA formatting for citations. In the paper, you will need to interpret and intelligently discuss the issue and support your findings with evidence. There will be portions of your research process required for submission throughout the class as listed below.
Requirements and Formatting
Your Portfolio Project must be formatted as follows:
· APA formatting
· Title Page
· Times New Roman or Arial 12-point font
· 1-inch margins
· Page numbers in top right corner
ENGL101 - Portfolio Project Rubric
Criteria
Exceeds Expectations
Meets Expectations
Needs Improvement
Points
Content
40 points
32 - 40 points
· Provides an introduction to the writing and sets the context within which the argument is formed; includes a clear and focused thesis taking a position and laying out main points
· Explains clearly and thoroughly the writer’s position and why the writer believes in the argument made
· Contains specific descriptions, examples, and research to support the writer’s thesis; makes clear connection between research and the persuasive point and acknowledges counterarguments
· Presents final thoughts on the topic; persuades audience this information is important to know
· Paper meets minimum 4-page requirement
31 - 24 points
· Introduction adequately explains the topic but lacks details to create audience interest or lacks a strong, clear position
· The central purpose of the work is identified. Ideas are generally focused in a way that supports the thesis.
· Begins to offer reasons to support its points, perhaps using varied kinds of evidence. Assumes evidence speaks for itself and needs little to no application to the point being discussed.
· Conclusion is recognizable but may lack audience relevance.
· Paper is 2-3 pages in length.
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxjasoninnes20
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxrichardnorman90310
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory.
Global 110. Grading Rubric for Papers Answer to the Qu.docxshericehewat
Global 110. Grading Rubric for Papers
Answer to the Question Structure Examples Analysis
5
Responses are clearly focused,
showing a high degree of
awareness of the demands and
implications of the question
Responses are well structured and
effectively organized.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used
effectively to support the
analysis/evaluation.
The response contains clear and
coherent critical analysis. All, or
nearly all, of the main points are
substantiated, and the response
argues to a consistent conclusion.
4
The demands of the question are
generally understood and
addressed.
Responses are generally well
structured and organized, although
there is some repetition or lack of
clarity in places.
The examples that the student
chooses to discuss are appropriate
and relevant, and are used to
support the analysis/evaluation.
The response contains critical
analysis, which is mainly clear
and coherent. Most of the main
points are substantiated and the
response argues to a consistent
conclusion.
3
The response indicates an
understanding of the demands of
the question, but these demands
are only partially addressed.
There is an attempt to follow a
structured approach.
The examples that the student
chooses to discuss are appropriate
and relevant.
The response moves beyond
description to include some
analysis or critical commentary,
but this is not sustained.
2
The response indicates some
understanding of the demands of
the question.
While there may be an attempt to
follow a structured approach, the
response lacks clarity and
coherence.
The student identifies specific
examples to discuss, but these
examples are vague or lack
relevance
There is some limited analysis,
but the response is primarily
narrative/ descriptive in nature
rather than analytical.
1
There is little understanding of the
demands of the question.
The response is poorly structured
or, where there is a recognizable
essay structure, there is minimal
focus on the task.
The student identifies examples to
discuss, but these examples are
factually incorrect, irrelevant or
vague.
The response contains little or no
critical analysis. The response
may consist mostly of
generalizations and poorly
substantiated assertions.
0 The criteria is not met The criteria is not met The criteria is not met The criteria is not met
Page 1 of 2 NURS4344
Grading Rubric Management and Leadership: Bedside to Boardroom
4344 Forum Discussion Grading Rubric
Criteria Exemplary Proficient Competent Substantial Areas
f ...
Signature Assignment 5 My Utopia Job Length .docxaryan532920
** Signature Assignment** 5:
My Utopia Job
Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with standard 1” margins).
Due: Week 7 by Midnight Sunday night
Post: On-line, Week 7, Assignment 5
Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some information:
http://www.youtube.com/watch?v=D-6jocg8Zyk You may also want to view this:
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur e_self.html
Students may submit an outline week 6 to the instructor for comments.
Based upon:
1. What you have learned about yourself and your particular management strengths; 2. Two to
three of the most useful management techniques that have been offered in the text and in class
discussions;
3. What you have learned about the global marketplace.
Using the above three criterion, design your ideal position. The purpose of this paper is for students to take
management theories presented in this class and the text and apply them to themselves. Students are to identify
their own particular management strengths and to consider two to three of specific management tools offered in
this class. Students need to then apply that information and design and explain what they feel would be their
ideal work role and environment. This is going to be a personal paper that is backed up by the data from this
class.
This paper is to address the following questions:
• What are the student’s strengths?
• What management concept best fits with the student’s strengths?
• How would the management concepts in this class be utilized to create the utopia job for the student?
• Why would the proposed role and environment best fit the student’s strengths?
• What would be two to three specific boundaries, authority, role and tasks that would be a part of the
utopian job?
• How does this job fit in with the four responsibilities of management: Planning, Organizing,
Controlling and Leading?
Introduction (10%)
• Is there a clear “Purpose Statement”?
• Does the introduction explain what the paper is about – the main points of analysis?
• Does it give a quick overview of the three to five points of analysis?
Analysis (60%)
• Does the paper have three to five main points of analyzing how the organization did or did not
evolve as explained in the text on how the chosen organization did or did not follow the theories
presented?
• Does each of the main points have a citation back to the text with a page number and a direct (short –
3 to 5 words) quote? Conclusion (10%)
• Is the conclusion a clear and concise recap of the analysis?
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_y ...
SOCI 4387 Capstone Seminar Spring 2020 Due date Sa.docxrosemariebrayshaw
SOCI 4387: Capstone Seminar Spring 2020
Due date: Saturday, 3/14, 11:59 pm 40 points
Comparing and Contrasting Assimilation Theories
Purpose: The purpose of this assignment is to compare and contrast theoretical orientations in
sociology. For this paper, you will explain and critically evaluate major theoretical positions that
are currently advanced to explain assimilation and social mobility. You will focus on theoretical
perspectives that Clergé refers to as old and neo-assimilation theories. In Children of the Yam
(Chapter 2) and Blood Pudding (Chapter 3), you will find historical evidence and examples of the
different obstacles that Black (im)migrants have experienced in their assimilation process and
pathway to middle-class. Keep in mind that the author’s critical evaluation of current assimilation
theories provide the background for her examination of the racial formations and migrations of
Black Americans, Haitians, and Jamaicans, and her views on the role of racism, class, and
segregation.
Assignment: Write a professional 5-6 page paper typed and double-spaced. The paper should
include a summary and critical evaluation of at least two theoretical perspectives on assimilation
and social mobility (e.g. acculturation, assimilation theory, segmented assimilation). You can
either read the original material cited by Clergé or conduct a bibliographical search to find
sociological articles on assimilation theories. You will need to use your NetID to access electronic
databases through the Ottenheimer Library. Your paper should include at least five citations from
peer-reviewed academic articles. Do not summarize each article. Follow the recommendations of
Balmer and Murcott’s The Craft of Writing in Sociology for making an argument using a compare
and contrast approach (chapter 2). Keep your language formal and avoid contractions. If you work
with an open-source word processor, create a PDF file before uploading your file.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-433VNRS-433V-O502Rough Draft Qualitative Research Critique and Ethical Considerations200.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (75.00%)3: Satisfactory (83.00%)4: Good (94.00%)5: Excellent (100.00%)CommentsPoints EarnedContent75.0%Qualitative Studies5.0%Only one article is presented. Neither of the articles presented use qualitative research.Two articles are presented. Of the articles presented, only one article is based on qualitative research.N/AN/ATwo articles are presented. Both articles are based on qualitative research.Background of Study10.0%Background of study, including problem, significance to nursing, purpose, objective, and research questions, is incomplete.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is included but lacks relevant details and explanation.Background of study, includin.
Assignment 08SO245 Social Impact of TechnologyDirectionsUnles.docxtrippettjettie
Assignment 08
SO245 Social Impact of Technology
Directions:Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Refer to the "Assignment Format" page for specific format requirements.
Instructions
In your course, turn to Lesson 8. Skim through it to refresh your memory. Next, carefully study and review the section titled “Approaches to Measuring Technological Progress.” Next, relying solely on the material in your course, use your own words in order to write a short comparison and contrast essay that defines and explains three distinct perspectives on the evolution of technology. As you write, imagine you are talking to a friend who has no knowledge of this topic. In short, write the way you speak, using a conversational tone. Also, try to alternate short sentences and longer sentences to make your writing more readable.
Before, during, or after you’ve completed your essay, be sure to create a title and cite yourself as the author. For example:
A Comparison of Three Perspectives on the Evolution of Technology
Heather Jones
Your essay should have 5 paragraphs. Paragraph 1 is your lead paragraph. It will contain an overview of what you have to say in comparing and contrasting the perspectives of Gerhard Lenski, Leslie White, and Alvin Toffler with respect to the evolution of technology.
Paragraphs 2, 3, and 4, are your body paragraphs. In your essay, paragraph 2 should describe the perspective of Gerhard Lenski.
In paragraph 3, you’ll write about the perspective of Leslie White.
In paragraph 4, you’ll describe and discuss the perspective of Alvin Toffler.
Paragraph 5 is your summary and conclusion paragraph. Here, you will compare the three perspectives to show how they are, or may be, similar. You’ll contrast the three perspectives to describe how they are different. You will end this process – and your essay – by expressing your view as to which theorist or theorists offer the most useful insights into the evolution of technology.
Mechanics
Your document’s margins should be 1 inch, top, bottom, left, and right. That’s the default option if you use MS Word.
All your copy should be flush left.
For purposes of evaluating your essay, skip a line between each paragraph.
Make sure you use a standard indent for the first sentence of each of your paragraphs. Pressing the tab key one time is a simple way to do that.
It’s permissible to use direct quotes from the lesson. But don’t overdo it. One to three such quotes should be your limit. In any case, be sure to bracket a direct quote with quotation marks. For example: According to Marlowe, “White and Lenski are on the same page.”
Begin by writing a first draft. Then, remembering that writing is rewriting, try and try again to make your prose readable. After you think you’ve composed a final draft, go over your essay again to locate and correct grammar and spelling errors.
Grading Rubric
Please ...
Walden University M.S. in NursingFormative Evaluation Criteria f.docxcelenarouzie
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docxgilpinleeanna
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
Sheet1No ProgressIntroductoryEmergentPracticedProficientMastery012345Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: Student demonstrates the ability to access library databases and retrieve documents through basic and advanced search methods using Boolean operators and other criteria.Student demonstrates the ability to retrieve documents and evaluate the effectiveness of the search results according to what is know and what has been learned of the topic.
Student demonstrates the ability to retrieve documents through advanced searches and to evaluate and refine search strategies accordingly.
Student demonstrates the ability to retrieve documents through advanced searches, refine search strategies, and explain strategies used to refine the search.
Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers, but is unsuccessful. Student successfully identifies one or two of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies three of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies four of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies all of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text material.Student used at least two .
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Clinical Field Experience C Special Education Teacher Observa.docxrobert345678
Clinical Field Experience C: Special Education Teacher Observation and
Feedback - Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria.
MGMT 20134 Business Ethics and SustainabilityIndividual Essay .docxARIV4
MGMT 20134 Business Ethics and Sustainability
Individual Essay Rubric
This marking rubric is intended as a guide for students in the preparation of the individual essay. It provides an overview of the grades available and the allocation of marks to sections of the essay and the level of work that needs to be demonstrated in order to achieve them.
General statements
Please refer to the assessment criteria for an overview of critical aspects of the task.
Weighting
Fail
Pass
Credit
Distinction
High Distinction
Introduction that clearly addresses the issue of fraud and falsification
10%
No clear statement of essay objective or overview of fraud or falsification of documents
Good overview of the essay and description of the key concepts related to individual and organisation decision making
Clear and concise overview of the essay. Direct appeal to the two preliminary statements as context.
Clear, concise and direct statement of essay objectives. Brief discussion and analysis of the introductory statements.
Clear, concise and direct statement of essay objectives. Brief discussion and analysis of the introductory statements relating these to ethical concepts
Ethical concepts and theories related to individual and organisation decision making re essay writing
50%
Incomplete attention to the 4 required discussions. No or limited use of ethical terms that DOES NOT convey understanding
Addresses the four required section but overly descriptive. Limited use of ethical theory to describe and analyze issues related to fasciation, organisational responsibility, personhood etc.
Key terms defined and use of ethical theories to describe and analyze both individual and organizational decision-making and relativism.
Several perspectives, definitions and theories used to describe and analyze decision-making. Correct analysis of moral aspects of three statements and clear and supported recommendations regarding individuals who engage in the practice.
Multiple ethical concepts and theories used to describe and analyze the statements. Correct analysis of moral aspects of three statements and clear and supported recommendations regarding individuals who engage in the practice. Clear links across the statements demonstrating the understanding of moral complexity.
Demonstrated Research as evidenced by in-text referencing.
30%
Fewer than 12 quality references evident in the body of the text.
A minimum of 12 references used in the body of the text, mostly from recommended textbooks. Single citations
Approximately 12 -15 references used in the body of the text, mostly from recommended text books with some journals. Single citations
Approximately 20 references used in the body of the text, business ethics texts, some journals and some business press plus additional sites.
Multiple citations with contrasting ethical positions evident.
Closer to 30 references used in the body of the text, business ethics texts, specific articles from journals that relate to the topi ...
Most women experience their closest friendships with those of th.docxroushhsiu
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docxroushhsiu
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
Mortality rates vary between the Hispanic community and the gene.docxroushhsiu
Mortality rates vary between the Hispanic community and the general population. Discuss the leading causes of death and illness among Hispanic Americans and the options the Advanced Practice Nurse has to overcome the disparity of healthcare for this population.
The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
.
Moreno Industries has adopted the following production budget for th.docxroushhsiu
Moreno Industries has adopted the following production budget for the first 4 months of 2013.
Month Units Month Units
January 10,000 March 5,000
February 8,000 April 4,000
Each unit requires 3 pounds of raw materials costing $2 per pound. On December 31, 2012, the ending raw materials inventory was 9,000 pounds. Management wants to have a raw materials inventory at the end of the month equal to 30% of next month's production requirements.
Complete the direct materials purchases budget by month for the first quarter.
.
Most people have a blend of leadership styles that they use. Some le.docxroushhsiu
Most people have a blend of leadership styles that they use. Some leaders are more flexible in applying a wide range of leadership styles, whereas others are more consistent and generally use just one or two preferred behaviors. Consider if two strong individuals begin a new company and discuss the following:
If two diverse individuals, each having a different leadership style, were tasked with effectively co-leading an organization, what potential conflicts might occur between these different leadership styles?
How will their personal leadership styles influence the organizational culture?
How would you recommend that these two leaders work together most effectively?
.
Moral rights as opposed to legal rights are not dependent on a polit.docxroushhsiu
Moral rights as opposed to legal rights are not dependent on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or entitlements, are supported by various ethical theories when for instance the Universalism thesis under Utilitarianism requires that all persons' (women's and men's) interests be considered in the calculations of Hedonistic options available. Kantianism insists that all Unverbalizable maxims be respectful of the rights of all persons to be treated with dignity and respect--which includes freedom of choice. Virtue ethics, more modernly, does not distinguish basic "good " character traits of excellence such as integrity, good judgment, role identity--not as a woman or a man in any given role but, the ability to fulfill the duties of that role within a community by a member of either sex---, holism--the ability to habitually practice the other virtues in an integrative manner while recognizing the importance of other persons to the community and vise versa. The various Justice theories do not relegate justice based on sex, just on relevant differences based on ability, endeavor, contribution, etc.
