Case Scenario – Week 1: Project Charter
Background
You are a director of a very busy emergency department at General Hospital. Over the past year, a nearby hospital closed and you have seen a large increase in patient visits. Your patients are experiencing long waits prior to seeing the provider and overall throughput metrics are well beyond industry benchmarks. Turnaround time for lab and radiology exams seems to take a long time. You are experiencing low patient satisfaction scores as well. Below are several of the metrics as well as industry benchmarks:
Metric
General Hospital
Industry Benchmark
Patients that arrive to ER but leave without being seen by a provider ( % of total ER patients)
6%
2%
Time from patient arrival to the time they are seen by a provider (median minutes)
50 minutes
20 minutes
Time for treatment of patients that are admitted (median minutes)
200 minutes
120 minutes
Time admitted patients wait for an inpatient bed (median minutes)
120 minutes
60 minutes
Length of stay for patients that are discharged from the ER (median minutes)
180 minutes
120 minutes
Patient Satisfaction
30th percentile
75th percentile (Hospital goal)
Your Chief Operating Officer (COO) and Chief Nursing Officer (CNO) have asked you to serve as a team lead and put together a multi-disciplinary team to identify the reasons for the throughput delays and put together a plan to improve the above metrics over the next 4-6 months. The boundaries are that no additional staff can be hired and there are no capital dollars available for use. The Chief Nursing Officer will be the executive sponsor and would like to see a project charter prior to kicking off the project.
The Assignment
1. Based on the above scenario and details, complete the yellow portions of the below sample Project Charter.
Each section should be approximately 3-5 sentences.
Each box is worth 15 points. Total possible points= 90 points.
2. What questions will you ask your sponsor when reviewing the charter for sign-off?
List 2-4 questions below. This answer is worth 10 points.
Your Name: Haley Butler__________________ Course 4310 Date: September 3, 2014________________
Market / Location:
Project Lead:
Sponsor:
Sign Off:
RVP:
Sign Off:
Phase Timeline:
Date:
Date:
Date:
Date:
Date:
Identify/Charter
Assess
Improve
Deploy
Sustain
Type Response to #2:
Section 3: Project Scope (Team Boundaries)
Section 1: Problem Statement – Opportunity (Background)
Section 4: Team Composition
Section 2: Project Goal w/ Metric & Initial Measure
Section 5: Project Resources
Business Case (ROI) and Patient Impact
Section 6: Stakeholders & Stakeholders’ Communication Plan
ABOUT US ADVERTISE / EXHIBIT MEDIA KIT SUBSCRIBE CONTACT US RSS FEED SEARCH
Training Conference & ExpoTraining Conference & Expo Online Learning ConferenceOnline Learning Conference Live+OnlineLive+Online Training M ...
Running Head TRAINING AND DEVELOPMENT PROPOSALTRAINING AND DE.docxagnesdcarey33086
Running Head: TRAINING AND DEVELOPMENT PROPOSAL
TRAINING AND DEVELOPMENT PROPOSAL
11
Training And Development Proposal
Katrina A. Kinlow
Dr. T.A. Swinney
335 – Training and Development
February 1, 2015
Training and Development Proposal
Introduction
Computer Aided Design
Solution
s is a small business that has been started to provide solutions to design problems. The scope of the business ranges from design of machinery and structures like buildings to household vessels. The design program has to be taught to individuals to enable them to inductively participate competently in the market of design solutions. I always get invited to offer consulting services in this field. I will draw heavily from my experience when I provide training and development services to this business. There are numerous challenges to be overcome for one to be successful as I will show herein.
Training Methods to Be Used
Good learning and development initiatives in the Design field always feature a combination of many methods that, blended together, produce one effective training program. Below are some of the ways of delivering training and development activities for the consulting services.
