The document contains sample questions and answers related to airline industry and organizational structure.
1) The first section discusses how the history and culture of ABC airline has helped it face challenges by establishing its goals and adjusting to different players in the environment.
2) The second section notes that ABC airlines emphasized taking care of employees after the September 11 attacks severely impacted the airline industry.
3) Kolb's learning cycle and the four learning styles of diverging, assimilating, converging, and accommodating are defined based on how people approach tasks and respond emotionally.
El documento habla sobre el estrés en el trabajo. Define el estrés laboral como un conjunto de reacciones a aspectos adversos del contenido, organización o entorno laboral. Describe dos tipos de estrés: el estrés útil que prepara para cumplir objetivos, y el estrés dañino que es fuerte y continuo y altera al organismo. También enumera síntomas del estrés a nivel cognitivo, emocional, fisiológico y de comportamiento.
Programa de gestión de estrés desarrollado por Georgina Barquin. EStas diapositivas contienen poco texto. Asistir a la formación es lo que marca la diferencia.
El estrés metabólico es la respuesta del organismo ante cualquier tipo de agresión y consiste en la reorganización de los flujos de sustratos energéticos y estructurales para atenuar las alteraciones producidas en los sistemas corporales. Se divide en dos fases: la fase de hipermetabolismo, donde hay un aumento del gasto energético y consumo de oxígeno, y la fase de hipometabolismo, con una caída en estos parámetros. La respuesta metabólica tiene como objetivo producir la energía necesaria
Principios básicos para determinar las necesidades nutricionales (presentación)Noé González Gallegos
Síntesis del documento:
Hoyos de Takahashi C. Principios básicos para determinar las necesidades de nutrientes. En: Arenas Márquez H, Anaya Prado R. Nutrición enteral y parenteral. México: Mc Graw Hill Interamericana; 2007.
Dear students get fully solved SMU MBA assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
Reflective Practice in Teaching Essay
Reflective Assignment
Reflective Literature Review
Reflective Poetry Essay
Reflective Practice Essay
Reflective Essay On Science
Year End Reflection Essay
Experiential learning by david Kolb writeupNafisa Khan
David Kolb developed the theory of experiential learning, which defines learning as the process of creating knowledge from experience. The theory describes a four-stage cycle of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also described four learning styles - accommodating, diverging, converging, and assimilating - based on how people process information through the learning cycle. Kolb's theory provides a framework to understand individual learning styles and allow educators to design activities catered to different styles.
El documento habla sobre el estrés en el trabajo. Define el estrés laboral como un conjunto de reacciones a aspectos adversos del contenido, organización o entorno laboral. Describe dos tipos de estrés: el estrés útil que prepara para cumplir objetivos, y el estrés dañino que es fuerte y continuo y altera al organismo. También enumera síntomas del estrés a nivel cognitivo, emocional, fisiológico y de comportamiento.
Programa de gestión de estrés desarrollado por Georgina Barquin. EStas diapositivas contienen poco texto. Asistir a la formación es lo que marca la diferencia.
El estrés metabólico es la respuesta del organismo ante cualquier tipo de agresión y consiste en la reorganización de los flujos de sustratos energéticos y estructurales para atenuar las alteraciones producidas en los sistemas corporales. Se divide en dos fases: la fase de hipermetabolismo, donde hay un aumento del gasto energético y consumo de oxígeno, y la fase de hipometabolismo, con una caída en estos parámetros. La respuesta metabólica tiene como objetivo producir la energía necesaria
Principios básicos para determinar las necesidades nutricionales (presentación)Noé González Gallegos
Síntesis del documento:
Hoyos de Takahashi C. Principios básicos para determinar las necesidades de nutrientes. En: Arenas Márquez H, Anaya Prado R. Nutrición enteral y parenteral. México: Mc Graw Hill Interamericana; 2007.
Dear students get fully solved SMU MBA assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
Reflective Practice in Teaching Essay
Reflective Assignment
Reflective Literature Review
Reflective Poetry Essay
Reflective Practice Essay
Reflective Essay On Science
Year End Reflection Essay
Experiential learning by david Kolb writeupNafisa Khan
David Kolb developed the theory of experiential learning, which defines learning as the process of creating knowledge from experience. The theory describes a four-stage cycle of learning - concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb also described four learning styles - accommodating, diverging, converging, and assimilating - based on how people process information through the learning cycle. Kolb's theory provides a framework to understand individual learning styles and allow educators to design activities catered to different styles.