Do current generatons ( including current businesses) owe a duty to future generations to produce products and conduct business in an environmentally sustainable manner so that future generations are assured of inheriting a livable planet( one on which reasonable persons would want to live); even if it means that current generations must sacrifice many preferences in current lifestyles? Why or why not?
First define environmental sustainability (hint: the U.N. has a good definition). Also, the term "future generations" includes all of the yet to be borne, not those that are younger than you but are breathing.
Use the following for your analysis:
1. Kohlberg’s Moral Development Model;
2. The Kew Garden Principles; or Dr. Laura’s Three Prerequisites for Assigning Moral Credit or Culpability;
3. At least two appropriate Ethical Theories
4. Moral Imagination;
5. Moral Courage;
6. Maslow’s Hierarchy of Needs Model;
7. A CSR Model; Needs to be a current CSR model not just the definition
8. The relevant Law or Legal Theory;
9. Any other applicable course concepts from previous or current assigned reading or research
10. Sample paper is just that a sample it doesn't pertain to this topic for analysis
11 additional help
RIGHTS THEORIES
MORAL RIGHTS
Moral rights as opposed to legal rights are not dependant on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or.
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forens.docxroushhsiu
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forensics: Challenges and Future Paradigms.
2019 IEEE 12th International Conference on Global Security, Safety and Sustainability (ICGS3), Global Security, Safety and Sustainability (ICGS3)
, 205.
https://doi.org/10.1109/ICGS3.2019.8688020
Sahinoglu, M., Stockton, S., Barclay, R. M., & Morton, S. (2016). Metrics Based Risk Assessment and Management of Digital Forensics.
Defense Acquisition Research Journal: A Publication of the Defense Acquisition University, 23
(2), 152–177.
https://doi.org/10.22594/dau.16-748.23.02
Nnoli, H. Lindskog, D, Zavarsky, P., Aghili, S., & Ruhl, R. (2012). The Governance of Corporate Forensics Using COBIT, NIST and Increased Automated Forensic Approaches,
2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Conference on Social Computing, Amsterdam
, 734-741.
After reading articles expand on investigation and of digital forensic analysis and investigations. Organizations, especially those in the public, health and educational areas are bound by legal and statutory requirements to protect data and private information, therefore digital forensics analysis will be very beneficial when security breaches do occur. Using this weeks readings and your own research, discuss digital forensics and how it could be used in a risk management program.
Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
.
More Related Content
Similar to Name Annotated BibliographyDescription A.docx
Signature Assignment 5 My Utopia Job Length .docxaryan532920
** Signature Assignment** 5:
My Utopia Job
Length: The guideline is 3 - 5 pages, double-spaced (Times Roman 12 font with standard 1” margins).
Due: Week 7 by Midnight Sunday night
Post: On-line, Week 7, Assignment 5
Addresses Learning Outcomes: 4 and 5. You may want to view this YouTube Video for some information:
http://www.youtube.com/watch?v=D-6jocg8Zyk You may also want to view this:
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_futur e_self.html
Students may submit an outline week 6 to the instructor for comments.
Based upon:
1. What you have learned about yourself and your particular management strengths; 2. Two to
three of the most useful management techniques that have been offered in the text and in class
discussions;
3. What you have learned about the global marketplace.
Using the above three criterion, design your ideal position. The purpose of this paper is for students to take
management theories presented in this class and the text and apply them to themselves. Students are to identify
their own particular management strengths and to consider two to three of specific management tools offered in
this class. Students need to then apply that information and design and explain what they feel would be their
ideal work role and environment. This is going to be a personal paper that is backed up by the data from this
class.
This paper is to address the following questions:
• What are the student’s strengths?
• What management concept best fits with the student’s strengths?
• How would the management concepts in this class be utilized to create the utopia job for the student?
• Why would the proposed role and environment best fit the student’s strengths?
• What would be two to three specific boundaries, authority, role and tasks that would be a part of the
utopian job?
• How does this job fit in with the four responsibilities of management: Planning, Organizing,
Controlling and Leading?
Introduction (10%)
• Is there a clear “Purpose Statement”?
• Does the introduction explain what the paper is about – the main points of analysis?
• Does it give a quick overview of the three to five points of analysis?
Analysis (60%)
• Does the paper have three to five main points of analyzing how the organization did or did not
evolve as explained in the text on how the chosen organization did or did not follow the theories
presented?
• Does each of the main points have a citation back to the text with a page number and a direct (short –
3 to 5 words) quote? Conclusion (10%)
• Is the conclusion a clear and concise recap of the analysis?
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.youtube.com/watch?v=D-6jocg8Zyk
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_your_present_and_future_self.html
http://www.ted.com/talks/lang/en/daniel_goldstein_the_battle_between_y ...
SOCI 4387 Capstone Seminar Spring 2020 Due date Sa.docxrosemariebrayshaw
SOCI 4387: Capstone Seminar Spring 2020
Due date: Saturday, 3/14, 11:59 pm 40 points
Comparing and Contrasting Assimilation Theories
Purpose: The purpose of this assignment is to compare and contrast theoretical orientations in
sociology. For this paper, you will explain and critically evaluate major theoretical positions that
are currently advanced to explain assimilation and social mobility. You will focus on theoretical
perspectives that Clergé refers to as old and neo-assimilation theories. In Children of the Yam
(Chapter 2) and Blood Pudding (Chapter 3), you will find historical evidence and examples of the
different obstacles that Black (im)migrants have experienced in their assimilation process and
pathway to middle-class. Keep in mind that the author’s critical evaluation of current assimilation
theories provide the background for her examination of the racial formations and migrations of
Black Americans, Haitians, and Jamaicans, and her views on the role of racism, class, and
segregation.
Assignment: Write a professional 5-6 page paper typed and double-spaced. The paper should
include a summary and critical evaluation of at least two theoretical perspectives on assimilation
and social mobility (e.g. acculturation, assimilation theory, segmented assimilation). You can
either read the original material cited by Clergé or conduct a bibliographical search to find
sociological articles on assimilation theories. You will need to use your NetID to access electronic
databases through the Ottenheimer Library. Your paper should include at least five citations from
peer-reviewed academic articles. Do not summarize each article. Follow the recommendations of
Balmer and Murcott’s The Craft of Writing in Sociology for making an argument using a compare
and contrast approach (chapter 2). Keep your language formal and avoid contractions. If you work
with an open-source word processor, create a PDF file before uploading your file.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-433VNRS-433V-O502Rough Draft Qualitative Research Critique and Ethical Considerations200.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (75.00%)3: Satisfactory (83.00%)4: Good (94.00%)5: Excellent (100.00%)CommentsPoints EarnedContent75.0%Qualitative Studies5.0%Only one article is presented. Neither of the articles presented use qualitative research.Two articles are presented. Of the articles presented, only one article is based on qualitative research.N/AN/ATwo articles are presented. Both articles are based on qualitative research.Background of Study10.0%Background of study, including problem, significance to nursing, purpose, objective, and research questions, is incomplete.Background of study, including problem, significance to nursing, purpose, objective, and research questions, is included but lacks relevant details and explanation.Background of study, includin.
Assignment 08SO245 Social Impact of TechnologyDirectionsUnles.docxtrippettjettie
Assignment 08
SO245 Social Impact of Technology
Directions:Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Refer to the "Assignment Format" page for specific format requirements.
Instructions
In your course, turn to Lesson 8. Skim through it to refresh your memory. Next, carefully study and review the section titled “Approaches to Measuring Technological Progress.” Next, relying solely on the material in your course, use your own words in order to write a short comparison and contrast essay that defines and explains three distinct perspectives on the evolution of technology. As you write, imagine you are talking to a friend who has no knowledge of this topic. In short, write the way you speak, using a conversational tone. Also, try to alternate short sentences and longer sentences to make your writing more readable.
Before, during, or after you’ve completed your essay, be sure to create a title and cite yourself as the author. For example:
A Comparison of Three Perspectives on the Evolution of Technology
Heather Jones
Your essay should have 5 paragraphs. Paragraph 1 is your lead paragraph. It will contain an overview of what you have to say in comparing and contrasting the perspectives of Gerhard Lenski, Leslie White, and Alvin Toffler with respect to the evolution of technology.
Paragraphs 2, 3, and 4, are your body paragraphs. In your essay, paragraph 2 should describe the perspective of Gerhard Lenski.
In paragraph 3, you’ll write about the perspective of Leslie White.
In paragraph 4, you’ll describe and discuss the perspective of Alvin Toffler.
Paragraph 5 is your summary and conclusion paragraph. Here, you will compare the three perspectives to show how they are, or may be, similar. You’ll contrast the three perspectives to describe how they are different. You will end this process – and your essay – by expressing your view as to which theorist or theorists offer the most useful insights into the evolution of technology.
Mechanics
Your document’s margins should be 1 inch, top, bottom, left, and right. That’s the default option if you use MS Word.
All your copy should be flush left.
For purposes of evaluating your essay, skip a line between each paragraph.
Make sure you use a standard indent for the first sentence of each of your paragraphs. Pressing the tab key one time is a simple way to do that.
It’s permissible to use direct quotes from the lesson. But don’t overdo it. One to three such quotes should be your limit. In any case, be sure to bracket a direct quote with quotation marks. For example: According to Marlowe, “White and Lenski are on the same page.”
Begin by writing a first draft. Then, remembering that writing is rewriting, try and try again to make your prose readable. After you think you’ve composed a final draft, go over your essay again to locate and correct grammar and spelling errors.
Grading Rubric
Please ...
Walden University M.S. in NursingFormative Evaluation Criteria f.docxcelenarouzie
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docxgilpinleeanna
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
Sheet1No ProgressIntroductoryEmergentPracticedProficientMastery012345Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: Student demonstrates the ability to access library databases and retrieve documents through basic and advanced search methods using Boolean operators and other criteria.Student demonstrates the ability to retrieve documents and evaluate the effectiveness of the search results according to what is know and what has been learned of the topic.
Student demonstrates the ability to retrieve documents through advanced searches and to evaluate and refine search strategies accordingly.
Student demonstrates the ability to retrieve documents through advanced searches, refine search strategies, and explain strategies used to refine the search.
Student work demonstrates no understanding or progress towards achievement of this outcome.Student attempts to identify the following as it relates to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers, but is unsuccessful. Student successfully identifies one or two of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies three of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies four of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student successfully identifies all of the following as they relate to parole and managing offenders: 1. The administrative responsibilities, 2. The classification of probation and parole caseloads, 3. The role of the parole board, 4. The job of probation officers, and 5. The job of parole officers. Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text material.Student used at least two .
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
Clinical Field Experience C Special Education Teacher Observa.docxrobert345678
Clinical Field Experience C: Special Education Teacher Observation and
Feedback - Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria.
MGMT 20134 Business Ethics and SustainabilityIndividual Essay .docxARIV4
MGMT 20134 Business Ethics and Sustainability
Individual Essay Rubric
This marking rubric is intended as a guide for students in the preparation of the individual essay. It provides an overview of the grades available and the allocation of marks to sections of the essay and the level of work that needs to be demonstrated in order to achieve them.
General statements
Please refer to the assessment criteria for an overview of critical aspects of the task.
Weighting
Fail
Pass
Credit
Distinction
High Distinction
Introduction that clearly addresses the issue of fraud and falsification
10%
No clear statement of essay objective or overview of fraud or falsification of documents
Good overview of the essay and description of the key concepts related to individual and organisation decision making
Clear and concise overview of the essay. Direct appeal to the two preliminary statements as context.
Clear, concise and direct statement of essay objectives. Brief discussion and analysis of the introductory statements.
Clear, concise and direct statement of essay objectives. Brief discussion and analysis of the introductory statements relating these to ethical concepts
Ethical concepts and theories related to individual and organisation decision making re essay writing
50%
Incomplete attention to the 4 required discussions. No or limited use of ethical terms that DOES NOT convey understanding
Addresses the four required section but overly descriptive. Limited use of ethical theory to describe and analyze issues related to fasciation, organisational responsibility, personhood etc.
Key terms defined and use of ethical theories to describe and analyze both individual and organizational decision-making and relativism.
Several perspectives, definitions and theories used to describe and analyze decision-making. Correct analysis of moral aspects of three statements and clear and supported recommendations regarding individuals who engage in the practice.
Multiple ethical concepts and theories used to describe and analyze the statements. Correct analysis of moral aspects of three statements and clear and supported recommendations regarding individuals who engage in the practice. Clear links across the statements demonstrating the understanding of moral complexity.
Demonstrated Research as evidenced by in-text referencing.
30%
Fewer than 12 quality references evident in the body of the text.
A minimum of 12 references used in the body of the text, mostly from recommended textbooks. Single citations
Approximately 12 -15 references used in the body of the text, mostly from recommended text books with some journals. Single citations
Approximately 20 references used in the body of the text, business ethics texts, some journals and some business press plus additional sites.
Multiple citations with contrasting ethical positions evident.
Closer to 30 references used in the body of the text, business ethics texts, specific articles from journals that relate to the topi ...
Most women experience their closest friendships with those of th.docxroushhsiu
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Morgan and Dunn JD have hired you to assist with a case involvin.docxroushhsiu
Morgan and Dunn JD have hired you to assist with a case involving domestic abuse. The evidence is contained on a password-protected laptop that the plaintiff (the wife) indicates will show a pattern of abuse. You have to decide what equipment and software to purchase to assist with the case and safely extract the data from the laptop.
.
Mortality rates vary between the Hispanic community and the gene.docxroushhsiu
Mortality rates vary between the Hispanic community and the general population. Discuss the leading causes of death and illness among Hispanic Americans and the options the Advanced Practice Nurse has to overcome the disparity of healthcare for this population.
The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
.
Moreno Industries has adopted the following production budget for th.docxroushhsiu
Moreno Industries has adopted the following production budget for the first 4 months of 2013.
Month Units Month Units
January 10,000 March 5,000
February 8,000 April 4,000
Each unit requires 3 pounds of raw materials costing $2 per pound. On December 31, 2012, the ending raw materials inventory was 9,000 pounds. Management wants to have a raw materials inventory at the end of the month equal to 30% of next month's production requirements.
Complete the direct materials purchases budget by month for the first quarter.
.
Most people have a blend of leadership styles that they use. Some le.docxroushhsiu
Most people have a blend of leadership styles that they use. Some leaders are more flexible in applying a wide range of leadership styles, whereas others are more consistent and generally use just one or two preferred behaviors. Consider if two strong individuals begin a new company and discuss the following:
If two diverse individuals, each having a different leadership style, were tasked with effectively co-leading an organization, what potential conflicts might occur between these different leadership styles?
How will their personal leadership styles influence the organizational culture?
How would you recommend that these two leaders work together most effectively?
.