Orientation
Orientation will familiarize the new trainees with the field of Computer Aided Design. It will be conducted through training manuals, a one-on-one meeting with a consultant who will give a lecture. Newcomers will receive information on our company's history and strategic position, the key people in authority at the business, the structure of departments and how they contribute to the overall mission of the enterprise, and the employment policies, rules, and regulations.
Lectures
Lecturers are a verbal method of presenting information; lectures are mainly useful in situations when the goal is to impart the same information to a large number of people at one time.
Case Study
The Case study method of training is a non-directed method of study where trainees are given practical case reports with similar situations and facts as the current situation to analyze. The case report includes a thorough description of a simulated or real-life situation.
Role Playing
Students assume a role outside of their current role and responsibilities and play out that role within a group. A facilitator creates a scenario that is to be acted out by the participants under the guidance of the facilitator. While the situation might be contrived, the interpersonal relations are genuine. In addition, participants receive immediate feedback from the facilitator and the scenario itself, allowing better understanding of their behavior.
Computer-Based Training
This method of training will involve the use of computers and computer-based instructional materials as the primary medium of instruction. Computer-based training programs will be useful to structure and present instructional materials, as well as facilitate the learning process for the trainee.
Elements of Training and Developmen.
This week, you examine cellular processes that are subject to alteTakishaPeck109
This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.
Scenario:
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: I suggest that each bullet point be a subject heading and submit in APA format. Each bullet point should reflect a subject heading followed by subsequent content reflective of primary source(s) of reference published within the last 6 years.
. The role genetics plays in the disease.
. Why the patient is presenting with the specific symptoms described.
. The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
. The cells that are involved in this process.
. How another characteristic (e.g., gender, genetics) would change your response.
6
Training and Evaluation for Shell Company
Name
Department, Institutional Affiliation
Course
Instructor
Date
Training and Evaluation for Shell Company
Training programs can sometimes be costly endeavor for modern firms. In the United States, for example, firms often allocate a total of approximately $170 billion in human resource development and professional courses. These investments are often necessary for attracting and retaining highly talented and qualified employees, and keeping up with contemporary technological requirements. Furthermore, employee participation in high-quality training increases their opportunities for advancements, skill development, as well as professional growth. During financial crises, however, firms often tend to cut the funds that are apportioned for training employees in new skills and competences. These decisions are often regarded as unaffordable luxuries. Thus, evaluation programs should be established to assess the success of training initiatives. Shell Company requires an elaborate and effective evaluation plan to determine if the training benefits justify the financial investments, and if the knowledge and skills that are gained in the training courses are indeed applied in real-work settings.
Link to the first evaluation form
https://docs.google.com/forms/d/1_ulhJ1Mf6OgxufxH5GG1YhK41C50hlRTsF247UAaKgY/edit
Reasons for Selecting the first Evaluation Instrument
There are various reasons why I selected the above evaluation instrument. This instrument was informed by the Kirkpatrick’s Taxonomy model, which provides a comprehensive framework for designing an efficacious assessment criteria. The model or example, provides a fo ...
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
CHAPTER FIVESuccess Case Methodology in Measurement and Evaluati.docxmccormicknadine86
CHAPTER FIVE
Success Case Methodology in Measurement and Evaluation
Anne M. Apking
Tim Mooney
Fifty years ago, Donald Kirkpatrick, one of the pioneers in the learning and performance improvement fields, developed his taxonomy, the four levels of training evaluation. His seminal work has played a vital role in structuring how our profession thinks about evaluation and in giving us a common language for how to talk about this important topic. Human resource development (HRD) professionals around the world have benefited from his valuable contribution, which identified the following four levels of evaluation:
· Level 1: Did the participants like the training or intervention?
· Level 2: Did the participants learn the new skills or knowledge?
· Level 3: Did the participants apply the skill or knowledge back on the job?
· Level 4: Did this intervention have a positive impact on the results of the organization?