This document provides an overview of Kolb's experiential learning theory, which describes a four-stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles - diverging, assimilating, converging, and accommodating - that are defined by how people balance the learning cycle stages of perceiving and processing information. The theory emphasizes that effective learning involves going through all stages of the cycle and that different learning styles may prefer different stages. The document concludes by discussing educational implications, such as using the learning cycle to design activities that engage all learners and help develop their weaker styles.
This document discusses different types and levels of organizational change. It describes episodic change as infrequent, discontinuous and intentional periods of change triggered by external forces. Continuous change is described as ongoing, incremental modifications driven internally. The ideal organization is capable of adapting continuously through both types of change. Different metaphors and frameworks are provided for analyzing episodic versus continuous change processes, along with the role of change agents in redirecting organizational change.
This document discusses the evolution and definition of organizational behavior (OB) as a field of study. It defines OB as the study of individuals and groups within organizations, with a focus on individual and micro-level interactions. The document outlines three dimensions that define the conceptual domain of OB: (1) an independent variable-dependent variable framework for problem-solving, (2) an orientation toward facilitating change, and (3) a humanistic concern for self-development. The document also discusses how OB has developed constructs, models, facts, and technologies to study topics like motivation, leadership, and organizational structure. Finally, it concludes that traditional distinctions between OB and related fields are blurring, suggesting a movement toward an "enacted
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was originally designed in 1956 and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The revised taxonomy changes the categories to verbs and rearranges them to reflect more active thinking. It also adds a matrix combining cognitive processes and levels of knowledge to help create learning objectives.
St john the baptist college nedumkunnam projectBobby Thoms
Kolb's experiential learning theory describes how experience is translated into concepts through a four-stage cycle. The cycle begins with a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. Kolb also described four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners balance the four stages. The theory provides guidance for educators in developing learning opportunities that engage different styles and help learners progress through the full cycle. It emphasizes the importance of experiential learning and reflection, and critiques approaches that lack real-world application or do not build on students' prior experiences.
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...Simon Buckingham Shum
The document discusses the design of a writing app to provide formative feedback on reflective writing. It describes why reflection is important for learning and professional development. It then outlines a conceptual model and rubric for assessing the depth of reflection in writing, from non-reflective to reflective to critically reflective. The goal is to develop students' capability for written reflection and help them progress from simply describing experiences to more deeply examining feelings, challenges, and lessons learned. The app would provide automated feedback on drafts to support developing reflective writing skills.
An Emergent Approach to Transitioning Toward Agile OrganizationMichael Hamman
To provide some models and perspectives to help leaders and managers bring about effective and adaptive transition
to organizational and software agility
This document provides a summary of Heba Saleh's Kolb learning style inventory results. It shows that her strongest learning preferences are for concrete experience (86th percentile) and active experimentation (70th percentile). Her next strongest preference is for reflective observation (68th percentile), followed by abstract conceptualization (5th percentile). The document also explains Kolb's model of the learning cycle and the four different learning styles/preferences - concrete experience, reflective observation, abstract conceptualization, and active experimentation. It provides descriptions of each learning style and suggestions for how Heba can apply her results.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
The document discusses Kolb's experiential learning theory, which presents a four-stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also describes four different learning styles - diverging, assimilating, converging, and accommodating - based on how people process information at each stage of the cycle. Kolb's model emphasizes that effective learning is an ongoing process that involves acquiring knowledge through transforming experiences.
McKonly & Asbury Webinar - Successful Investing in Human CapitalMcKonly & Asbury, LLP
We had another great webinar presented by Greg Lowe (Partner/COO) with McKonly & Asbury and Mark Pulaski, CPA, CGMA, CFP (Senior Consultant) with Cornerstone Advisors! Thank you to everyone that attended.
We objectively discussed recruiting strategies and the pros and cons of the various methods available in the marketplace today. We then talked about the various tools used for assessing potential new hires, as well as existing staff members that might be considered for promotion. When faced with difficult decisions, choosing the best person with the highest probability for success is how high performance organizations gain an edge. The conversation ended with a focus on both the process and the tools necessary to make the best human capital investments for your organization and was perfect for hiring managers, human resource professionals, or those seeking to evaluate promotion decisions among many good choices.
Check out our Upcoming Events page for news and updates on our future seminars and webinars.