Moral rights as opposed to legal rights are not dependent on a polit.docxroushhsiu
Moral rights as opposed to legal rights are not dependent on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or entitlements, are supported by various ethical theories when for instance the Universalism thesis under Utilitarianism requires that all persons' (women's and men's) interests be considered in the calculations of Hedonistic options available. Kantianism insists that all Unverbalizable maxims be respectful of the rights of all persons to be treated with dignity and respect--which includes freedom of choice. Virtue ethics, more modernly, does not distinguish basic "good " character traits of excellence such as integrity, good judgment, role identity--not as a woman or a man in any given role but, the ability to fulfill the duties of that role within a community by a member of either sex---, holism--the ability to habitually practice the other virtues in an integrative manner while recognizing the importance of other persons to the community and vise versa. The various Justice theories do not relegate justice based on sex, just on relevant differences based on ability, endeavor, contribution, etc.
Do current generatons ( including current businesses) owe a duty to future generations to produce products and conduct business in an environmentally sustainable manner so that future generations are assured of inheriting a livable planet( one on which reasonable persons would want to live); even if it means that current generations must sacrifice many preferences in current lifestyles? Why or why not?
First define environmental sustainability (hint: the U.N. has a good definition). Also, the term "future generations" includes all of the yet to be borne, not those that are younger than you but are breathing.
Use the following for your analysis:
1. Kohlberg’s Moral Development Model;
2. The Kew Garden Principles; or Dr. Laura’s Three Prerequisites for Assigning Moral Credit or Culpability;
3. At least two appropriate Ethical Theories
4. Moral Imagination;
5. Moral Courage;
6. Maslow’s Hierarchy of Needs Model;
7. A CSR Model; Needs to be a current CSR model not just the definition
8. The relevant Law or Legal Theory;
9. Any other applicable course concepts from previous or current assigned reading or research
10. Sample paper is just that a sample it doesn't pertain to this topic for analysis
11 additional help
RIGHTS THEORIES
MORAL RIGHTS
Moral rights as opposed to legal rights are not dependant on a political system for their legitimacy. This is the category of rights that all human air--breathers, as opposed to non-human air-breathers--- should be afforded to them by virtue of their having intrinsic value and not only instrumental value. These rights, or.
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forens.docxroushhsiu
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forensics: Challenges and Future Paradigms.
2019 IEEE 12th International Conference on Global Security, Safety and Sustainability (ICGS3), Global Security, Safety and Sustainability (ICGS3)
, 205.
https://doi.org/10.1109/ICGS3.2019.8688020
Sahinoglu, M., Stockton, S., Barclay, R. M., & Morton, S. (2016). Metrics Based Risk Assessment and Management of Digital Forensics.
Defense Acquisition Research Journal: A Publication of the Defense Acquisition University, 23
(2), 152–177.
https://doi.org/10.22594/dau.16-748.23.02
Nnoli, H. Lindskog, D, Zavarsky, P., Aghili, S., & Ruhl, R. (2012). The Governance of Corporate Forensics Using COBIT, NIST and Increased Automated Forensic Approaches,
2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Conference on Social Computing, Amsterdam
, 734-741.
After reading articles expand on investigation and of digital forensic analysis and investigations. Organizations, especially those in the public, health and educational areas are bound by legal and statutory requirements to protect data and private information, therefore digital forensics analysis will be very beneficial when security breaches do occur. Using this weeks readings and your own research, discuss digital forensics and how it could be used in a risk management program.
Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
.
Module Outcome You will be able to describe the historical force.docxroushhsiu
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
Molière believed that the duty of comedy is to correct human vices b.docxroushhsiu
Molière believed that the duty of comedy is to correct human vices by exposing them and mocking them to absurd extreme. He also believed that human behavior should be governed by reason and moderation. In
Tartuffe
, he presents characters who engage in extremely negative behavior driven by passion or emotion rather than reason or common sense. Identify two or three characters who fall into this category and discuss their specific extremely negative behaviors, the consequences of their actions and what that means to you.
.
Module One Making Budgetary DecisionsDirectionsBased on the i.docxroushhsiu
Module One Making Budgetary Decisions
Directions:
Based on the information in the text and the goals and objectives that you have established for the City Bradley Recycling Department, please respond to the following questions in a Word document.
1. Which one of the budgets (line-item, program, performance) best describes what the recycle department does? Explain your answer.
2. Which one of the budgets gives the director of the department/agency, the mayor, and the legislative body, the most discretion/latitude in making decisions about the agency and why? Think about the roles of these persons prior to answering the questions. The response for each entity should be explained separately i.e. Line-Item, Program, Performance).
Rubric Grading you must meet criteria within the 100-90%
PAD 3204 MODULE 1 SUNDAY ASSIGNMENT
PAD 3204 MODULE 1
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeUse of data and assumptions
100.0 pts
You successfully incorporate all assumptions and data from the assignment and include information about average salaries gleaned from the district report card; no apparent errors.
85.0 pts
You incorporate most, if not all, assumptions and data from the assignment and include information about average salaries gleaned from the district report card; one or two minor errors.
75.0 pts
You incorporate some assumptions and data from the assignment and include information about average salaries gleaned from the district report card; a few major errors and omissions.
65.0 pts
You incorporate few, if any, assumptions and data from the assignment; many errors and omissions.
100.0 pts
This criterion is linked to a Learning OutcomeOverall presentation
100.0 pts
Your discussion of the budget process and individual budget lines is set forth in a clear, thoughtful manner. It is well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness); includes thorough details and relevant data and information; and is extremely well-organized.
85.0 pts
Your discussion of the budget process and individual budget lines is set forth in a thoughtful manner. It is well-written (writing is accomplished in terms of clarity and conciseness and contains only a few errors); includes sufficient details and relevant data and information; and is well-organized.
65.0 pts
Your discussion of the budget process and individual budget lines is carelessly written (writing lacks clarity or conciseness and contains numerous errors); gives insufficient detail and relevant data and information; and lacks organization.
25.0 pts
Your discussion of the budget process and individual budget lines is poorly written (writing is unfocused, rambling, or contains serious errors); lacks detail and relevant data and information; and is poorly organized.
100.0 pts
This criterion is linked to a Learning OutcomeTURNITIN ORIGINALITY SCORE
100.0 pts
<11%
80.0 pts
11% - 15%
70.0 pts
16% - 20%
60.0 pts
21% - 25%
50.0 pts
26% - 30%
.
Monitoring Data and Quality ImprovementAnswer one of two que.docxroushhsiu
Monitoring Data and Quality Improvement
Answer one of two questions below:
Describe and support the use of monitoring in evaluating an organization or the status of a condition as an evaluation tool.
What is the value of collecting, documenting, and monitoring data over time?
Discuss how the lack of monitoring impacts the evaluation of a market based decision? Cite and reference your resources.
Explain how health care organizations use quality improvement techniques to guide decision making? Discuss the challenges organizations encounter in applying quality improvement techniques to guide decision making. Cite and reference your resources.
.
Monitoring Global Supply Chains† Jodi L. Short Prof.docxroushhsiu
Monitoring Global Supply Chains†
Jodi L. Short*
Professor of Law
University of California
Hastings College of the Law
San Francisco, California,
U.S.A
[email protected]
Michael W. Toffel
Professor of Business
Administration
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Andrea R. Hugill
Doctoral Candidate
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Version: July 6, 2015
Forthcoming in Strategic Management Journal
Research Summary
Firms seeking to avoid reputational spillovers that can arise from dangerous, illegal, and
unethical behavior at supply chain factories are increasingly relying on private social auditors to
provide strategic information about suppliers’ conduct. But little is known about what influences
auditors’ ability to identify and report problems. Our analysis of nearly 17,000 supplier audits
reveals that auditors report fewer violations when individual auditors have audited the factory
before, when audit teams are less experienced or less trained, when audit teams are all-male, and
when audits are paid for by the audited supplier. This first comprehensive and systematic
analysis of supply chain monitoring identifies previously overlooked transaction costs and
suggests strategies to develop governance structures to mitigate reputational risks by reducing
information asymmetries in supply chains.
Managerial Summary
Firms reliant on supply chains to manufacture their goods risk reputational harm if the working
conditions in those factories are revealed to be dangerous, illegal, or otherwise problematic.
While firms are increasingly relying on private-sector ‘social auditors’ to assess factory
conditions, little has been known about the accuracy of those assessments. We analyzed nearly
17,000 code-of-conduct audits conducted at nearly 6,000 suppliers around the world. We found
that audits yield fewer violations when the audit team has been at that particular supplier before,
when audit teams are less experienced or less trained, when audit teams are all-male, and when
the audits were paid for by the supplier instead of by the buyer. We describe implications for
firms relying on social auditors and for auditing firms.
Keywords
monitoring, transaction cost economics, auditing, supply chains, corporate social responsibility
† We gratefully acknowledge the research assistance of Melissa Ouellet as well as that of Chris Allen, John Galvin,
Erika McCaffrey, and Christine Rivera. Xiang Ao, Max Bazerman, Shane Greenstein, Jeffrey Macher, Andrew
Marder, Justin McCrary, Morris Ratner, Bill Simpson, and Veronica Villena provided helpful comments. Harvard
Business School’s Division of Research and Faculty Development provided financial support.
* Correspondence to Jodi L. Short, UC Hastings College of the Law, 200 McAllister Street, San Francisco, CA,
94102, .
Morality Relativism & the Concerns it RaisesI want to g.docxroushhsiu
Morality Relativism & the Concerns it Raises
“I want to give moral relativism the good spanking it deserves.”
Peter Kreef philosophy professor, Boston College
Does “relativism” need a spanking?2005 new Pope Benedict warned of the “onslaught of moral relativism”He “has characterized it as the major evil. Some observers believe he is taking a stance in the tense cultural wars in the United States.” (NPR radio, 2005)Mormons agree: “moral relativism/militant atheism”Culture wars?
*
Source: http://www.npr.org/templates/story/story.php?storyId=4618049
Defining the Terms: RelativismMoral relativism: morality is purely culturalMoral differences & disagreements are irreconcilableFor example, Inuit Eskimos practice infanticide: one woman had borne 20 children but killed 10 at birth.Eskimos also practice euthanasia: when the elderly become too feeble to travel, they’re left to freeze.Hence, there’s no one universal moral truth for all times, places, peoples and culturesThe only possible good is toleration & mutual respect of pluralistic values
*
James Rachels, “The Challenge of Cultural Relativism” (Fifty Readings, 2nd Ed.), 397.
Defining the Terms: AbsolutismMoral absolutism: there are clear moral truths to govern all ethical issues regardless of situation.Immoral to accept the justifiability of two conflicting positions on any given ethical issueFor example: with this position, it would be unacceptable for Bush (pro-life) to say Eskimo infanticide practices are understandable and permissible among EskimosOr if polygamy or underage marriage is wrong, it is wrong everywhere and at all times.But what is “underage marriage”?
Moral Absolutism and Human KnowledgeName some fields of human knowledge where we deal with facts and have made great progress.Scientific theory must deal with hard dataNo science that claims absolute knowledge;Fallibility is the hallmark of scienceBut fallibility does not mean all theories are equal.Why should ethics be any different?If moral truths are not absolute, why should that prove that all moral values are equal?We can measure progress in science but what about ethics?
Illogic of Extreme Moral RelativismIn extreme relativism, no one can rightly pass judgment on others’ values/social practicesConsider Afghan Taliban Culture & Values:Ban on women's work outside the homeBan on women's presence in radio or televisionBan on women at schools or universitiesEthic of absolute relativism is self-contradictory:If I pass judgment on others for passing any judgment, am I not passing judgment on others?
Relativism with Norms Normative relativism: while cultural values clearly differ, nevertheless there are some general purposes shared by all moral codes.A socially accepted way of regulating conflicts of interests in society to preserve that people and culture with rules shaped by situations to that end. A socially accepted way of regulating conflicts of interests within an individual that can’t be equally satisfied a.
Module 9 content You will perform a history of a cardiac pro.docxroushhsiu
Module 9 content
You will perform a history of a cardiac problem that your instructor has provided you or one that you have experienced, and you will perform a cardiac assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
.
Module Assessment 4: TANM ApplicationsBUS2 190
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
[Please replace “X” with Section 7, 8, or 9. Delete this before submitting]
PROBLEM A: Casper Geriatric Center (16 pts)
1. Is this a minimization or maximization problem? Explain.
2. Is this a balanced or unbalanced problem? Explain.
3. What is the total capacity of Stations 10J and 6G?
4. What is the total demand for Sections A,C,E and F?
5. What is the value of your optimal solution?
6. In your optimal solution, to which sections and how many trays to each of these sections should location 2L deliver?
7. Where will Section D get its meals? How many from each Station?
8. Aside from the obvious deliveries from the factory to warehouses or warehouses to stores, identify and discuss 2 more scenarios on how the transportation model can be used.
Problem B: Good Stuffing Sausage Company (16 pts)
1. Is this a minimal spanning or shortest route problem? Explain.
2. Explain the differences between minimal spanning and shortest route problems. Give an example where each type of modeling can be used.
3. How many branches are there in this network?
4. How many hours will it take to drive through Nodes 2-4-8? Explain.
5. Which arc takes the longest time to travel?
6. Korina thinks the best route is 1-5-6-10. Do you agree with her? Why or why not?
7. What is the value of your optimal solution?
8. What are the nodes included in your optimal solution?
Problem C: 9-31: NASA Missions ( 13 points)
(Hint – your answers in questions 1, 2 and 3 should be a schedule on which mission specialist should be scheduled to which flight. Provide your explanations for your answers) 13 points
1. Who should be assigned to which flight to maximize ratings?
Name of Mission Specialist
Mission Date
Total Rating:
2. NASA has just been notified that Anderson is getting married in February and has been granted a highly sought publicity tour in Europe that month. (He intends to take his wife and let the trip double as a honeymoon.) How does this change the final schedule? Explain.
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
3. Certo has complained that he was rated incorrectly on his January missions. Both ratings should be 10s, he claims to the chief, who agrees and re-computes the schedule. Do any changes occur over the schedule set in Question 2? Why or why not?
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
4. What are the strengths and weaknesses of this approach to scheduling?
Science Laboratory Format
Writers in the field of biology must consider not only the form but the style of writing in biology papers.
As in all fields, there are conventions to follow or typical style formats of the discipline.
Writing in the sciences is concise, yet pr.
Module Assignment Clinical Decision Support SystemsLearning Outcome.docxroushhsiu
Module Assignment: Clinical Decision Support SystemsLearning Outcomes:
Identify trends in nursing that impact the use of Informatics.
Explore the use of informatics in nursing research and how clinical decision support systems impact nursing care.
Analyze leadership and collaborative practice strategies that foster mutual respect and shared decision making.
Questions:
Part 1) Think if a nursing diagnosis that interests you. Then, conduct an internet search using your chosen nursing diagnosis as the search topic. Locate at least three internet resources that pertain to your topic, then review the sites and write a three or four sentence summary of each that includes the following:
Appropriateness of content
Reliability of content (sources cited within site, anecdotal vs. evidence-based practice)
Links included within the website.
Part 2) Locate three internet-based Cancer screening tools that could be included in an HER, such as EPIC or Connect Care
In your own words, how will clinical decision support systems improve outcomes for a patient diagnosed with cancer?
What would be the benefits of including reminders for cancer screening for healthcare providers and to patients (such as the sepsis screening tool that pops up in EPIC or Connect Care)
Rubric
See attached below for instructions detail and Assignment Grading Rubric
.