Yet, when we recently went to the Internet and typed “training evaluation process” into the search engine, more than six million entries surfaced on the subject. They included recommended processes, reports, tips, books, articles, and websites. This multitude of resources was provided by universities, vendors, hospitals, state agencies, various military branches, and the federal government.
We believe this extraordinarily large number of entries on this topic strongly suggests two things:
1 The concept of training evaluation is a hot topic that many HRD organizations are interested in, and
2 Our profession is still searching for the approach or formula that will make evaluation practical and the results meaningful.
So why does this search for the evaluation “Holy Grail” continue fifty years after Kirkpatrick first developed his taxonomy and approach? And why do we struggle as a profession to crack the code?
We suspect that many of you reading this chapter are hoping to find this magic formula for evaluation—one that is easy to use, yields compelling Level 3 and 4 results, and will solve the evaluation mystery. It is our belief that our profession does not need a slicker formula for evaluation or a new technique for performing ROI evaluation. Nor do we need more technology to make our current efforts faster and easier. Our profession is awash in formulas, equations, and techniques for evaluation. Therefore, the solution does not lie in inventing yet another formula or technique. The key to unlocking the mystery is developing a fresh perspective around the evaluation of training and performance improvement interventions—developing a whole new strategy that looks at why we do evaluation and how we approach it.
THE REALITIES OF TRAINING
After having conducted numerous evaluation studies during our careers, reviewing the evaluation studies conducted by prestigious organizations around the world, and talking with HRD professionals about the challenges associated with their evaluation efforts, we have seen two factors consistently emerge:
1 ...
This document discusses the importance of evidencing the benefits of staff development programs in higher education. It highlights challenges in the sector like reduced funding that require demonstrating efficiency, effectiveness, and impact. While many institutions identify potential benefits, only 42% successfully measure them. Barriers to measurement include a lack of clarity on what and how to measure, data availability, and concerns about negative results. The presentation provides tools to help plan and evidence benefits, including exploring benefits from strategic, behavioral, stakeholder, and measurable perspectives. It emphasizes capturing baseline data before and improvement data after to quantify changes. Examples demonstrate calculating benefits like time or cost savings. Communicating evidenced benefits helps create value by showing how investments in staff development impact individuals and institutions.
Unit VIII Homework Conduct a phone or personal interview wi.docxaryan532920
Unit VIII Homework
Conduct a phone or personal interview with a current or past manager. Ask this person to describe the role that training plays in the company and where he or she thinks the future of training is headed for the organization. Do you agree with the manager? Please justify your response.
Use Microsoft Word to create your response. The write up should be between three to five pages in length, and all sources used need to be cited according to APA format.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
7. Compare and contrast internal and external validity.
7.1 Identify future trends that will affect training.
7.2 Explain how benchmarking can help determine if change is necessary.
7.3 Discuss the future skills and competencies of trainers.
10. Analyze the results of a training needs analysis (TNA) to determine the content, methods, and
instructional media necessary for a given training requirement.
10.1 Define re-engineering and explain the process.
10.2 Discuss the key issues in implementing change.
Reading Assignment
Chapter 11:
The Future of Training and Development
Unit Lesson
What are some of the future trends that might affect training?
Greater use of new technologies for training delivery
Increased demand for training for virtual work arrangements
Increased emphasis on speed in design, focus in content, and use of multiple delivery methods
Increased emphasis on capturing and sharing intellectual capital
Increased use of true performance support
Increased emphasis on performance analysis and learning for business enhancement
Increased use of training partnerships and outsourcing training
A change model perspective to training and development
There will be an increase in the use of new technologies for several reasons:
The cost of new technologies will decrease.
Technology will help employees to better serve customers and generate new business.
It can reduce training costs.
It allows trainers to build the desirable features of a learning environment into training.
Training can be delivered at any place and time.
Based on how quickly technology is growing, there is an increased demand for training in virtual work
arrangements. The location, organization structure, and employment relationships are not limiting factors in
virtual work arrangements. There are two major training challenges—companies must invest in training
delivery methods that facilitate digital collaboration, and teams and employees must be provided with tools
needed for finding knowledge.