For more information on this topic or to submit a question for Greg or Mark, use our contact page at www.macpas.com/contact or email them directly at glowe@macpas.com or mpulaski@cornerstoneadvisors.com. You can find out more about Cornerstone Advisors on their website.
http://www.macpas.com/webinar-recap-successful-investing-in-human-capital
The document discusses the concept of "orbit-shifting innovation" which involves anchoring oneself on a desirable future reality and working backwards to identify opportunities that could lead to disproportionate ecosystem-wide impact through small shifts. It outlines Erehwon Innovation's methodology for leading organizations through an orbit-shift, including insight dialogues, identifying mental models and "orbit-shift keystones", and conducting expeditions to synthesize insights and refine the keystones. The goal is to challenge existing mindsets and conceive breakthrough innovations that create new ecosystems or business models.
Experiential learning involves learning from direct experience through a process of reflection. Kolb's experiential learning cycle describes a four stage process of 1) having a concrete experience, 2) observing and reflecting on that experience, 3) forming abstract concepts based on the reflection, and 4) actively testing the concepts. An example given is learning to drive a car, which some may start by observing others, some by reading, and some by practicing driving directly.
This chapter introduces organizational behavior (OB) and defines it as the study of how individuals and groups act within organizations and how their behaviors affect organizational performance. It discusses the importance of interpersonal skills for managers and describes managers' roles and functions. The chapter also identifies the major behavioral science disciplines that contribute to OB, such as psychology, sociology, and anthropology. Finally, it outlines challenges and opportunities for applying OB concepts, like managing diversity and stimulating innovation, and compares the three levels of analysis in the book's OB model: inputs, processes, and outcomes.
This chapter introduces organizational behavior (OB) and defines it as the study of how individuals and groups act within organizations and how their behaviors affect organizational performance. It discusses the importance of interpersonal skills for managers and describes managers' roles and functions. The chapter also identifies the major behavioral science disciplines that contribute to OB, such as psychology, sociology, and anthropology. Finally, it outlines challenges and opportunities for applying OB concepts, like managing diversity and stimulating innovation, and compares the three levels of analysis in the book's OB model: inputs, processes, and outcomes.
The document provides information about the Institute for Professional Excellence in Coaching (iPEC) and their accredited coach training program. It introduces some of the key concepts from their Core Energy Coaching process, including energetic capacity, engagement, and total engaged energy. It describes the seven levels of core energy and how understanding a person's energetic profile can provide insights into their behavior, attitudes, and potential for success.
This document discusses reflective practice and different models of reflection. It defines reflective practice as the ability to reflect on actions to continuously improve the learning process. Reflection involves thinking about experiences, considering different perspectives, and learning from those experiences to inform future actions. The document outlines several influential models of reflection, including John Dewey's perspective of active consideration of knowledge and beliefs, Donald Schon's model of reflection-in-action and on-action, David Kolb's cyclical four-stage learning process, and Brookfield's use of four "critical lenses" through which to view practice. Reflective practice is presented as key to lifelong learning and professional development.
This document discusses reflective practice and different models of reflection. It defines reflective practice as the ability to reflect on actions to continuously improve the learning process. Reflection involves thinking about experiences, considering different perspectives, and learning from those experiences to inform future actions. The document outlines several influential models of reflection, including John Dewey's perspective of active consideration of knowledge and beliefs, Donald Schon's model of reflection-in-action and on-action, David Kolb's cyclical four-stage learning process, Peter's DATA model of describe, analyze, theorize and act, and Brookfield's use of four critical lenses of different perspectives. Reflective practice is presented as key to lifelong learning and professional development.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 4-Reflective Practice-AIOU-8611Ek ra
This document discusses reflective practice and different models of reflection. It defines reflective practice as the ability to reflect on actions to continuously improve the learning process. Several influential thinkers on reflection are covered, including John Dewey, Donald Schon, David Kolb, and Stephen Brookfield. Dewey viewed reflection as actively and carefully reconsidering beliefs in light of evidence. Schon focused on reflection occurring both in and on action for professionals. Kolb's model of reflection involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Brookfield recommended using four "critical lenses" of reflection: autobiography, students, peers, and theory. Overall, the document emphasizes that reflecting before, during, and after actions
This document provides information about professional development services offered by Aaron Givan. It discusses assessing personal styles, providing guidance for professional development, and educational resources. Services include personal, professional, and staff development training and consulting to enhance customer satisfaction. Products include training for creative development and effective communication. The document also discusses using a naturalistic approach to understand organizational structure and flexibility, with examples of balancing structure and dynamics. It provides models for assessing realtor decision making and a professional excellence program.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of Kolb's experiential learning theory, which describes a four-stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses four learning styles - diverging, assimilating, converging, and accommodating - that are defined by how people balance the learning cycle stages of perceiving and processing information. The theory emphasizes that effective learning involves going through all stages of the cycle and that different learning styles may prefer different stages. The document concludes by discussing educational implications, such as using the learning cycle to design activities that engage all learners and help develop their weaker styles.