MONTCLAIR UNIVERSITY
LAWS 362: LEGAL WRITING
MIDTERM EXAM (April 1, 2020)
(8 Pages: You may add extra sheets to wrote on as necessary)
NAME:………………………………………………………………………………………..
SIGNATURE:……………………………………………/ DATE …………………………………..
EXAM PART 1: (20 points)
I) You are working as a law clerk for a New Jersey law firm. Your senior partner is preparing a trial brief on a case which is currently pending before a New Jersey state trial court in Essex County and asks you to research an issue of law for the brief. Your research reveals relevant information from the 10 sources below. After each item, indicate whether the authority is either (1) PRIMARY; (2) PERSUAUSIVE or (3) SECONDARY authority.
A) A published decision from the New Jersey Supreme Court : .
B) A published decision from a Hudson New Jersey trial court : .
C) A 2018 law review article in the Rutgers Law Journal: .
D)A decision from a federal district court in New Jersey .
E) A published decision from the New York Supreme Court: .
F) A Dissenting opinion from the New Jersey Supreme Court: .
G) A published decision from the Minnesota appellate court: .
H) A Concurring opinion from the New Jersey Supreme Court: .
I) A published decision from the New Jersey Appellate Division: .
J) A 2018 article authored by a retired New Jersey Supreme Court Justice and published in the
New Jersey Law Journal: .
EXAM PART 2: (20 Points)
( BRIEFING A CASE )
II) Please read the case (previously provide) of Van Brunt v. Van Brunt and prepare a concise case brief addressing the following 6 points :
1) Identify the Holding:
2) Identify the Issues:
3) Identify the Rule(s) that is/are the subject of the decision :
4) Identify the Key Relevant Facts:
5) Identify the Disposition of the Case:
6) Identify in Logical Detail the Reasons and Policies Behind the Decision:
EXAM PART 3: 20 Points
( BRIEFING A STATUTE )
Please read the following excerpt from the accompanying following New Jersey landlord tenant statute regarding secu.
MODULE 8You will perform a history of a respiratory problem th.docxroushhsiu
MODULE 8
You will perform a history of a respiratory problem that either your instructor has provided you or one that you have experienced and perform a respiratory assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
.
Most organizations, including hospitals, adopt both Mission and Visi.docxroushhsiu
Most organizations, including hospitals, adopt both Mission and Vision Statements. Both can usually be found posted prominently on the wall, and on the organization's website.
What is the difference between a Mission Statement and a Vision Statement? Why would both statements be important as it relates to strategic planning? Are they important in achieving a competitive advanatgae?
Be specific. Thoroughly explain your response.
.
More like this Abstract TranslateFull Text Translate.docxroushhsiu
More like this
Abstract Translate
Full Text Translate
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat. The decline offers an opportunity to consider how
human rights changed, or purported to change, international
law and how international law as a whole can be made more
effective in a post-human rights era. This Article is the first to
argue that international human rights law as a whole-
whatever its much disputed benefits for human rights
themselves-appears to have expanded and changed
international law in ways that have made it weaker, less likely
to generate compliance, and more likely to produce
interstate friction and conflict. The debate around
international law and human rights should be reframed to
consider these costs and to evaluate whether international
law, including the work of the United Nations, should focus
on a stronger, more limited core of international legal norms
that protects international peace and security, not human
rights. Human rights could be advanced through domestic
and regional legal systems, through the the development of
non-binding international norms, and through iterative
processes of international reporting and monitoring-a model
not unlike the Paris Climate Agreement.
MoreK
0:00 /0:00
HeadnoteHeadnote
Abstract
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat.
The decline offers an opportunity to consider how human
rights changed, or purported to change, international law and
how international law as a whole can be mad.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Name Annotated BibliographyDescription A.docx
1. Name: Annotated Bibliography
Description: Annotated Bibliography Assignments
Title Page Article 1
0
Student did not submit a title page.
1
Title page includes 4 or more errors.
2
Title age includes 3 errors.
3
Title page includes 2 errors.
4
Title page includes 1 error.
5
Title page is perfect with 0 errors.
Detailed Summary of the Main Purpose and Theoretical
Perspectives in Article 1
0
Submission does not display an understanding of the main
purpose and theoretical perspectives.
5
Submission demonstrates a minimal understanding of the main
purpose and theoretical perspectives.
10
Submission demonstrates some understanding of the main
purpose and theoretical perspectives.
15
Submission demonstrates a moderate understanding of the main
purpose and theoretical perspectives.
20
Submission demonstrates a general understanding of the main
purpose and theoretical perspectives.
2. 25
Submission demonstrates a full understanding of the main
purpose and theoretical perspectives.
Description of Methods and Results. Article 1
0
Submission does not display an understanding of the methods
and results.
5
Submission demonstrates a minimal understanding of the
methods and results.
10
Submission demonstrates some understanding of the methods
and results.
15
Submission demonstrates a moderate understanding of the
methods and results.
20
Submission demonstrates a general understanding of the
methods and results.
25
Submission demonstrates a full understanding of the methods
and results.
Limitations and Recommendation for Future Research in Article
1
0
Submission does not display an understanding of the
limitations and future research.
5
Submission demonstrates a minimal understanding of the
limitations and future research.
10
Submission demonstrates some understanding of the limitation
and future research.
15
Submission demonstrates a moderate understanding of the
limitations and future research.
3. 20
Submission demonstrates a general understanding of the
limitations and future research.
25
Submission demonstrates a full understanding of the limitations
and future research.
Academic Credentials of Author(s) Article 1
0
Submission does not display an understanding of the
credentials of the author(s).
1
Submission demonstrates a minimal understanding of the
credentials of the author(s).
2
Submission demonstrates some understanding of the credentials
of the author(s).
3
Submission demonstrates a moderate understanding of the
credentials of the author(s).
4
Submission demonstrates a general understanding of the
credentials of the author(s).
5
Submission demonstrates a full understanding of the credentials
of the author(s).
Students Evaluation of the Value, Effectiveness and Usefulness
of Article 1
0
Student did not evaluate the article.
1
Student did a below average evaluation.
2
Student did a minimal evaluation.
3
Student did an average evaluation of the article.
4. 4
Student did an above average evaluation of the article.
5
Student did an outstanding evaluation of the article.
Reference Page APA Format Article 1
0
10 and above APA errors
1
7-9 APA errors
2
5-6 APA errors
3
3-4 APA errors
4
1-2 APA errors
5
0 APA errors
Grammar Article 1
0
Unacceptable number of grammatical errors
1
Numerous grammatical errors
2
Below average
grammatical errors.
3
Average grammatical errors
4
Above average grammar
5
Perfect
grammar
Title Page Article 2
0
Student did not submit a title page.
5. 1
Title page includes 4 or more errors.
2
Title age includes 3 errors.
3
Title page includes 2 errors.
4
Title page includes 1 error.
5
Title page is perfect with 0 errors.
Detailed Summary of the Main Purpose and Theoretical
Perspectives in Article 2
0
Submission does not display an understanding of the main
purpose and theoretical perspectives.
5
Submission demonstrates a minimal understanding of the main
purpose and theoretical perspectives.
10
Submission demonstrates some understanding of the main
purpose and theoretical perspectives.
15
Submission demonstrates a moderate understanding of the main
purpose and theoretical perspectives.
20
Submission demonstrates a general understanding of the main
purpose and theoretical perspectives.
25
Submission demonstrates a full understanding of the main
purpose and theoretical perspectives.
Description of Methods and Results. Article 2
0
Submission does not display an understanding of the methods
and results.
5
Submission demonstrates a minimal understanding of the
6. methods and results.
10
Submission demonstrates some understanding of the methods
and results.
15
Submission demonstrates a moderate understanding of the
methods and results.
20
Submission demonstrates a general understanding of the
methods and results.
25
Submission demonstrates a full understanding of the methods
and results.
Limitations and Recommendation for Future Research in Article
2
0
Submission does not display an understanding of the
limitations and future research.
5
Submission demonstrates a minimal understanding of the
limitations and future research.
10
Submission demonstrates some understanding limitations and
future research.
15
Submission demonstrates a moderate understanding of the
limitations and future research.
20
Submission demonstrates a general understanding of the
limitations and future research.
25
Submission demonstrates a full understanding of the limitations
and future research.
Academic Credentials of Author(s)Article 2
0
Submission does not display an understanding of the
7. credentials of the author(s)
1
Submission demonstrates a minimal understanding of the
credentials of the author(s).
2
Submission demonstrates some understanding of the credentials
of the author(s).
3
Submission demonstrates a moderate understanding of the
credentials of the author(s).
4
Submission demonstrates a general understanding of the
credentials of the author(s).
5
Submission demonstrates a full understanding of the credentials
of the author(s).
Students Evaluation of the Value, Effectiveness and Usefulness
of Article 2 Comment by Lauren Mastrobuono:
0
Student did not evaluate the article.
1
Student did a below average evaluation.
2
Student did a minimal evaluation.
3
Student did an average evaluation of the article.
4
Student did an above average evaluation of the article.
5
Student did an outstanding evaluation of the article.
Reference Page APA Format Article 2
0
10 and above APA errors
1
7-9 APA errors
2
8. 5-6 APA errors
3
3-4 APA errors
4
1-2 APA errors
5
0 APA errors
Grammar Article 2
0
Unacceptable number of grammatical errors
1
Numerous grammatical errors
2
Minimal grammatical errors.
3
Average grammatical errors
4
Above average grammar
5
Perfect
grammar
Total
Presentation Methods
With presentation methods, an audience typically receives one-
way communication from the trainer in one of two formats:
· Lectures
9. · Videos, usually used in conjunction with lectures to show
trainees real-life experiences and examples
Hands-On Methods
Hands-on methods include on-the-job training, self-directed
learning, apprenticeships, and simulations:
· On-the-job training: New or inexperienced employees learn in
the work setting and during work hours by observing peers or
managers performing a job and then trying to imitate their
behavior (Tyler, 2008). Examples include onboarding, job
rotation, understudy assignments (also known as “shadowing,”
in which an understudy relieves a senior executive of selected
responsibilities, thereby allowing him or her to learn certain
aspects of the executive’s job; see Dragoni, Park, Soltis, &
Forte-Trammell, 2014), and executive coaching. Executive
coaching is an individualized process of executive development
in which a skilled expert (coach) works with an individual who
is in a leadership or managerial role in an organization, to help
the individual to become more effective in his or her
organizational roles(s) and contexts (Vandaveer, 2017; see also
Hollenbeck, 2002; Peterson, 2011; Underhill, McAnally, &
Koriath, 2008).
· Self-directed learning: Trainees take responsibility for all
aspects of learning, including when it is conducted and who will
be involved. Trainers may serve as facilitators, but trainees
master predetermined content at their own pace.
· Apprenticeship: This method constitutes a work-study training
regimen that includes both on-the-job and classroom training. It
typically lasts an average of four years.
· Simulations: These training methods represent real-life
situations, with trainees’ decisions resulting in outcomes that
reflect what would happen if they were on the job. Simulations
may assume a number of forms, including the following:
· In the case method, representative organizational situations
are presented in text form, usually to groups of trainees who
subsequently identify problems and offer solutions. Individuals
learn from each other and receive feedback on their own
10. performances.
· The incident method is similar to the case method, except that
trainees receive only a sketchy outline of a particular incident.
They have to question the trainer, and, when they think they
have enough information, they attempt a solution. At the end of
the session, the trainer reveals all the information he or she has,
and trainees compare their solutions to the one based on
complete information.
· Role playing includes multiple role-playing, in which a large
group breaks down into smaller groups and role plays the same
problem within each group without a trainer. All players then
reassemble and discuss with the trainer what happened in their
groups.
· Experiential exercises are simulations of experiences relevant
to organizational psychology. This is a hybrid technique that
may incorporate elements of the case method, multiple role-
playing, and team-coordination training. Trainees examine their
responses first as individuals, then with the members of their
own groups or teams, and finally with the larger group and with
the trainer.
· The task model has trainees construct a complex, but easily
built physical object, and a group of trainees must then
duplicate it, given the proper materials. Trainees use alternative
communication arrangements, and only certain trainees may
view the object. Trainees discuss communication problems as
they arise, and they reach solutions through group discussion.
· The in-basket technique (see Chapter 13).
· Business games (see Chapter 13).
· Assessment centers (see Chapter 13).
· Behavior or competency modeling (see Chapter 15)
Group-Building Methods
Group-building training methods are designed to improve group
or team effectiveness. They include the following types of
training:
11. · Adventure learning: This experiential learning method focuses
on the development of teamwork and leadership skills through
structured activities. These may include wilderness training,
outdoor training, improvisational activities, drum circles, even
cooking classes (Noe, 2017). Their purpose is to develop skills
related to group effectiveness, such as self-awareness, problem
solving, conflict management, and risk taking (Greenfield,
2015).
· Team training: This method is designed to improve
effectiveness within the many types of teams in organizations
(production teams, service teams, project teams, management
teams, and committees; see Chapter 15). It focuses on
improving knowledge (mental models that allow trainees to
function well in new situations); attitudes (beliefs about a
team’s task and feelings toward team members); and behavior
(actions that allow team members to communicate, coordinate,
adapt, and complete complex tasks to accomplish their
objective) (Salas, Burke, & Cannon-Bowers, 2002).
· Action learning: In this method, teams work on actual business
problems, commit to an action plan, and are responsible for
carrying out the plan (Malone, 2013; Pedler & Abbott, 2013). It
typically involves 6–30 employees and may include customers
or vendors as well as cross-functional representation. Teams are
asked to develop novel ideas and solutions in a short period of
time (e.g., two weeks to a month), and they are required to
present them to top-level executives.
· Organization development: This method involves systematic,
long-range programs of organizational improvement through
action research, which includes (a) preliminary diagnosis, (b)
data gathering from the client group, (c) data feedback to the
client group, (d) data exploration by the client group, (e) action
planning, and (f) action; the cycle then begins again. Although
action research may assume many forms (Austin & Bartunek,
2003), one of the most popular is survey feedback (Church,
Waclawski, & Kraut, 2001; Levinson, 2014; Wiley, 2010). The
process begins with a comprehensive assessment of the way the
12. organization is currently functioning—typically via the
administration of anonymous questionnaires to all employees.
Researchers tabulate responses at the level of individual work
groups and for the organization as a whole. Each manager
receives a summary of this information, based on the responses
of his or her immediate subordinates. Then a change agent (i.e.,
a person skilled in the methods of applied behavioral science)
meets privately with the manager recipient to maximize his or
her understanding of the survey results. Following this, the
change agent attends a meeting (face to face or virtual) of the
manager and subordinates, the purpose of which is to examine
the survey findings and to discuss implications for corrective
action. The role of the change agent is to help group members to
better understand the survey results, to set goals, and to
formulate action plans for the change effort.
Technology-Based Training
Instructor-led, face-to-face, classroom training still comprises
49% of available hours of training (down from 64% in 2008),
and if one considers all instructor-led delivery methods
(classroom, online, remote), that figure rises to 65% of all
learning hours available (Association for Talent Development,
2016). The use of technology-delivered training is expected to
increase dramatically, however, in the coming years as
technology improves, its cost decreases, the demand increases
for customized training, and organizations realize the potential
cost savings from training delivered via tablets, smartphones,
and social media. Currently, seven out of 10 organizations are
incorporating video-based online training into their learning
cultures, and 67% of people are learning on mobile devices
(LinkedIn Learning, 2017).