There is an increased emphasis on the speed in the design, content, and use of multiple delivery methods.
Rapid instructional design (RID) is a group of techniques that allows training to be built more quickly and
efficiently. Although there are a number of principles that are ...
Running head TRAINING PROGRAM1TRAINING PROGRAM 8.docxjenkinsmandie
Running head: TRAINING PROGRAM 1
TRAINING PROGRAM 8
Training Program Evaluation for Auto Tech
Training Program for Auto Tech
The previous paper that I completed focused on employee engagement. The paper looked at how employee engagement could improve Autotech’s overall performance. Autotech is an innovative company that was developed mainly to solve various issues encountered in the automotive industry. Such issues included: the long wait times while vehicle undergo service, the inconvenience of having to drive all the way to their local dealer just to order a vehicle part or parts among other problems. In this regard, the effort was made to help in the revolutionization of the processes in order to make them more customer friendly. This was particularly achieved through developing a strategic employee engagement action plan in order to get all the personnel involved with our services on the same page and working together so that the process can handle more clients and can run more smoothly. The training of the employees on how to handle different processes was done and therefore this paper focuses on the implementation of the training program for auto tech.
The main reason for the evaluation of the training program is to determine the effectiveness of a particular training program. Once the conduction of the training is complete, the expectations are that the result will be positive and applicable to our company. This end result should be beneficial both for the people who are responsible for the program as well as top management since it will assist them in developing decisions that are both sound and helpful. This process included a large amount of thought along with effective planning. Effective planning is imperative during this process because it facilitates effectiveness throughout our company.
Implementation of an effective training program should take into consideration a number of factors. Consideration of these factors will ensure an effective training program. The factors that have to be considered include the determination of needs, setting of objectives, determination of subject content, selection of all participants, determination of the best schedule, selection of appropriate facilities, selection of appropriate instructors, selection as well as preparation of the audiovisual aids, coordination of the program and finally evaluation of the program. There are three main reasons why the evaluation of the training is important, these reasons include: it helps in justification of the existence as well as the budget required or utilized during the training. This is because, it shows the manner in which the objectives, as well as the goals, are realized (Kirkpatrick, 2009). Moreover, it also helps in finding out whether the process of training should continue or not, this is because once it is determined that the budget outweighs the expected benefits then the training process may be discontinued. It also hel.
Running Head TRAINING AND DEVELOPMENT PROPOSALTRAINING AND DE.docxagnesdcarey33086
Running Head: TRAINING AND DEVELOPMENT PROPOSAL
TRAINING AND DEVELOPMENT PROPOSAL
11
Training And Development Proposal
Katrina A. Kinlow
Dr. T.A. Swinney
335 – Training and Development
February 1, 2015
Training and Development Proposal
Introduction
Computer Aided Design
Solution
s is a small business that has been started to provide solutions to design problems. The scope of the business ranges from design of machinery and structures like buildings to household vessels. The design program has to be taught to individuals to enable them to inductively participate competently in the market of design solutions. I always get invited to offer consulting services in this field. I will draw heavily from my experience when I provide training and development services to this business. There are numerous challenges to be overcome for one to be successful as I will show herein.
Training Methods to Be Used
Good learning and development initiatives in the Design field always feature a combination of many methods that, blended together, produce one effective training program. Below are some of the ways of delivering training and development activities for the consulting services.
Orientation
Orientation will familiarize the new trainees with the field of Computer Aided Design. It will be conducted through training manuals, a one-on-one meeting with a consultant who will give a lecture. Newcomers will receive information on our company's history and strategic position, the key people in authority at the business, the structure of departments and how they contribute to the overall mission of the enterprise, and the employment policies, rules, and regulations.
Lectures
Lecturers are a verbal method of presenting information; lectures are mainly useful in situations when the goal is to impart the same information to a large number of people at one time.