This document discusses different types and levels of organizational change. It describes episodic change as infrequent, discontinuous and intentional periods of change triggered by external forces. Continuous change is described as ongoing, incremental modifications driven internally. The ideal organization is capable of adapting continuously through both types of change. Different metaphors and frameworks are provided for analyzing episodic versus continuous change processes, along with the role of change agents in redirecting organizational change.
This document discusses the evolution and definition of organizational behavior (OB) as a field of study. It defines OB as the study of individuals and groups within organizations, with a focus on individual and micro-level interactions. The document outlines three dimensions that define the conceptual domain of OB: (1) an independent variable-dependent variable framework for problem-solving, (2) an orientation toward facilitating change, and (3) a humanistic concern for self-development. The document also discusses how OB has developed constructs, models, facts, and technologies to study topics like motivation, leadership, and organizational structure. Finally, it concludes that traditional distinctions between OB and related fields are blurring, suggesting a movement toward an "enacted
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was originally designed in 1956 and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories moving from simple recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. The revised taxonomy changes the categories to verbs and rearranges them to reflect more active thinking. It also adds a matrix combining cognitive processes and levels of knowledge to help create learning objectives.
St john the baptist college nedumkunnam projectBobby Thoms
Kolb's experiential learning theory describes how experience is translated into concepts through a four-stage cycle. The cycle begins with a concrete experience followed by reflective observation, abstract conceptualization, and active experimentation. Kolb also described four distinct learning styles - diverging, assimilating, converging, and accommodating - that are defined by how learners balance the four stages. The theory provides guidance for educators in developing learning opportunities that engage different styles and help learners progress through the full cycle. It emphasizes the importance of experiential learning and reflection, and critiques approaches that lack real-world application or do not build on students' prior experiences.
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...Simon Buckingham Shum
The document discusses the design of a writing app to provide formative feedback on reflective writing. It describes why reflection is important for learning and professional development. It then outlines a conceptual model and rubric for assessing the depth of reflection in writing, from non-reflective to reflective to critically reflective. The goal is to develop students' capability for written reflection and help them progress from simply describing experiences to more deeply examining feelings, challenges, and lessons learned. The app would provide automated feedback on drafts to support developing reflective writing skills.
An Emergent Approach to Transitioning Toward Agile OrganizationMichael Hamman
To provide some models and perspectives to help leaders and managers bring about effective and adaptive transition
to organizational and software agility
This document provides a summary of Heba Saleh's Kolb learning style inventory results. It shows that her strongest learning preferences are for concrete experience (86th percentile) and active experimentation (70th percentile). Her next strongest preference is for reflective observation (68th percentile), followed by abstract conceptualization (5th percentile). The document also explains Kolb's model of the learning cycle and the four different learning styles/preferences - concrete experience, reflective observation, abstract conceptualization, and active experimentation. It provides descriptions of each learning style and suggestions for how Heba can apply her results.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
The document discusses Kolb's experiential learning theory, which presents a four-stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also describes four different learning styles - diverging, assimilating, converging, and accommodating - based on how people process information at each stage of the cycle. Kolb's model emphasizes that effective learning is an ongoing process that involves acquiring knowledge through transforming experiences.
McKonly & Asbury Webinar - Successful Investing in Human CapitalMcKonly & Asbury, LLP
We had another great webinar presented by Greg Lowe (Partner/COO) with McKonly & Asbury and Mark Pulaski, CPA, CGMA, CFP (Senior Consultant) with Cornerstone Advisors! Thank you to everyone that attended.
We objectively discussed recruiting strategies and the pros and cons of the various methods available in the marketplace today. We then talked about the various tools used for assessing potential new hires, as well as existing staff members that might be considered for promotion. When faced with difficult decisions, choosing the best person with the highest probability for success is how high performance organizations gain an edge. The conversation ended with a focus on both the process and the tools necessary to make the best human capital investments for your organization and was perfect for hiring managers, human resource professionals, or those seeking to evaluate promotion decisions among many good choices.