Technology-based training creates a dynamic learning
environment, it facilitates collaboration, and it
enables customization (in which programs can be adapted based
on learner characteristics) and learner control. That is, learners
have the option of self-pacing exercises, exploring links to
other material, chatting with other trainees and experts, and
13. choosing when and where to access the training (Noe, 2017).
There are at least 15 forms of technology-based training (Noe,
2017):
· E-learning, online learning, computer-based training, and
Web-based training
· Webcasts or webinars—live, Web-based delivery in dispersed
locations
· Podcasts—Web-based delivery of audio- and video-based files
· Mobile learning—through handheld devices such as tablets or
smartphones
· Blended learning—hybrid systems that combine classroom and
online learning
· Wikis—websites that allow many users to create, edit, and
update content and to share knowledge
· Distance learning—delivered to multiple locations online
through webcasts or virtual classrooms, often supported by chat,
e-mail, and online discussions
· Social media—online or mobile technology that allows the
creation and exchange of user-generated content; includes
wikis, blogs, networks (e.g., Facebook, LinkedIn), micro-
sharing sites (e.g., Twitter), and shared media (e.g., YouTube)
· Shared workspaces, such as Google Docs, hosted on a Web
server, where people can share information and documents
· RSS (real simple syndication) feeds—updated content sent to
subscribers automatically instead of by e-mail
· Blogs—Web pages where authors post entries and readers can
comment
· Micro-blogs or micro-sharing (e.g., Twitter)—software tools
that enable communications in short bursts of texts, links, and
multimedia
· Chat rooms and discussion boards—electronic message boards
through which learners can communicate at the same or
different times (a facilitator or instructor may moderate the
conversations)
· Massive, open, online courses (MOOCs)—designed to enroll
large numbers of learners (massive); free and accessible to
14. anyone with an Internet connection (open and online); using
videos of lectures, interactive coursework, including discussion
groups and wikis (online); with specific start and completion
dates, quizzes, assessments, and exams (courses)
· Adaptive training—customized content presented to learners
based on their needs
Is technology-based training more effective than instructor-led
training? Two meta-analyses have found no significant
differences in the formats, especially when both are used to
teach the same type of knowledge, declarative or procedural
(Sitzmann, Kraiger, Stewart, & Wisher, 2006; Zhao, Lei, Lai, &
Tan, 2005). Perhaps more important questions are these: How
does one determine the optimal mix of formats for a program
(e.g., blended learning), and does the sequencing of technology-
based and in-person instruction within a program make a
difference (Bell, Tannenbaum, Ford, Noe, & Kraiger, 2017)?
Does on-demand versus prescheduled training have any effect
on employee motivation to undertake the training? How do user
experiences and gamification affect performance in Internet-
based working environments (Thielsch & Niesenhaus, 2017)?
We know that poorly designed training will not stimulate and
support learning, regardless of the extent to which appealing or
expensive technology is used to deliver it (Brown & Ford, 2002;
Kozlowski & Bell, 2003). Hence, if technology-based training is
to be maximally effective, it must be designed to encourage
active learning in participants. To do so, consider incorporating
the following four principles into the instructional design
(Brown & Ford, 2002):
1. Design the information structure and presentation to reflect
both meaningful organization (or chunking) of material and ease
of use.
2. Balance the need for learner control with guidance to help
learners make better choices about content and process.
3. Provide opportunities for practice and constructive feedback.
4. Encourage learners to be mindful of their cognitive
15. processing and in control of their learning processes.Technique
Selection
A training method can be effective only if it is used
appropriately. Appropriate use, in this context, means rigid
adherence to a two-step sequence: first, define what trainees are
to learn, and only then choose a particular method that best fits
these requirements. Far too often, unfortunately, trainers choose
methods first and then force them to fit particular needs. This
“retrofit” approach not only is wrong but also is often extremely
wasteful of organizational resources—time, people, and money.
It should be banished.
A technique is adequate to the extent that it provides the
minimal conditions for effective learning to take place. To do
this, a technique should do the following:
· Motivate the trainee to improve his or her performance
· Clearly illustrate desired skills
· Provide for the learner’s active participation
· Provide an opportunity to practice
· Provide feedback on performance while the trainee learns
· Provide some means to reinforce the trainee while learning
(e.g., using chatbots, automated yet personalized conversations
between software and human users that may be used to provide
reminders, track goals, assess transfer, and support continued
performance; Han, 2017)
· Be structured from simple to complex tasks
· Be adaptable to specific problems
· Enable the trainee to transfer what is learned in training to
other situations
Designers of training can apply this checklist to all proposed
training techniques. If a particular technique appears to fit
training requirements, yet is deficient in one or more areas, then
either modify it to eliminate the deficiency or bolster it with
another technique. The next step is to conduct the training. A
checklist of the many logistical details involved is not
appropriate here, but implementation should not be a major
stumbling block if prior planning and design have been
16. thorough. The final step, of course, is to measure the effects of
training and their interaction with other organizational
subsystems. To this topic, we now turn.
Measuring Training and Development Outcomes
“Evaluation” of a training program implies a dichotomous
outcome (i.e., either a program has value or it does not). In
practice, matters are rarely so simple, for outcomes are usually
a matter of degree. To assess outcomes, we need to document
systematically how trainees actually behave back on their jobs
and the relevance of their behavior to the organization’s
objectives (Brown, 2017a; Machin, 2002; Snyder, Raben, &
Farr, 1980). Beyond that, it is important to consider the
intended purpose of the evaluation, as well as the needs and
sophistication of the intended audience (Aguinis & Kraiger,
2009).Why Measure Training Outcomes?
Evidence indicates that few companies assess the outcomes of
training activities with any procedure more rigorous than
participant reactions following the completion of training
programs (Association for Talent Development, 2016; Brown,
2005; LinkedIn Learning, 2017; Sugrue & Rivera, 2005;
Twitchell, Holton, & Trott, 2001). This is unfortunate because
there are numerous reasons to evaluate training (Brown, 2017a;
Noe, 2017; Sackett & Mullen, 1993):
· To make decisions about the future use of a training program
or technique (e.g., continue, modify, eliminate)
· To compare the costs and benefits of training versus
nontraining investments, such as work redesign or improved
staffing
· To do a comparative analysis of the costs and benefits of
alternative training programs
· To make decisions about individual trainees (e.g., certify as
competent, provide additional training)
· To contribute to a scientific understanding of the training
process
· To further political or public relations purposes (e.g., to
17. increase the credibility and visibility of the training function by
documenting success)
On a broader level, these reasons may be summarized as
decision making, feedback, and marketing (Kraiger, 2002).
Beyond these basic issues, we also would like to know whether
the techniques used are more efficient or more cost effective
than other available training methods. Finally, we would like to
be able to compare training with other approaches to developing
workforce capability, such as improving staffing procedures and
redesigning jobs. To do any of this, certain elements are
essential.
Essential Elements of Measuring Training Outcomes
At the most basic level, the task of evaluation is counting—
counting new customers, counting interactions, counting
dollars, counting hours, and so forth. The most difficult tasks of
evaluation are deciding what things to count and developing
routine methods for counting them. As William Bryce Cameron
(1963) famously said, “Not everything that counts can be
counted, and not everything that can be counted counts” (p. 13).
In the context of training, here is what counts (Campbell,
Dunnette, Lawler, & Weick, 1970):
· Use of multiple criteria, not just for the sake of numbers, but
also for the purpose of more adequately reflecting the multiple
contributions of managers to the organization’s goals.
· Some attempt to study the criteria themselves—that is, their
relationships with each other and with other variables. The
relationship between internal and external criteria is especially
important.
· Enough experimental control to enable the causal arrow to be
pointed at the training program. How much is enough will
depend on the possibility of an interactive effect with the
criterion measure and the susceptibility of the training program
to the Hawthorne effect.
· Provision for saying something about the practical and
theoretical significance of the results.
· A thorough, logical analysis of the process and content of the
18. training.
· Some effort to deal with the “systems” aspects of training
impact—that is, how training effects are altered by interaction
with other organizational subsystems. For example, Kim and
Ployhart (2014) used more than 12 years of longitudinal data to
examine the effects of selective staffing and internal training on
the financial performance of 359 firms during pre- and post-
recessionary periods. They found a significant interaction
between selective staffing and internal training, such that firms
achieved consistent profit growth only when both were high.
Trainers must address these issues before they can conduct any
truly meaningful evaluation of training impact. The remainder
of this chapter treats each of these points more fully and
provides practical illustrations of their use.Criteria
As with any other HR program, the first step in judging the
value of training is to specify multiple criteria. Although we
covered the criterion problem already in Chapter 4, it is
important to emphasize that the assessment of training outcomes
requires multiple criteria because training is usually directed at
specific components of performance. Organizations deal with
multiple objectives, and training outcomes are
multidimensional. Training may contribute to movement toward
some objectives and away from others at the same time (Bass,
1983). Let’s examine criteria according to time, type, and
level.Time
The important question here is “When, relative to the actual
conduct of the training, should we obtain criterion data?” We
could do so prior to, during, immediately after, or much later
after the conclusion of training. To be sure, the timing of
criterion measurement can make a great deal of difference in the
interpretation of training effects (Sprangers & Hoogstraten,
1989). Thus, a study of 181 Korean workers (Lim & Morris,
2006) found that the relationship between perceived
applicability (utility of training) and perceived application to
the job (transfer) decreased as the time between training and
measurement increased.
19. Conclusions drawn from an analysis of changes in trainees from
before to immediately after training may differ drastically from
conclusions based on the same criterion measures 6–12 months
after training (Freeberg, 1976; Keil & Cortina, 2001; Steele-
Johnson, Osburn, & Pieper, 2000). Yet both measurements are
important. One review of 59 studies found, for example, that the
time span of measurement (the time between the first and last
observations) was one year or less for 26 studies, one to three
years for 27 studies, and more than three years for only six
studies (Nicholas & Katz, 1985). Comparisons of short- versus
long-term training effects may yield valuable information
concerning the interaction of training effects with other
organizational processes (e.g., norms, values, leadership styles).
Finally, it is not the absolute level of behavior (e.g., number of
grievances per month, number of accidents) that is crucial, but
rather the change in behavior from the beginning of training to
some time after its conclusion.Types of Criteria
It is important to distinguish internal from external criteria.
Internal criteria are those that are linked directly to
performance in the training situation. Examples of internal
criteria are attitude scales and objective achievement
examinations designed specifically to measure what the training
program is designed to teach. External criteria, by contrast, are
measures designed to assess actual changes in job behavior. For
example, an organization may conduct a two-day training
program in EEO law and its implications for talent management.
A written exam at the conclusion of training (designed to assess
mastery of the program’s content) would be an internal
criterion. Ratings by subordinates, peers, or supervisors and
documented evidence regarding the trainees’ on-the-job
application of EEO principles constitute external criteria. Both
internal and external criteria are necessary to evaluate the
relative payoffs of training and development programs, and
researchers need to understand the relationships among them in
order to draw meaningful conclusions about training effects.
Criteria also may be qualitative or quantitative. Qualitative
20. criteria are attitudinal and perceptual measures that usually are
obtained by interviewing or observing employees or by
administering written instruments. They are real-life examples
of what quantitative results represent (Eden, 2017). Quantitative
criteria also include measures of the outcomes of job behavior
and system performance, which are often contained in
employment, accounting, production, and sales records. These
outcomes include turnover, absenteeism, dollar volume of sales,
accident rates, and controllable rejects.
Both qualitative and quantitative criteria are important for a
thorough understanding of training effects. Traditionally,
researchers have preferred quantitative measures, except in
organization development research (Austin & Bartunek, 2003;
Nicholas, 1982; Nicholas & Katz, 1985). This may be a mistake,
since there is much more to interpreting the outcomes of
training than quantitative measures alone. By ignoring
qualitative (process) measures, we may miss the richness of
detail concerning how events occurred. Exclusive focus either
on quantitative or qualitative measures, however, is short
sighted and deficient. Thus, when learning and development
(L&D) professionals were asked recently, “What are the top
ways you measure the success of L&D at your company?” the
five most common responses were qualitative and the sixth had
nothing to do with outcomes of a specific type of training per
se. It was “length of time an employee stays at the company
after completing a training” (LinkedIn Learning, 2017). At best,
this offers an incomplete picture of the overall effects of
training.
Finally, consider formative versus summative criteria.
Formative criteria focus on evaluating training during program
design and development, often through pilot testing. Based
primarily on qualitative data such as opinions, beliefs, and
feedback about a program from subject matter experts and
sometimes customers, the purpose of formative evaluations is to
make a program better. In contrast, the purpose of summative
criteria is to determine if trainees have acquired the kinds of
21. outcomes specified in training objectives. These may include
knowledge, skills, attitudes, or new behaviors (Noe, 2017).
Levels of Criteria
“Levels” of criteria may refer either to the organizational levels
from which we collect criterion data or to the relative level of
rigor we adopt in measuring training outcomes. With respect to
organizational levels, information from trainers, trainees,
subordinates, peers, supervisors, and the organization’s policy
makers (i.e., the training program’s sponsors) can be extremely
useful. In addition to individual sources, group sources (e.g.,
work units, teams, squads) can provide aggregate data regarding
morale, turnover, grievances, and various cost, error, and/or
profit measures that can be helpful in assessing training effects.
Kirkpatrick (1977, 1983, 1994) identified four levels of rigor in
the evaluation of training and development programs: reaction,
learning, behavior, and results. Note, however, that these levels
provide only a vocabulary and a rough taxonomy for criteria.
Higher levels do not necessarily provide more information than
lower levels do, and the levels need not be causally linked or
positively intercorrelated (Alliger & Janak, 1989). In general,
there are four important concerns with Kirkpatrick’s framework
(Alliger, Tannenbaum, Bennett, Traver, & Shortland, 1997;
Holton, 1996; Kraiger, 2002; Spitzer, 2005):
1. The framework is largely atheoretical; to the extent that it
may be theory based, it is founded on an outdated behavioral
perspective that ignores modern, cognitively based theories of
learning.
2. It is overly simplistic in that it treats constructs such as
trainee reactions and learning as unidimensional when, in fact,
they are multidimensional (Alliger et al., 1997; Brown, 2005;
Kraiger, Ford, & Salas, 1993; Morgan & Casper, 2001; Warr &
Bunce, 1995). For example, reactions include affect toward the
training as well as its perceived utility.
3. The framework makes assumptions about relationships
between training outcomes that either are not supported by
research (Bretz & Thompsett, 1992) or do not make sense
22. intuitively. For example, Kirkpatrick argued that trainees cannot
learn if they do not have positive reactions to the training. Yet a
meta-analysis by Alliger et al. (1997) found an overall average
correlation of only .07 between reactions of any type and
immediate learning. In short, reactions to training should not be
used blindly as a surrogate for the assessment of learning of
training content.
4. Finally, the approach does not take into account the purposes
for evaluation—decision making, feedback, and marketing
(Kraiger, 2002).
Does Kirkpatrick’s model suggest a causal chain across levels
(positive reactions lead to learning, which leads to behavioral
change, etc.), and do higher level evaluations provide the most
informative data? Current thinking and evidence do not support
these assumptions (Brown, 2017a). Rather, each level provides
different, not necessarily better, information. Depending on the
purpose of the evaluation, different outcomes will be more or
less useful.