Case Study
The Case study method of training is a non-directed method of study where trainees are given practical case reports with similar situations and facts as the current situation to analyze. The case report includes a thorough description of a simulated or real-life situation.
Role Playing
Students assume a role outside of their current role and responsibilities and play out that role within a group. A facilitator creates a scenario that is to be acted out by the participants under the guidance of the facilitator. While the situation might be contrived, the interpersonal relations are genuine. In addition, participants receive immediate feedback from the facilitator and the scenario itself, allowing better understanding of their behavior.
Computer-Based Training
This method of training will involve the use of computers and computer-based instructional materials as the primary medium of instruction. Computer-based training programs will be useful to structure and present instructional materials, as well as facilitate the learning process for the trainee.
Elements of Training and Developmen.
This week, you examine cellular processes that are subject to alteTakishaPeck109
This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.
Scenario:
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: I suggest that each bullet point be a subject heading and submit in APA format. Each bullet point should reflect a subject heading followed by subsequent content reflective of primary source(s) of reference published within the last 6 years.
. The role genetics plays in the disease.
. Why the patient is presenting with the specific symptoms described.
. The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
. The cells that are involved in this process.
. How another characteristic (e.g., gender, genetics) would change your response.
6
Training and Evaluation for Shell Company
Name
Department, Institutional Affiliation
Course
Instructor
Date
Training and Evaluation for Shell Company
Training programs can sometimes be costly endeavor for modern firms. In the United States, for example, firms often allocate a total of approximately $170 billion in human resource development and professional courses. These investments are often necessary for attracting and retaining highly talented and qualified employees, and keeping up with contemporary technological requirements. Furthermore, employee participation in high-quality training increases their opportunities for advancements, skill development, as well as professional growth. During financial crises, however, firms often tend to cut the funds that are apportioned for training employees in new skills and competences. These decisions are often regarded as unaffordable luxuries. Thus, evaluation programs should be established to assess the success of training initiatives. Shell Company requires an elaborate and effective evaluation plan to determine if the training benefits justify the financial investments, and if the knowledge and skills that are gained in the training courses are indeed applied in real-work settings.
Link to the first evaluation form
https://docs.google.com/forms/d/1_ulhJ1Mf6OgxufxH5GG1YhK41C50hlRTsF247UAaKgY/edit
Reasons for Selecting the first Evaluation Instrument
There are various reasons why I selected the above evaluation instrument. This instrument was informed by the Kirkpatrick’s Taxonomy model, which provides a comprehensive framework for designing an efficacious assessment criteria. The model or example, provides a fo ...
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
CHAPTER FIVESuccess Case Methodology in Measurement and Evaluati.docxmccormicknadine86
CHAPTER FIVE
Success Case Methodology in Measurement and Evaluation
Anne M. Apking
Tim Mooney
Fifty years ago, Donald Kirkpatrick, one of the pioneers in the learning and performance improvement fields, developed his taxonomy, the four levels of training evaluation. His seminal work has played a vital role in structuring how our profession thinks about evaluation and in giving us a common language for how to talk about this important topic. Human resource development (HRD) professionals around the world have benefited from his valuable contribution, which identified the following four levels of evaluation:
· Level 1: Did the participants like the training or intervention?
· Level 2: Did the participants learn the new skills or knowledge?
· Level 3: Did the participants apply the skill or knowledge back on the job?
· Level 4: Did this intervention have a positive impact on the results of the organization?
Yet, when we recently went to the Internet and typed “training evaluation process” into the search engine, more than six million entries surfaced on the subject. They included recommended processes, reports, tips, books, articles, and websites. This multitude of resources was provided by universities, vendors, hospitals, state agencies, various military branches, and the federal government.
We believe this extraordinarily large number of entries on this topic strongly suggests two things:
1 The concept of training evaluation is a hot topic that many HRD organizations are interested in, and
2 Our profession is still searching for the approach or formula that will make evaluation practical and the results meaningful.