Check out our Upcoming Events page for news and updates on our future seminars and webinars.
For more information on this topic or to submit a question for Greg or Mark, use our contact page at www.macpas.com/contact or email them directly at glowe@macpas.com or mpulaski@cornerstoneadvisors.com. You can find out more about Cornerstone Advisors on their website.
http://www.macpas.com/webinar-recap-successful-investing-in-human-capital
The document discusses the concept of "orbit-shifting innovation" which involves anchoring oneself on a desirable future reality and working backwards to identify opportunities that could lead to disproportionate ecosystem-wide impact through small shifts. It outlines Erehwon Innovation's methodology for leading organizations through an orbit-shift, including insight dialogues, identifying mental models and "orbit-shift keystones", and conducting expeditions to synthesize insights and refine the keystones. The goal is to challenge existing mindsets and conceive breakthrough innovations that create new ecosystems or business models.
Experiential learning involves learning from direct experience through a process of reflection. Kolb's experiential learning cycle describes a four stage process of 1) having a concrete experience, 2) observing and reflecting on that experience, 3) forming abstract concepts based on the reflection, and 4) actively testing the concepts. An example given is learning to drive a car, which some may start by observing others, some by reading, and some by practicing driving directly.
This chapter introduces organizational behavior (OB) and defines it as the study of how individuals and groups act within organizations and how their behaviors affect organizational performance. It discusses the importance of interpersonal skills for managers and describes managers' roles and functions. The chapter also identifies the major behavioral science disciplines that contribute to OB, such as psychology, sociology, and anthropology. Finally, it outlines challenges and opportunities for applying OB concepts, like managing diversity and stimulating innovation, and compares the three levels of analysis in the book's OB model: inputs, processes, and outcomes.
This chapter introduces organizational behavior (OB) and defines it as the study of how individuals and groups act within organizations and how their behaviors affect organizational performance. It discusses the importance of interpersonal skills for managers and describes managers' roles and functions. The chapter also identifies the major behavioral science disciplines that contribute to OB, such as psychology, sociology, and anthropology. Finally, it outlines challenges and opportunities for applying OB concepts, like managing diversity and stimulating innovation, and compares the three levels of analysis in the book's OB model: inputs, processes, and outcomes.
The document provides information about the Institute for Professional Excellence in Coaching (iPEC) and their accredited coach training program. It introduces some of the key concepts from their Core Energy Coaching process, including energetic capacity, engagement, and total engaged energy. It describes the seven levels of core energy and how understanding a person's energetic profile can provide insights into their behavior, attitudes, and potential for success.
This document discusses reflective practice and different models of reflection. It defines reflective practice as the ability to reflect on actions to continuously improve the learning process. Reflection involves thinking about experiences, considering different perspectives, and learning from those experiences to inform future actions. The document outlines several influential models of reflection, including John Dewey's perspective of active consideration of knowledge and beliefs, Donald Schon's model of reflection-in-action and on-action, David Kolb's cyclical four-stage learning process, and Brookfield's use of four "critical lenses" through which to view practice. Reflective practice is presented as key to lifelong learning and professional development.
This document discusses reflective practice and different models of reflection. It defines reflective practice as the ability to reflect on actions to continuously improve the learning process. Reflection involves thinking about experiences, considering different perspectives, and learning from those experiences to inform future actions. The document outlines several influential models of reflection, including John Dewey's perspective of active consideration of knowledge and beliefs, Donald Schon's model of reflection-in-action and on-action, David Kolb's cyclical four-stage learning process, Peter's DATA model of describe, analyze, theorize and act, and Brookfield's use of four critical lenses of different perspectives. Reflective practice is presented as key to lifelong learning and professional development.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 4-Reflective Practice-AIOU-8611Ek ra
This document discusses reflective practice and different models of reflection. It defines reflective practice as the ability to reflect on actions to continuously improve the learning process. Several influential thinkers on reflection are covered, including John Dewey, Donald Schon, David Kolb, and Stephen Brookfield. Dewey viewed reflection as actively and carefully reconsidering beliefs in light of evidence. Schon focused on reflection occurring both in and on action for professionals. Kolb's model of reflection involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Brookfield recommended using four "critical lenses" of reflection: autobiography, students, peers, and theory. Overall, the document emphasizes that reflecting before, during, and after actions
This document provides information about professional development services offered by Aaron Givan. It discusses assessing personal styles, providing guidance for professional development, and educational resources. Services include personal, professional, and staff development training and consulting to enhance customer satisfaction. Products include training for creative development and effective communication. The document also discusses using a naturalistic approach to understand organizational structure and flexibility, with examples of balancing structure and dynamics. It provides models for assessing realtor decision making and a professional excellence program.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. ASSISGNMENTS A
SECTION-A
Q1 Why do you think the history and culture of ABC has helped to face challenge?