Figure 16.1 An Integrative Model of Training Evaluation
Source: Republished with permission of John Wiley and Sons
Inc., from Kraiger, K. (2002). Decision-based evaluation. In K.
Kraiger (Ed.), Creating, implementing, and managing effective
training and development (p. 343).
Figure 16.1 presents an alternative measurement model
developed by Kraiger (2002), which attempts to overcome the
deficiencies of Kirkpatrick’s (1994) four-level model.
This approach clearly distinguishes evaluation targets (training
content and design, changes in learners, and organizational
payoffs) from data collection methods (e.g., with respect to
organizational payoffs, cost-benefit analyses, ratings, and
surveys). Targets and methods are linked through the options
available for measurement—that is, its focus (e.g., with respect
to changes in learners, the focus might be cognitive, affective,
or behavioral changes). Finally, targets, focus, and methods are
linked to evaluation purpose—feedback (to trainers or learners),
23. decision making, and marketing. Kraiger (2002) also provided
sample indicators for each of the three targets in Figure 16.1.
For example, with respect to organizational payoffs, the focus
might be on transfer of training (e.g., transfer climate,
opportunity to perform, on-the-job behavior change), on results
(performance effectiveness or tangible outcomes to a work
group or organization), or on financial performance as a result
of the training (e.g., through measures of return on investment
or utility analysis) (Sung & Choi, 2014).Additional
Considerations in Measuring Training Outcomes
Regardless of the measures used, our goal is to be able to make
meaningful inferences and to rule out alternative explanations
for results. To do so, it is important to administer the measures
according to some logical plan or procedure (experimental
design) (e.g., before and after training, as well as to a
comparable control group). Numerous experimental designs are
available for this purpose, and we consider them later in this
chapter.
In assessing on-the-job behavioral changes, allow a reasonable
period of time (e.g., at least three months) after the completion
of training before taking measures. This is especially important
for development programs that are designed to improve
decision-making skills or to change attitudes or leadership
styles. Such programs require at least three months before their
effects manifest themselves in measurable behavioral changes.
A large-scale meta-analysis reported an average interval of 133
days (almost 4.5 months) for the collection of outcome
measures in behavioral terms (Arthur et al., 2003). To detect the
changes, we need carefully developed techniques for systematic
observation and measurement. Examples include scripted, job-
related scenarios that use empirically derived scoring weights
(Ostroff, 1991), behaviorally anchored rating scales, self-
reports (supplemented by reports of subordinates, peers, and
supervisors), critical incidents, or comparisons of trained
behaviors with behaviors that were not trained (Frese, Beimel,
& Schoenborn, 2003).
24. Strategies for Measuring Training Outcomes in Terms of
Financial Impact
There continue to be calls for establishing the return on
investment (ROI) for training, particularly as training activities
continue to be outsourced and as new forms of technology-
delivered instruction are marketed as cost effective (Association
for Talent Development, 2016; LinkedIn Learning, 2017). Let’s
begin by examining what ROI is.
ROI relates program profits to invested capital. It does so in
terms of a ratio in which the numerator expresses some measure
of profit related to a project, and the denominator represents the
initial investment in a program (Cascio, Boudreau, & Fink, in
press). Suppose, for example, an organization invests $80,000
to design and deliver a wellness program. The program provides
a total annual savings of $240,000 in terms of reduced sick days
and improved health. The ROI is therefore [($240,000 –
$80,000)/$80,000] × 100%, or 200%. Its net benefit per dollar
spent is therefore 2:1. At a broader level, ROI has both
advantages and disadvantages. Its major advantage is that it is
simple and widely accepted. It blends in one number all the
major ingredients of profitability, and it can be compared with
other investment opportunities. On the other hand, it suffers
from two major disadvantages. One, although the logic of ROI
analysis appears straightforward, there is much subjectivity in
determining the inflow of returns produced by an investment,
how the inflows and outflows occur in each future time period,
and how much what occurs in future time periods should be
“discounted” to reflect greater risk and price inflation
(Boudreau & Ramstad, 2006).
Two, typical ROI calculations focus on one HR investment at a
time and fail to consider how those investments work together
as a portfolio (Boudreau & Ramstad, 2007). Training may
produce value beyond its cost, but would that value be even
higher if it were combined with proper investments in
individual incentives related to the training outcomes? As a
general conclusion, ROI is best used when measurable outcomes
25. are available (e.g., reductions in errors, sick days, or accidents),
the training can be linked to an organizationwide strategy (e.g.,
cost reduction, improved customer service), it has
management’s interest, and it is attended by many employees
(Noe, 2017).
Alternatively, financial outcomes may be assessed in terms of
utility analysis (see Chapter 14). Such measurement is not easy,
but the technology to do it is available and well developed. In
fact, the basic formula for assessing the outcomes of training in
dollar terms (Schmidt, Hunter, & Pearlman, 1982) builds
directly on the general utility formula for assessing the payoff
from selection programs (Equation 14.7):
ΔU = (T)(N)(dt)(SDy) − (N)(C), (16.1)
where ∆U is the dollar value of the training program, T is the
number of years’ duration of the training effect on
performance, N is the number of persons trained, dt is the true
difference in job performance between the average trained
worker and the average untrained worker in standard z-score
units (see Equation 16.2), SDy is the variability (standard
deviation) of job performance in dollars of the untrained group,
and C is the per-person cost of the training.
If the training is not held during working hours, then C should
include only direct training costs. If training is held during
working hours, then C should include, in addition to direct
costs, all costs associated with having employees away from
their jobs during the training. Employee time, for example,
should include a full labor-cost multiplier (salary, benefits, and
overhead). That value is a proxy for the opportunity costs of the
lost value that employees or managers would be creating if they
were not in training (Cascio et al., in press).
The term dt is called the effect size. We begin with the
assumption that there is no difference in job performance
between trained workers (those in the experimental group) and
untrained workers (those in the control group). The effect size
tells us (a) if there is a difference between the two groups and
(b) how large it is. The formula for effect size is
26. Other
(16.2)
dt=¯¯¯Xe−¯¯¯XcSD√ryydt=X¯e−X¯cSDryy
where ¯¯¯XeX¯e is the average job performance of the trained
workers (those in the experimental group), ¯¯¯XcX¯c is the
average job performance of the untrained workers (those in the
control group), SD is the standard deviation of the job
performance measure in the untrained group, and ryy is the
reliability of the job performance measure (e.g., the degree of
interrater agreement expressed as a correlation coefficient).
Equation 16.2 expresses effect size in standard-deviation units.
To express it as a percentage, change in performance (X), the
formula is
% change in X = dt × 100 × SDpretest/Meanpretest, (16.3)
where 100 × SDpretest/Meanpretest (the coefficient of
variation) is the ratio of the SD of pretest performance to its
mean, multiplied by 100, where performance is measured on a
ratio scale. Thus, to change dt into a change-in-output measure,
multiply dt by the coefficient of variation for the job in
question (Sackett, 1991).
When several studies are available, or when dt must be
estimated for a proposed human resource development (HRD)
program, dt is best estimated by the cumulated results of all
available studies, using the methods of meta-analysis. Such
studies are available in the literature (Arthur et al., 2003; Burke
& Day, 1986; Guzzo, Jette, & Katzell, 1985; Morrow, Jarrett, &
Rupinski, 1997). As they accumulate, managers will be able to
rely on cumulative knowledge of the expected effect sizes
associated with proposed HRD programs. Such a “menu” of
effect sizes for HRD programs will allow HR professionals to
compute the expected utilities of proposed HRD programs
before the decision is made to allocate resources to such
programs.
An Illustration of Utility Analysis
To illustrate the computation of the utility of training, suppose
we wish to estimate the net payoff from a training program in
27. supervisory skills. We develop the following information: T = 2
years; N = 100; dt = .31 (Mathieu & Leonard, 1987); SDy =
$30,000 (calculated by any of the methods we discussed
in Chapter 14); C = $4,000 per person. According to Equation
16.1, the net payoff from the training program is
ΔU = 2 × 100 × .31 × $30,000 – (100) ($4,000)
ΔU = $1,460,000 over two years
Yet this figure is illusory because it fails to consider both
economic and noneconomic factors that affect payoffs. For
example, it fails to consider the fact that $1,460,000 received in
two years is worth only $1,103,970 today (using the discount
rate of 15% reported by Mathieu & Leonard, 1987). It also fails
to consider the effects of variable costs and taxes (Boudreau,
1988). Finally, it looks only at a single cohort; but, if training is
effective, managers want to apply it to multiple cohorts. Payoffs
over subsequent time periods also must consider the effects of
attrition of trained employees, as well as decay in the strength
of the training effect over time (Cascio, 1989; Cascio et al., in
press). Even after taking all of these considerations into
account, the monetary payoff from training and development
efforts still may be substantial and well worth demonstrating.
As an example, consider the results of a four-year investigation
by a large, U.S.-based multinational firm of the effect and
utility of 18 managerial and sales/technical training programs.
The study is noteworthy, for it adopted a strategic focus by
comparing the payoffs from different types of training in order
to assist decision makers in allocating training budgets and
specifying the types of employees to be trained (Morrow et al.,
1997).
Over all 18 programs, the average improvement was about 17%
(.54 SD). However, for technical/sales training, it was higher
(.64 SD), and, for managerial training, it was lower (.31 SD).
Thus, training in general was effective.
The mean ROI was 45% for the managerial training programs
and 418% for the sales/technical training programs. However,
one inexpensive time-management program developed in-house
28. had an ROI of nearly 2,000%. When the economic utility of that
program was removed, the overall average ROI of the remaining
training programs was 84%, and the ROI of sales/technical
training was 156%.Why Not Hold All Training Programs
Accountable Strictly in Economic Terms?
In practice, this is a rather narrow view of the problem, for
economic indexes derived from the performance of operating
units often are subject to bias (e.g., turnover, market
fluctuations). Measures such as unit costs are not always under
the exclusive control of the manager, and the biasing influences
that are present are not always obvious enough to be
compensated for.
This is not to imply that measures of results or financial impact
should not be used to demonstrate a training program’s worth;
on the contrary, every effort should be made to do so. However,
those responsible for assessing training outcomes should be
well aware of the difficulties and limitations of measures of
results or financial impact. They also must consider the utility
of information-gathering efforts (i.e., if the costs of trying to
decide whether the program was beneficial outweigh any
possible benefits, then why make the effort?). At the same time,
given the high payoff of effective management performance, the
likelihood of such an occurrence is rather small. In short, don’t
ignore measures of results or financial impact. Thorough
evaluation efforts consider measures of training content and
design, measures of changes in learners, and organizational
payoffs. Why? Because together they address each of the
purposes of evaluation: to provide feedback to trainers and
learners, to provide data on which to base decisions about
programs, and to provide data to market them
Influencing Managerial Decisions With Program-Evaluation
Data
The real payoff from program-evaluation data is when the data
lead to organizational decisions that are strategically important
(Boudreau & Ramstad, 2007; Cascio et al., in press).
Mattson (2003) demonstrated convincingly that training-
29. program evaluations that are expressed in terms of results do
influence the decisions of operating managers to modify,
eliminate, continue, or expand such programs. He showed that
variables such as organizational cultural values (shared norms
about important organizational values), the complexity of the
information presented to decision makers, the credibility of that
information, and the degree of its abstractness versus its
concreteness affect managers’ perceptions of the usefulness and
ease of use of the evaluative information.
Other research has shed additional light on the best ways to
present evaluation results to operating managers. To enhance
managerial acceptance in the Morrow et al. (1997) study
described earlier, the researchers presented the utility model
and the procedures that they proposed to use to the CEO, as
well as to senior strategic planning and HR
managers, before conducting their research. They presented the
model and procedures as fallible, but reasonable, estimates. As
Morrow et al. (1997) noted, senior management’s
approval prior to actual application and consideration of utility
results in a decision-making context is particularly important
when one considers that nearly any field application of utility
analysis will rely on an effect size calculated with an imperfect
quasi-experimental design.
Mattson (2003) also recognized the importance of emphasizing
the same things that managers of operating departments were
paying attention to. Thus, in presenting results to managers of a
business unit charged with sales and service, he emphasized
outcomes attributed to the training program in terms that were
important to those managers (volume of sales, employee-
retention figures, and improvement in customer service levels).
Clearly the “framing” of the message is critical and has a direct
effect on its ultimate acceptability.
The sections that follow cover different types of experimental
designs. This material is relevant and important for all readers,
regardless of background. Even if you are not the person who
conducts a study, but simply one who reads a report written by
30. someone else, the discussion of experimental designs will help
you to be a better informed, more critical, consumer of that
information.
Classical Experimental Designs
An experimental design is a plan, an outline for conceptualizing
the relations among the variables of a research study. It also
implies how to control the research situation and how to analyze
the data (Kerlinger & Lee, 2000; Mitchell & Jolley, 2013).
Experimental designs can be used with either internal or
external criteria. For example, researchers can collect “before”
measures on the job before training and collect “after” measures
at the conclusion of training, as well as back on the job at some
time after training. Researchers use experimental designs so that
they can make causal inferences. That is, by ruling out
alternative plausible explanations for observed changes in the
outcome of interest, researchers want to be able to say that
training caused the changes.
Unfortunately, most experimental designs and most training
studies do not permit the causal arrow to point unequivocally
toward training (x) as the explanation for observed results (y)
(Eden, 2017). To do that, there are three necessary conditions
(see Shadish, Cook, & Campbell, 2002, for more on this). The
first requirement is that is that y did not occur until after x; the
second is that x and y are actually shown to be related; and the
third (and most difficult) is that other explanations of the
relationship between x and y can be eliminated as plausible
rival hypotheses.
· To illustrate, consider a study by Batt (2002). The study
examined the relationship among HR practices, employee quit
rates, and organizational performance in the service sector. Quit
rates were lower in establishments that emphasized high-
involvement work systems. Batt (2002) showed that a range of
HR practices was beneficial. Does that mean that the
investments in training per se “caused” the changes in the quit
rates and sales growth? No, but Batt (2002) did not claim that
31. they did. Rather, she concluded that the entire set of HR
practices contributed to the positive outcomes. It was
impossible to identify the unique contribution of training alone.
In fact, Shadish et al. Statistical-conclusion validity—the
validity of inferences about the correlation (covariation)
between treatment (e.g., training) and outcome
· Internal validity—the validity of inferences about whether
changes in one variable caused changes in another
· Construct validity—the validity of inferences from the
persons, settings, and cause-and-effect operations sampled
within a study to the constructs these samples represent
· External validity—the validity of inferences about the extent
to which results can be generalized across populations, settings,
and times
In the context of training, let’s consider 12 of these threats:
· History—specific events occurring between the “before” and
“after” measurements in addition to training
· Maturation—ongoing processes within the individual, such as
growing older or gaining job experience, which are a function
of the passage of time
· Testing—the effect of a pretest on posttest performance
· Instrumentation—the degree to which an instrument may
measure different attributes of an individual at two different
points in time (e.g., parallel forms of an attitude questionnaire
administered before and after training, or different raters rating
behavior before and after training)
· Statistical regression (also known as regression to the mean)—
changes in criterion scores resulting from selecting extreme
groups on a pretest
· Differential selection—using different procedures to select
individuals for experimental and control groups
· Attrition—differential loss of respondents from various groups
· Interaction of differential selection and maturation—that is,
assuming experimental and control groups were different to
begin with, the disparity between groups is compounded further
by maturational changes occurring during the training period
32. · Interaction of pretest with the experimental variable—during
the course of training, something reacts with the pretest in such
a way that the pretest has a greater effect on the trained group
than on the untrained group
· Interaction of differential selection with training—when more
than one group is trained, differential selection implies that the
groups are not equivalent on the criterion variable (e.g., skill in
using a computer) to begin with; therefore, they may react
differently to the training
· Reactive effects of the research situation—that is, the research
design itself so changes the trainees’ expectations and reactions
that one cannot generalize results to future applications of the
training
· Multiple-treatment interference—residual effects of previous
training experiences affect trainees differently (e.g., finance
managers and HR managers might not react comparably to a
human relations training program because of differences in their
previous training)
Table 16.1 presents examples of several experimental designs.