So why does this search for the evaluation “Holy Grail” continue fifty years after Kirkpatrick first developed his taxonomy and approach? And why do we struggle as a profession to crack the code?
We suspect that many of you reading this chapter are hoping to find this magic formula for evaluation—one that is easy to use, yields compelling Level 3 and 4 results, and will solve the evaluation mystery. It is our belief that our profession does not need a slicker formula for evaluation or a new technique for performing ROI evaluation. Nor do we need more technology to make our current efforts faster and easier. Our profession is awash in formulas, equations, and techniques for evaluation. Therefore, the solution does not lie in inventing yet another formula or technique. The key to unlocking the mystery is developing a fresh perspective around the evaluation of training and performance improvement interventions—developing a whole new strategy that looks at why we do evaluation and how we approach it.
THE REALITIES OF TRAINING
After having conducted numerous evaluation studies during our careers, reviewing the evaluation studies conducted by prestigious organizations around the world, and talking with HRD professionals about the challenges associated with their evaluation efforts, we have seen two factors consistently emerge:
1 ...
This document discusses the importance of evidencing the benefits of staff development programs in higher education. It highlights challenges in the sector like reduced funding that require demonstrating efficiency, effectiveness, and impact. While many institutions identify potential benefits, only 42% successfully measure them. Barriers to measurement include a lack of clarity on what and how to measure, data availability, and concerns about negative results. The presentation provides tools to help plan and evidence benefits, including exploring benefits from strategic, behavioral, stakeholder, and measurable perspectives. It emphasizes capturing baseline data before and improvement data after to quantify changes. Examples demonstrate calculating benefits like time or cost savings. Communicating evidenced benefits helps create value by showing how investments in staff development impact individuals and institutions.
Unit VIII Homework Conduct a phone or personal interview wi.docxaryan532920
Unit VIII Homework
Conduct a phone or personal interview with a current or past manager. Ask this person to describe the role that training plays in the company and where he or she thinks the future of training is headed for the organization. Do you agree with the manager? Please justify your response.
Use Microsoft Word to create your response. The write up should be between three to five pages in length, and all sources used need to be cited according to APA format.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
7. Compare and contrast internal and external validity.
7.1 Identify future trends that will affect training.
7.2 Explain how benchmarking can help determine if change is necessary.
7.3 Discuss the future skills and competencies of trainers.
10. Analyze the results of a training needs analysis (TNA) to determine the content, methods, and
instructional media necessary for a given training requirement.
10.1 Define re-engineering and explain the process.
10.2 Discuss the key issues in implementing change.
Reading Assignment
Chapter 11:
The Future of Training and Development
Unit Lesson
What are some of the future trends that might affect training?
Greater use of new technologies for training delivery
Increased demand for training for virtual work arrangements
Increased emphasis on speed in design, focus in content, and use of multiple delivery methods
Increased emphasis on capturing and sharing intellectual capital
Increased use of true performance support
Increased emphasis on performance analysis and learning for business enhancement
Increased use of training partnerships and outsourcing training
A change model perspective to training and development
There will be an increase in the use of new technologies for several reasons:
The cost of new technologies will decrease.
Technology will help employees to better serve customers and generate new business.
It can reduce training costs.
It allows trainers to build the desirable features of a learning environment into training.
Training can be delivered at any place and time.
Based on how quickly technology is growing, there is an increased demand for training in virtual work
arrangements. The location, organization structure, and employment relationships are not limiting factors in
virtual work arrangements. There are two major training challenges—companies must invest in training
delivery methods that facilitate digital collaboration, and teams and employees must be provided with tools
needed for finding knowledge.
There is an increased emphasis on the speed in the design, content, and use of multiple delivery methods.
Rapid instructional design (RID) is a group of techniques that allows training to be built more quickly and
efficiently. Although there are a number of principles that are ...