Ans : Because ABC industry is considered to have its own life ,ABC airlines was invented rises and
provides various products and services to the people . its mature and provides better product services .
The ABC airlines its goals are known .This is the stage where the industry initialized its planned actions
and adjust to the different players of the envieronment . rapid growth industry mature stages were the
product services known to the people. Last stage is the shakeout stage wherein the industry experiences
more problems and the stability and lonenity of the industry questioned .this stage is useful for the ABC
airlines to comeout with the the problem whenever its arived.
Q2 why did ABC airlines take extra emphasis on taking care of the employees and building relationship?
Ans: because the September 11 attack which gives a severe blow to the airline industry.
SECTION B
Q1 WHAT IS ORGANIZATION STRUCTURE ? WHY ITS IMPORTANT?
ANS: ORGANIZATION STRUCTURE : Institutional arrangments and mechanism for mobilizing
human,physical,financial and information resources at all the systems is called as structure of an
organization
Culture is made up of the values belives, underlying assumptions, attitudes and behaviour that
results when group arrives at a set of generally unspoken and unwritten
An organization structure establishes just that in an organization - a structure....without which there
would be no chain of command for priorities to be established...nor would there be an escalation
structure when issues that need resolution arise. The structure also defines what different areas and
2. people in the organization do/responsible for. An organization is a collection of various roles that have
been identified and defined and staffed so as to achieve the overall objectives of the organization. The
structure is this preestablished definition.
THE IMPORTANCE OF ORGANIZATION STRUCTURE
The importance of an organizational structure involves assisting business owners, CEOs, and
entrepreneurs to conceptualize, visualize, and construct a hierarchical system to be implemented
into their organization. For example, the building blocks of an organizational structure include: a
chain of command, span of control, departmentalization, distribution of authority, and
organization height
CHAIN OF COMMAND
An organizational structure involves a chain of command which determines and defines:
job positions, who makes the decisions, and who's accountable for various duties.
SPAN OF CONTROL
Span of control determines and quantifies the actual amount of employees a manager
supervises.
DEPARTMENTALIATION
Departments within an organization structure are sections of the structure divided into
functional divisions (such as the Sales Department) relevant to specific tasks.
Determining what activities, tasks, and talents are to be grouped to best achieve an
origination's objective is called the departmentalization process.
DISTRIBUTION AUTHORITY
Distribution of authority determines if decision-making authority is concentrated among a
few high-level figures commonly seen in bureaucratic organizations or is the authority
shared and distributed throughout a variety of departments working closet to the their
corresponding tasks.
ORGANIZATION HEIGHT
Organization height defines how many departments, divisions, and layers there are
between the highest levels and the lowest levels of an organization.
Q2 what is the impact of culture on an organization?
3. Ans: 1> attitude
2>behavior
3>systems and processes
Attitude: What most people choose to believe or say about their work and environment.
Behavior: How people choose to act interpersonally and whether they choose to consistently deliver the
desired results.
Systems and Processes: The effectiveness and ease of using the systems and processes people interact
with on a daily basis.
The culture of an organization is the sum total of the common attitudes and beliefs held by people
based on their experiences. These experiences then influence the behavior and willingness of everyone
to work with or against the systems and processes. Whether you recognize it or not, every organization
has a culture. With effort, that culture can become the one you design or it can evolve based on
people’s positive or negative experiences.
When organizations consider culture change most of them do a fairly good job planning for the three
impacts on culture described above. They start by defining the mission and values – and how people
should talk about the organization (attitude). They will often come with a new set of behaviors
(competencies) and put together a lengthy list of processes to work on to make them more effective or
reduce waste. Planning the change is relatively easy. All too often though, efforts to change a culture
often don’t last or take hold and this keeps the skepticism high about future change efforts.
The one key factor that determines whether culture change will happen is leadership. Leadership
attitudes, behaviors and practices are often discussed as areas for improvement while planning culture
change. But once plans are ready for implementation, being able to attain real leadership improvement
seems to be the single biggest challenge, as leaders have the biggest impact on the final outcome of
culture change.