These designs are by no means exhaustive; they merely
illustrate the different kinds of inferences that researchers may
draw and, therefore, underline the importance of considering
experimental designs before training.
The threats may affect the following:Design A
Design A, in which neither the experimental nor the control
group receives a pretest, has not been used widely in training
research. This is because the concept of the pretest is deeply
ingrained in the thinking of researchers, although it is not
essential to true experimental designs (Campbell & Stanley,
1963). We hesitate to give up “knowing for sure” that
experimental and control groups were, in fact, “equal” before
training, even though the most adequate all-purpose assurance
of lack of initial biases between groups is randomization
(Highhouse, 2009). Within the limits of confidence stated by
tests of significance, randomization can suffice without the
pretest (Campbell & Stanley, 1963, p. 25).
33. Design A controls for testing as main effect and interaction, but
it does not measure them. Although such measurement is
tangential to the real question of whether training did or did not
produce an effect, the lack of pretest scores limits the ability to
generalize, since it is impossible to examine the possible
interaction of training with pretest ability level. In most
organizational settings, however, variables such as job
experience, age, or job performance are available either to use
as covariates or to “block” subjects—that is, to group them in
pairs matched on those variable(s) and then randomly to assign
one member of each pair to the experimental group and the
other to the control group. Both of these strategies increase
statistical precision and make posttest differences more
meaningful. In short, the main advantage of Design A is that it
avoids pretest bias and the “give-away” repetition of identical
or highly similar material (as in attitude-change studies), but
this advantage is not without costs. For example, it does not
prevent subjects from maturing or regressing; nor does it
prevent events other than treatment (such as history) from
occurring after the study begins (Shadish et al., 2002). That
said, when it is relatively costly to bring participants to an
evaluation and administration costs are particularly high, after-
only measurement of trained and untrained groups is best
(Kraiger, McLinden, & Casper, 2004).
Table 16.1 Experimental Designs Assessing Training and
Development Outcomes
Design C
Design C (before–after measurement with a single control
group) is adequate for most purposes, assuming that the
experimental and control sessions are run simultaneously.
Control is indispensable to the experimental method (Eden,
2017) and this design controls history, maturation, and testing
insofar as events that might produce a pretest–posttest
difference for the experimental group should produce similar
effects in the control group. We can control instrumentation
34. either by assigning observers randomly to single sessions (when
the number of observers is large) or by using each observer for
both experimental and control sessions and ensuring that they
do not know which subjects are receiving which treatments.
Random assignment of individuals to treatments serves as an
adequate control for regression or selection effects. Moreover,
the data available for Design C enable a researcher to tell
whether experimental mortality is a plausible explanation for
pretest–posttest gain.
Information concerning interaction effects (involving training
and some other variable) is important because, when present,
interactions limit the ability to generalize results—for example,
the effects of the training program may be specific only to those
who have been “sensitized” by the pretest. In fact, when highly
unusual test procedures (e.g., certain attitude questionnaires or
personality measures) are used or when the testing procedure
involves deception, surprise, stress, and the like, designs having
groups that do not receive a pretest (e.g., Design A) are highly
desirable, if not essential (Campbell & Stanley, 1963; Rosnow
& Rosenthal, 2008). In general, however, successful
replication of pretest–posttest changes at different times and in
different settings increases our ability to generalize by making
interactions of training with selection, maturation,
instrumentation, history, and so forth less likely.
To compare experimental and control group results in Design C,
either use analysis of covariance with pretest scores as the
covariate, or analyze “change” scores for each group (Cascio &
Kurtines, 1977; Cronbach & Furby, 1970; Edwards, 2002).
Design D
The most elegant of experimental designs, the Solomon (1949)
four-group design (Design D), parallels Design C except that it
includes two additional control groups (lacking the pretest).
C2 receives training plus a posttest; C3 receives only a posttest.
In this way, one can determine both the main effect of testing
and the interaction of testing with training. The four-group
design allows substantial increases in the ability to generalize,
35. and, when training does produce changes in criterion
performance, this effect is replicated in four different ways:
1. For the experimental group, posttest scores should be greater
than pretest scores.
2. For the experimental group, posttest scores should be greater
than C1 posttest scores.
3. C2 posttest scores should be greater than C3 posttest scores.
4. C2 posttest scores should be greater than C1 pretest scores.
If data analysis confirms these directional hypotheses, this
increases substantially the strength of inferences that can be
drawn on the basis of this design. Moreover, by comparing
C3 posttest scores with experimental-group pretest scores and
C1 pretest scores, one can evaluate the combined effect of
history and maturation.
Statistical analysis of the Solomon four-group design is not
straightforward, since there is no one statistical procedure that
makes use of all the data for all four groups simultaneously.
Since all groups do not receive a pretest, the use of analysis of
variance of gain scores (gain = posttest – pretest) is out of the
question. Instead, consider a simple 2 × 2 analysis of variance
of posttest scores (Solomon, 1949):
No Training
Training
Pretested
C1
E
Not Pretested
C3
C2
Estimate training main effects from column means, estimate
pretesting main effects from row means, and estimate
interactions of testing with training from cell means.
Despite its apparent advantages, the Solomon four-group design
is not without theoretical and practical problems (Bond, 1973;
Kerlinger & Lee, 2000). For example, it assumes that the simple
36. passage of time and training experiences affect all posttest
scores independently. However, some interaction between these
two factors is inevitable, thus jeopardizing the significance of
comparisons between posttest scores for C3 and pretest scores
for E and C1.
Serious practical problems also may emerge. The design
requires large numbers of persons in order to represent each
group adequately and to generate adequate statistical power. For
example, in order to have 30 individuals in each group, the
design requires 120 participants. This may be impractical or
unrealistic in many settings.
Here is a practical example of these constraints (Sprangers &
Hoogstraten, 1989). In two field studies of the impact of
pretesting on posttest responses, the researchers used
nonrandom assignment of 37 and 58 subjects in a Solomon four-
group design. Their trade-off of low statistical power for greater
experimental rigor illustrates the extreme difficulty of applying
this design in field settings.
A final difficulty lies in the application of the four-group
design. Solomon (1949) has suggested that, after the value of
the training is established using the four groups, the two control
groups that did not receive training then could be trained, and
two new groups could be selected to act as controls. In effect,
this would replicate the entire study—but would it? Sound
experimentation requires that conditions remain constant, but it
is quite possible that the first training program may have
changed the organization in some way, so that those who enter
the second training session already have been influenced.
Cascio (1976a) showed this empirically in an investigation of
the stability of factor structures in the measurement of attitudes.
The factor structure of a survey instrument designed to provide
a baseline measure of managerial attitudes toward African
Americans in the working environment did not remain constant
when compared across three different samples of managers from
the same company at three different time periods. During the
two-year period that the training program ran, increased societal
37. awareness of EEO, top management emphasis of it, and the fact
that over 2,200 managers completed the training program
probably altered participants’ attitudes and expectations even
before the training began.
Despite its limitations, when it is possible to apply the Solomon
four-group design realistically, to assign subjects randomly to
the four groups, and to maintain proper controls, this design
controls most of the sources of invalidity that it is possible to
control in one experimental design. Table 16.2 presents a
summary of the sources of invalidity for Designs A through D.
Table 16.1 Experimental Designs Assessing Training and
Development Outcomes
A
B
C
D
After-Only (One Control Group)
Before–After (No Control Group)
Before–After
(One Control Group)
Solomon Four–Group Design
Before–After (Three Control Groups)
E
C
E
E
C
E C1 C2 C3
Pretest
No
38. No
Yes
Yes
Yes
Yes Yes No No
Training
Yes
No
Yes
Yes
No
Yes No Yes No
Posttest
Yes
Yes
Yes
Yes
Yes
Yes Yes Yes Yes
Note: E refers to the experimental group. C refers to the control
group.Design B
The defining characteristic of Design B is that it compares a
group with itself. In theory, there is no better comparison, since
all possible variables associated with characteristics of the
subjects are controlled. In practice, however, when the objective
is to measure change, Design B is fraught with difficulties, for
numerous plausible rival hypotheses might explain changes in
outcomes. History is one. If researchers administer pre- and
posttests on different days, then events in between may have
caused any difference in outcomes. Although the history effect
is trivial if researchers administer pre- and posttests within a
one- or two-hour period, it becomes more and more plausible as
an alternative explanation for change as the time between pre-
39. and posttests lengthens.
Aside from specific external events, various biological or
psychological processes that vary systematically with time (i.e.,
maturation) also may account for observed differences. Hence,
between pre- and posttests, trainees may have grown hungrier,
more fatigued, or bored. “Changes” in outcomes simply may
reflect these differences.
Moreover, the pretest itself may change that which is being
measured. Hence, just the administration of an attitude
questionnaire may change an individual’s attitude; a manager
who knows that his sales-meeting conduct is being observed and
rated may change the way he behaves. In general, expect this
reactive effect whenever the testing process is itself a stimulus
to change rather than a passive record of behavior. The lesson is
obvious: Use nonreactive measures whenever possible (cf.
Rosnow & Rosenthal, 2008; Webb, Campbell, Schwartz, &
Sechrest, 2000).
Instrumentation is yet a fourth uncontrolled rival hypothesis in
Design B. If different raters do pre- and posttraining
observation and rating, this could account for observed
differences.
A fifth potential contaminant is statistical regression (i.e., less-
than-perfect pretest–posttest correlations) (Furby, 1973;
Kerlinger & Lee, 2000). This is a possibility whenever a
researcher selects a group for training because of its extremity
(e.g., all low scorers or all high scorers). Statistical regression
has misled many a researcher time and again. The way it works
is that lower scores on the pretest tend to be higher on the
posttest and higher scores tend to be lower on the posttest when,
in fact, no real change has taken place. This can deceive a
researcher into concluding erroneously that a training program
is effective (or ineffective). In fact, the higher and lower scores
of the two groups may be due to the regression effect.
A control group allows one to “control” for the regression
effect, since both the experimental and the control groups have
pretest and posttest scores. If the training program has had a
40. “real” effect, then it should be apparent over and above the
regression effect. That is, both groups should be affected by the
same regression and other influences, other things equal. So, if
the groups differ in the posttest, it should be due to the training
program (Kerlinger & Lee, 2000). The interaction effects
(selection and maturation, testing and training, and selection
and training) are likewise uncontrolled in Design B.
Despite all of the problems associated with Design B, it is still
better to use it to assess change (together with a careful
investigation into the plausibility of various threats), if that is
the best one can do, than to do no evaluation. After all,
organizations will make decisions about future training efforts
with or without evaluation data (Kraiger et al., 2004; Sackett &
Mullen, 1993). Moreover, if the objective is to measure
individual achievement (a targeted level of performance),
Design B can address that.
Limitations of Experimental Designs
Having illustrated some of the nuances of experimental design,
let’s pause for a moment to place design in its proper
perspective. First, exclusive emphasis on the design aspects of
measuring training outcomes is rather narrow in scope. An
experiment usually settles on a single criterion dimension, and
the whole effort depends on observations of that dimension
(Newstrom, 1978; Weiss & Rein, 1970). Hence, experimental
designs are quite limited in the amount of information they can
provide. There is no logical reason for investigators to consider
just a single criterion dimension, but this is usually what
happens. Ideally, an experiment should be part of a continuous
feedback process rather than just an isolated event or
demonstration (Shadish et al., 2002; Snyder et al., 1980).
Table 16.2 Source of Invalidity for Experimental Designs A
Through D
Note: A “+” indicates that the factor is controlled, a “-”
indicates that the factor is not controlled, a “?” indicates
possible source of concern, and a blank indicates that the factor
41. is not relevant. See text for appropriate qualifications regarding
each design.
Second, meta-analytic reviews have demonstrated that effect
sizes obtained from single-group pretest–posttest designs
(Design B) are systematically higher than those obtained from
control or comparison-group designs (Carlson & Schmidt, 1999;
Lipsey & Wilson, 1993). Type of experimental design therefore
moderates conclusions about the effectiveness of training
programs. Fortunately, corrections to mean effect sizes for data
subgrouped by type of dependent variable (differences are most
pronounced when the dependent variable is knowledge
assessment) and type of experimental design can account for
most such biasing effects (Carlson & Schmidt, 1999).
Third, it is important to ensure that any attempt to measure
training outcomes through the use of an experimental design has
adequate statistical power. Power is the probability of correctly
rejecting a null hypothesis when it is false (Murphy & Myors,
2003). Research indicates that the power of training-evaluation
designs is a complex issue, for it depends on the effect size
obtained, the reliability of the dependent measure, the
correlation between pre- and posttest scores, the sample size,
and the type of design used (Arvey, Cole, Hazucha, & Hartanto,
1985). Software that enables straightforward computation of
statistical power and confidence intervals (Power & Precision,
2000) should make power analysis a routine component of
training-evaluation efforts.
Finally, experiments often fail to focus on the real goals of an
organization. For example, experimental results may indicate
that job performance after treatment A is superior to
performance after treatment B or C. The really important
question, however, may not be whether treatment A is more
effective, but rather what levels of performance we can expect
from almost all trainees at an acceptable cost and the extent to
which improved performance through training “fits” the broader
strategic thrust of an organization. Box 16.1 is a practical
illustration of a true field experiment.Box 16.1 Practical
42. Illustration: A True Field Experiment With a Surprise Ending
The command teams of 18 logistics units in the Israel Defense
Forces were assigned randomly to experimental and control
conditions. Each command team included the commanding
officer of the unit plus subordinate officers, both commissioned
and noncommissioned. The command teams of the nine
experimental units underwent an intensive three-day team-
development workshop. The null hypothesis was that the
workshops had no effect on team or organizational functioning
(Eden, 1985).
The experimental design provided for three different tests of the
hypothesis, in ascending order of rigor. First, a Workshop
Evaluation Questionnaire was administered to team members
after the workshop to evaluate their subjective reactions to its
effectiveness.
Second, Eden (1985) assessed the before-and-after perceptions
of command team members in both the experimental and the
control groups by means of a Team Development Questionnaire,
which included ratings of the team leader, subordinates, team
functioning, and team efficiency. This is a true experimental
design (Design C), but its major weakness is that the outcomes
of interest were assessed in terms of responses from team
members who personally had participated in the workshops.
This might well lead to positive biases in the responses.
To overcome this problem, Eden used a third design. He
selected at random about 50 subordinates representing each
experimental and control unit to complete the Survey of
Organizations both before and after the team-development
workshops. This instrument measures organizational functioning
in terms of general management, leadership, coordination,
three-way communications, peer relations, and satisfaction.
Since subordinates had no knowledge of the team-development
workshops and therefore no ego involvement in them, this
design represents the most internally valid test of the
hypothesis. Moreover, since an average of 86% of the
subordinates drawn from the experimental-group units
43. completed the posttraining questionnaires, as did an average of
81% of those representing control groups, Eden could rule out
the effect of attrition as a threat to the internal validity of the
experiment. Rejection of the null hypothesis would imply that
the effects of the team-development effort really did affect the
rest of the organization.
To summarize: Comparison of the command team’s before-and-
after perceptions tests whether the workshop influenced the
team; comparison of the subordinates’ before-and-after
perceptions tests whether team development affected the
organization. In all, 147 command-team members and 600
subordinates completed usable questionnaires.
Results
Here’s the surprise: Only the weakest test of the hypothesis, the
postworkshop reactions of participants, indicated that the
training was effective. Neither of the two before-and-after
comparisons detected any effects, either on the team or on the
organization. Eden (1985) concluded:
The safest conclusion is that the intervention had no impact.
This disconfirmation by the true experimental designs bares the
frivolity of self-reported after-only perceptions of change. Rosy
testimonials by [trainees] may be self-serving, and their validity
is therefore suspect. (p. 98)
Quasi-Experimental Designs
In field settings, there often are major obstacles to conducting
true experiments. True experiments require the manipulation of
at least one independent variable, the random assignment of
participants to groups, and the random assignment of treatments
to groups (Kerlinger & Lee, 2000). Managers may disapprove of
the random assignment of people to conditions. Line managers
do not see their subordinates as interchangeable, like pawns on
a chessboard, and they often distrust randomness in
experimental design. Beyond that, some managers see training
evaluation as disruptive and expensive. Eden (2017) offered
44. eight strategies for overcoming deterrents to field
experimentation, including the avoidance of jargon,
explaining randomization to lay managers, transforming
proprietary data, and using emerging technologies, such as
experience sampling (Beal, 2015).
Despite calls for more rigor in training-evaluation designs
(Littrell, Salas, Hess, Paley, & Riedel, 2006; Shadish & Cook,
2009; Wang, 2002), some less-complete (i.e., quasi-
experimental) designs can provide useful data even though a
true experiment is not possible (Grant & Wall, 2009). What
makes them “quasi” is their lack of randomly created,
preexperimental equivalence, which degrades internal validity
(Eden, 2017). Shadish et al. (2002) offered a number of quasi-
experimental designs with the following rationale: The central
purpose of an experiment is to eliminate alternative hypotheses
that also might explain results. If a quasi-experimental design
can help eliminate some of these rival hypotheses, then it may
be worth the effort.
Because full experimental control is lacking in quasi-
experiments, it is important to know which specific variables
are uncontrolled in a particular design (cf. Tables
16.2 and 16.3). Investigators should, of course, design the very
best experiment possible, given their circumstances, but where
full control is not possible, they should use the most rigorous
design that is possible. For these reasons, we present four quasi-
experimental designs, together with their respective sources of
invalidity, in Table 16.3.
Table 16.3 Source of Invalidity for Four Quasi–Experimental
Designs
Note: A “ + ” indicates that the factor is controlled, a “−”
indicates that the factor is not controlled, a “?” indicates a
possible source of concern, and a blank indicates that the factor
is not relevant.
Design E
The time-series design is especially relevant for assessing the
45. outcomes of training and development programs. It uses a single
group of individuals and requires that criterion data be collected
at several points in time, both before and after training.
Criterion measures obtained before the introduction of the
training experience then are compared to those obtained after
training. A curve relating criterion scores to time periods may
be plotted, and, in order for an effect to be demonstrated, there
should be a discontinuity or change in the series of measures,
corresponding to the training program, that does not occur at
any other point. This discontinuity may represent an abrupt
change either in the slope or in the intercept of the curve. The
time-series design is frequently used to evaluate training
programs that focus on improving readily observable outcomes,
such as accident rates, productivity, and absenteeism. By
incorporating a large number of observations pre- and
posttraining, it allows researchers to analyze the stability of
training outcomes over time. To rule out alternative
explanations for evaluation results, consider using comparison
groups or reversal (a time period where participants no longer
receive the intervention) (Noe, 2017).Design F
Another makeshift experimental design, Design F, is
the nonequivalent control-group design. Although Design F
appears identical to Design C (before–after measurement with
one control group), there is a critical difference: In Design F,
individuals from a common population are not assigned
randomly to the experimental and control groups. This design is
common in applied settings where naturally occurring groups
must be used (e.g., work group A and work group B). Design F
is especially appropriate when Designs A and C are impossible
because even the addition of a nonequivalent control group
makes interpretation of the results much less ambiguous than in
Design B, the single-group pretest–posttest design. Needless to
say, the nonequivalent control group becomes much more
effective as an experimental control as the similarity between
experimental and control-group pretest scores increases. Box
16.2 illustrates the hazards of nonequivalent designs.
46. The major sources of invalidity in this design are the selection-
maturation interaction and the testing-training interaction. For
example, if the experimental group happens to consist of young,
inexperienced workers and the control group consists of older,
highly experienced workers who are tested and retested, a gain
in criterion scores that appears specific to the experimental
group might well be attributed to the effects of training when,
in fact, the gain would have occurred even without training.
Regression effects pose a further threat to unambiguous
inferences in Design F. This is certainly the case when
experimental and control groups are “matched” (which is no
substitute for randomization), yet the pretest means of the two
groups differ substantially. When this happens, changes in
criterion scores from pretest to posttest may well be due to
regression effects, not training. Despite these potential
contaminants, we encourage increased use of Design F,
especially in applied settings. Be aware of potential
contaminants that might make results equivocal, and attempt to
control them as much as possible. That said, do not assume that
statistical control after the experiment has been conducted can
substitute for random assignment to treatments (Carlson & Wu,
2012).Box 16.2 Practical Illustration: The Hazards of
Nonequivalent Designs
The hazards of nonequivalent designs are illustrated neatly in
the evaluations of a training program designed to improve the
quality of group decisions by increasing the decision-making
capabilities of its members. A study by Bottger and Yetton
(1987) that demonstrated the effectiveness of this approach used
experimental and control groups whose pretest scores differed
significantly. When Ganster, Williams, and Poppler (1991)
replicated the study using a true experimental design (Design C)
with random assignment of subjects to groups, the effect
disappeared.
Design G
We noted earlier that many managers reject the notion of
47. random assignment of participants to training and no-training
(control) groups. A type of design that those same managers
may find useful is the nonequivalent dependent variable design
(Shadish et al., 2002) or “internal referencing” strategy
(Haccoun & Hamtieux, 1994). The design is based on a single
treatment group and compares two sets of dependent variables—
one that training should affect (experimental variables), and the
other that training should not affect (control variables). Design
G can be used whenever the evaluation is based on some kind of
performance test.
Perhaps the major advantage of this design is that it effectively
controls two important threats to internal validity: testing and
the Hawthorne effect (i.e., simply reflecting on one’s behavior
as a result of participating in training could produce changes in
behavior). Another advantage, especially over a nonequivalent
control-group design (Design F), is that there is no danger that
an unmeasured variable that differentiates the nonequivalent
control group from the trained group might interact with the
training. For example, it is possible that self-efficacy might be
higher in the nonequivalent control group because volunteers
for such a control group may perceive that they do not need the
training in question (Frese et al., 2003).
Design G does not control for history, maturation, and
regression effects, but its most serious potential disadvantage is
that the researcher is able to control how difficult or easy it is
to generate significant differences between the experimental and
control variables. The researcher can do this by choosing
variables that are very different from or similar to those that are
trained.
To avoid this problem, choose control variables that are
conceptually similar to, but distinct from, those that are trained.
For example, in a program designed to teach inspirational
communication of a vision as part of training in charismatic
leadership, Frese et al. (2003) included the following as part of
set of experimental (trained) items: variation of speed, variation
of loudness, and use of “we.” Control (untrained) items
48. included, among others, the following: combines serious/factual
information with witty and comical, examples from practice,
and good organization, such as a, b, and c. The control items
were taken from descriptions of two training seminars on
presentation techniques. A different group of researchers
independently coded them for similarity to inspirational speech,
and the researchers chose items coded to be least similar.
Before–after coding of behavioral data indicated that
participants improved much more on the trained variables than
on the untrained variables (effect sizes of about 1.0 versus .3).
This suggests that training worked to improve the targeted
behaviors but did not systematically influence the untargeted
behaviors. At the same time, we do not know if there were long-
term, objective effects of the training on organizational
performance or on the commitment of subordinates.
Design H
A final quasi-experimental design, appropriate for cyclical
training programs, is known as the recurrent institutional cycle
design. It is Design H in Table 16.3. For example, a large
sales organization presented a management development
program, known as the State Manager Program, every two
months to small groups (12–15) of middle managers (state
managers). The one-week program focused on all aspects of
retail sales (e.g., new product development, production,
distribution, marketing, merchandising). The program was
scheduled so that all state managers (approximately 110) could
be trained over an 18-month period. This is precisely the type of
situation for which Design H is appropriate—that is, a large
number of persons will be trained, but not all at the same time.
Different cohorts are involved. Design H is actually a
combination of two (or more) before–after studies that occur at
different points in time. Group I receives a pretest at time 1,
then training, and then a posttest at time 2. At the same
chronological time (time 2), Group II receives a pretest,
training, and then a posttest at time 3. At time 2, therefore, an
experimental and a control group have, in effect, been created.
49. One can obtain even more information (and with quasi-
experimental designs, it is always wise to collect as much data
as possible or to demonstrate the effect of training in several
different ways) if it is possible to measure Group I again at time
3 and to give Group II a pretest at time 1. This controls the
effects of history. Moreover, the time 3 data for Groups I and II
and the posttests for all groups trained subsequently provide
information as to how the training program is interacting with
other organizational events to produce changes in the criterion
measure.
Several cross-sectional comparisons are possible with the cycle
design:
· Group I posttest scores at time 2 can be compared with Group
II pretest scores at time 2.
· Gains made in training for Group I (time 2 posttest scores) can
be compared with gains in training for Group II (time 3 posttest
scores).
· Group II posttest scores at time 3 can be compared with Group
I posttest scores at time 3 (i.e., gains in training versus gains
[or no gains] during the no-training period).
This design controls history and test–retest effects but not
differences in selection. One way to control for possible
differences in selection, however, is to split one of the groups
(assuming it is large enough) into two equated samples, one
measured both before and after training and the other measured
only after training:
Time 2
Time 3
Time 4
Group IIa
Measure
Train
Measure
Group IIb
—
50. Train
Measure
Comparison of the posttest scores of two carefully equated
groups (Groups IIa and IIb) is more precise than a similar
comparison of posttest scores of two unequated groups (Groups
I and II).
A final deficiency in the cycle design is the lack of adequate
control for the effects of maturation. This is not a serious
limitation if the training program is teaching specialized skills
or competencies, but it is a plausible rival hypothesis when the
objective of the training program is to change attitudes.
Campbell and Stanley (1963) expressed aptly the logic of these
makeshift designs:
[O]ne starts out with an inadequate design and then adds
specific features to control for one or another of the recurrent
sources of invalidity. The result is often an
inelegant accumulation of precautionary checks, which lacks the
intrinsic symmetry of the “true” experimental designs, but
nonetheless approaches experimentation. (p. 57)
Other quasi-experimental designs (cf. Grant & Wall, 2009;
Kerlinger & Lee, 2000; Shadish et al., 2002) are appropriate in
specialized situations, but the ones we have discussed seem well
suited to the types of problems that applied researchers are
likely to encounter.
Statistical, Practical, and Theoretical Significance
As in selection, the problem
of statistical versus practical significance is relevant for the
assessment of training outcomes. Demonstrations of statistically
significant change scores may mean little in a practical sense.
From a practical perspective, researchers must show that the
effects of training do make a difference to organizational
goals—in terms of lowered production costs, increased sales,
fewer grievances, and so on. Practical significance typically is
reflected in terms of effect sizes or measures of variance
51. accounted for (Grissom & Kim, 2014; Schmidt & Hunter, 2014).
A related issue concerns the relationship between practical and
theoretical significance. Training researchers frequently are
content to demonstrate only that a particular program “works”—
the prime concern being to sell the idea to top management or to
legitimize an existing (perhaps substantial) investment in a
particular development program. This is only half the story. The
real test is whether the new training program is superior to
previous or existing methods for accomplishing the same
objectives. To show this, firms need systematic research to
evaluate the effects of independent variables that are likely to
affect training outcomes—for example, different training
methods, different depths of training, or different types of
media for presenting training.
If researchers adopt this two-pronged approach to measuring
training outcomes and if they can map the effects of relevant
independent variables across different populations of trainees
and across different criteria, then the assessment takes on
theoretical significance. For example, using meta-analysis,
Arthur et al. (2003) found medium-to-large effect sizes for
organizational training (sample-weighted average effect sizes of
.60 for reaction criteria, .63 for measures of learning, and .62
for measures of behavior or results). Other organizations and
other investigators may use this knowledge to advantage in
planning their own programs. The concept of statistical
significance, while not trivial, in no sense guarantees practical
or theoretical significance—the major issues in outcome
measurement.
Logical Analysis
Experimental control is but one strategy for responding to
criticisms of the internal or statistical conclusion validity of a
research design (Eden, 2017; McLinden, 1995; Sackett &
Mullen, 1993). A logical analysis of the process and content of
training programs can further enhance our understanding
of why we obtained the results we did. As we noted earlier, both
52. qualitative and quantitative criteria are important for a thorough
understanding of training effects. Here are some qualitative
issues to consider:
· Were the goals of the training clear both to the organization
and to the trainees?
· Were the methods and content of the training relevant to the
goals?
· Were the proposed methods used and the proposed content
taught?
· Did it appear that learning was taking place?
· Does the training program conflict with any other program in
the organization?
· What kinds of criteria should be expected to show change as a
result of the training?
For every one of these questions, supplement the subjective
opinions of experts with objective data. For example, to provide
broader information regarding the second question, document
the linkage between training content and job content. A
quantitative method is available for doing this (Bownas,
Bosshardt, & Donnelly, 1985). It generates a list of tasks that
receive undue emphasis in training, those that are not being
trained, and those that instructors intend to train but that
graduates report being unable to perform. It proceeds as
follows:
1. Identify curriculum elements in the training program.
2. Identify tasks performed on the job.
3. Obtain ratings of the emphasis given to each task in training,
of how well it was learned, and of its corresponding importance
on the job.
4. Correlate the two sets of ratings—training emphasis and job
requirements—to arrive at an overall index of fit between
training and job content.
5. Use the ratings of training effectiveness to identify tasks that
appear to be over- or underemphasized in training.
Confront these kinds of questions during program
planning and evaluation. When integrated with responses to the
53. other issues presented earlier in this chapter, especially the
“systems” aspects of training impact, training outcomes become
much more meaningful. This is the ultimate payoff of the
measurement effort.
In Chapter 17, we continue our presentation by examining
emerging international issues in applied psychology and talent
management. We begin by considering the growth of HR
management issues across borders.