Q3 draw kolb’s Cycle of Learning and briefly describe the four learning styles.
Ans: DAVID KOLB;S LEARNING THEORY MODEL:
Kolb’s learning theory sets four distinct learning styles, which are based on a four –stage learning
cyle.(which might also be interpreted as a ‘training cycle’
Kolb's experiental learning style theory is typically represented by a four stage learning cycle in
which the learner 'touches all the bases':
1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of
existing experience)
4. 2. Reflective Observation (of the new experience. Of particular importance are any
inconsistencies between experience and understanding)
3. Abstract Conceptualisation (Reflection gives rise to a new idea, or a modification of an
existing abstract concept)
4. Active Experimentation (the learner applies them to the world around them to see what
results)
Kolb Experiental Learning Styles
Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage
learning cycle.
Kolb explains that different people naturally prefer a certain single different learning style.
Various factors influence a person's preferred style. For example, social environment,
educational experiences, or the basic cognitive structure of the individual.
Whatever influences the choice of style, the learning style preference itself is actually the
product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented
as lines of axis, each with 'conflicting' modes at either end:
Concrete Experience - CE (feeling) ----V----
Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing)--- V----
Reflective Observation - RO (watching)
A typical presentation of Kolb's two
continuums is that the east-west axis is called
the Processing Continuum (how we
approach a task), and the north-south axis is
called the Perception Continuum (our
emotional response, or how we think or feel
about it).
Kolb believed that we cannot perform both
variables on a single axis at the same time (e.g. think and feel).
Our learning style is a product of these two choice decisions.
It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix.
Each learning style represents a combination of two preferred styles. The diagram also highlights
5. Kolb's terminology for the four learning styles; diverging, assimilating, and converging,
accommodating:
Doing (Active Experimentation - AE) Watching (Reflective Observation - RO) Feeling (Concrete
Experience - CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization - AC)
Converging (AC/AE) Assimilating (AC/RO)
Kolb Learning Styles Definitions
Knowing a person's (and your own) learning style enables learning to be orientated according to
the preferred method. That said, everyone responds to and needs the stimulus of all types of
learning styles to one extent or another - it's a matter of using emphasis that fits best with the
given situation and a person's learning style preferences.
Here are brief descriptions of the four Kolb learning styles:
Diverging (feeling and watching - CE/RO)
These people are able to look at things from different perspectives. They are sensitive.
They prefer to watch rather than do, tending to gather information and use imagination to solve
problems.
They are best at viewing concrete situations several different viewpoints.
6. Kolb called this style 'Diverging' because these people perform better in situations that require
ideas-generation, for example, brainstorming. People with a Diverging learning style have broad
cultural interests and like to gather information. They are interested in people, tend to be
imaginative and emotional, and tend to be strong in the arts. People with the Diverging style
prefer to work in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking - AC/RO)
The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are
more important than people. These people require good clear explanation rather than practical
opportunity. They excel at understanding wide-ranging information and organising it a clear
logical format. People with an Assimilating learning style are less focused on people and more
interested in ideas and abstract concepts. People with this style are more attracted to logically
sound theories than approaches based on practical value.
These learning style people is important for effectiveness in information and science careers. In
formal learning situations, people with this style prefer readings, lectures, exploring analytical
models, and having time to think things through.
Converging (doing and thinking - AC/AE)
People with a Converging learning style can solve problems and will use their learning to find
solutions to practical issues. They prefer technical tasks, and are less concerned with people and
interpersonal aspects. People with a Converging learning style are best at finding practical uses
for ideas and theories. They can solve problems and make decisions by finding solutions to
questions and problems.
People with a Converging learning style are more attracted to technical tasks and problems than
social or interpersonal issues. A Converging learning style enables specialist and technology
abilities. People with a Converging style like to experiment with new ideas, to simulate, and to
work with practical applications.
Accommodating (doing and feeling - CE/AE)
The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These
people use other people's analysis, and prefer to take a practical, experiential approach. They are
attracted to new challenges and experiences, and to carrying out plans. They commonly act on
'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend
to rely on others for information than carry out their own analysis. This learning style is
prevalent.
Q4 STATE THE TWO PURPOSES OF LEARNING STYLE INVENTORY
7. ANS: LEARNING STYLE USEFUL IN IMPROVING STUDENTS' LEARNING
Information about style can help faculty become more sensitive to the differences students bring
to the classroom. It can also serve as a guide in designing learning experiences that match or
mismatch students' styles, depending on the teacher's purpose. Matching is particularly
appropriate in working with poorly prepared students and with new college students, as the most
attrition occurs in those situations. Some studies show that identifying a student's style and then
providing instruction consistent with that style contribute to more effective learning.
In other instances, some mismatching may be appropriate so that students' experiences help them
to learn in new ways and to bring into play ways of thinking and aspects of the self not
previously developed. Any mismatching, however, should be done with sensitivity and
consideration for students, because the experience of discontinuity can be very threatening,
particularly when students are weak in these areas. Knowledge of learning style can thus help
faculty design experiences appropriate for students in terms of matching or mismatching and
enable them to do so thoughtfully and systematically.
OUTSIDE THE CLASSROOM
Information about learning style is extremely helpful in student affairs. In counseling, for
example, style may suggest which approaches to counseling to use for particular students.
Further, when students have problems in courses, it can guide counselors' efforts at intervention.
In orientation, it can help students understand their own preferences and strengths in learning and
be a stimulus for developing new ways of learning.
Learning style is useful in the work setting as well. It enables administrative leaders to be more
insightful about using staff members in ways that call on their greatest strengths--a particularly
important feature in the future as colleges and universities focus more on individuals' ability to
perform tasks than on where they are in the organizational hierarchy. At the same time, the use
of information about learning styles reminds us that an institution that is seriously interested in
the development of students as a purpose needs to embrace such a concept for faculty and
administrators as well.
ADDITIONAL RESEARCH NEEDED
The most pressing need is to learn more about the learning styles of minority students--a
particularly important subject in the face of participation and graduation rates that indicate higher
education is not serving black students well. Changing demographics portend an even more
diverse student body in the future, with increasing numbers of Hispanics and other ethnic groups.
Instruments that take cultural differences into account need to be developed.
Second, research is needed to clarify how much difference it makes if teaching methods are
incongruent with a student's style. Studies that speak to the role and potency of style, seen in
conjunction with other important variables, would help teachers significantly. The development
of better instrumentation to identify styles should be a key part of such research.
8. Third, research is needed to illuminate the connections and interaction between style,
developmental stage, disciplinary perspectives, and epistemology. A better understanding of the
link between them would provide a helpful framework for examining teaching methodologies,
the role of learning in individual development, and the use of the disciplines to promote more
complex and integrative thinking
STEPS TO PROMOTE MORE EFFECTIVE LEARNING
1. Conduct professional development activities on the use of learning style in improving
teaching and student development functions.
Professional development should go beyond traditional practices like sabbaticals and travel to
professional meetings, as important as they are. Workshops, the use of minigrants for
instructional improvement projects, seminars, and other functions can be very useful in helping
the participants understand the importance of style.
2. Promote the concept of classroom research and make data about learning style an
integral part of it.
Classroom research is an important strategy in achieving a greater balance in the way many
institutions prize research and undervalue teaching, and the definition of research should be
broadened to include not only research in the specialized disciplines but also in teaching-learning
processes related to teaching in the disciplines (Cross 1987). Information about style, when
linked with other data about students, holds great promise for helping faculty members to
improve their teaching. The collection and use of such data, done formally or informally, can
also contribute to a continuing dialogue among faculty and administrators as they learn from
each other about teaching and learning.
3. Establish curricular experiences that focus on helping students learn how to learn.
Orientation activities or a credit course called "An Introduction to College" can be geared toward
helping students gain a greater understanding of how learning occurs and their responsibility in
the process. Inventories of learning style and other processes can be used to help make students
aware of their own preferences and strengths. Attention should also be given to helping them
develop strategies for succeeding in courses taught in ways that are incongruent with their
primary learning abilities.
4. In hiring new faculty members, take into account candidates' understanding of teaching-
learning practices that recognize individual differences, including learning style.
In the next 10 to 20 years, colleges and universities will hire thousands of new faculty members.
In the past, the Ph.D., with its emphasis on specialized study in the discipline and its
predominant orientation to research, was taken as the necessary credential for teaching, but
today, with an increasingly diverse student body and research that clearly identifies the elements
of effective college teaching (Cross 1987), administrators are coming to a greater realization that
faculty preparation should include other areas of knowledge as well. Research in student
9. development, learning theory, and ways to use the creative tension between content and process
are all important prerequisites for effective teaching. Administrators have the opportunity to
make a major contribution to improved learning by hiring faculty who have such preparation.