Running head TRAINING PROGRAM1TRAINING PROGRAM 8.docxjenkinsmandie
Running head: TRAINING PROGRAM 1
TRAINING PROGRAM 8
Training Program Evaluation for Auto Tech
Training Program for Auto Tech
The previous paper that I completed focused on employee engagement. The paper looked at how employee engagement could improve Autotech’s overall performance. Autotech is an innovative company that was developed mainly to solve various issues encountered in the automotive industry. Such issues included: the long wait times while vehicle undergo service, the inconvenience of having to drive all the way to their local dealer just to order a vehicle part or parts among other problems. In this regard, the effort was made to help in the revolutionization of the processes in order to make them more customer friendly. This was particularly achieved through developing a strategic employee engagement action plan in order to get all the personnel involved with our services on the same page and working together so that the process can handle more clients and can run more smoothly. The training of the employees on how to handle different processes was done and therefore this paper focuses on the implementation of the training program for auto tech.
The main reason for the evaluation of the training program is to determine the effectiveness of a particular training program. Once the conduction of the training is complete, the expectations are that the result will be positive and applicable to our company. This end result should be beneficial both for the people who are responsible for the program as well as top management since it will assist them in developing decisions that are both sound and helpful. This process included a large amount of thought along with effective planning. Effective planning is imperative during this process because it facilitates effectiveness throughout our company.
Implementation of an effective training program should take into consideration a number of factors. Consideration of these factors will ensure an effective training program. The factors that have to be considered include the determination of needs, setting of objectives, determination of subject content, selection of all participants, determination of the best schedule, selection of appropriate facilities, selection of appropriate instructors, selection as well as preparation of the audiovisual aids, coordination of the program and finally evaluation of the program. There are three main reasons why the evaluation of the training is important, these reasons include: it helps in justification of the existence as well as the budget required or utilized during the training. This is because, it shows the manner in which the objectives, as well as the goals, are realized (Kirkpatrick, 2009). Moreover, it also helps in finding out whether the process of training should continue or not, this is because once it is determined that the budget outweighs the expected benefits then the training process may be discontinued. It also hel.
Training need assessment in a 5star hoShamimansary
The document summarizes a case study on assessing training needs at the Westin Hotel in Dhaka, Bangladesh. It outlines the objectives to identify performance gaps, desired outcomes, and training areas. It describes conducting interviews and surveys to assess current performance and improvement opportunities. The analysis found most employees were younger with less experience, indicating a need for more training to develop their skills.
College of Administrative and Financial SciencesAssign.docxmccormicknadine86
College of Administrative and Financial Sciences
Assignment 3- Strategic Management
(MGT 401)
Course Name: Strategic Management
Student’s Name:
Course Code: MGT 401
Student’s ID Number:
Semester: II
CRN:
Academic Year: 1440/1441 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: Marks Obtained/Out of
Level of Marks: High/Middle/Low
Instructions for the three assignments – PLEASE READ THEM CAREFULLY
· The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
· Assignments submitted through email will not be accepted.
· Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
· Students must mention question number clearly in their answer.
· Late submission will NOT be accepted.
· Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
· All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
· Submissions without this cover page will NOT be accepted.
Assignment 3:
Part 3 of project & Discussion Questions
Learning outcomes:
1. Understand issues related to strategic competitive advantage in diversified organizations (Lo 2.2)
2. Gain insights into the strategy-making processes of different types of organizations ( Lo 1.7)
3. Identify appropriate strategies for different situations (Lo 3.1).
This assignment 3 includes two independent sections: section 1-complement of project & section 2- discussion questions.
Section 1 = Part 3 of project
Questions
Consider the same company ‘X’ that you have already used in assignment 1& 2 and answer the following questions.
1. Evaluate the performance of the main activity of your selected company (performance of principal product/service). What type(s) of criteria do you use to evaluate this performance?
2. What type(s) of control of employees and production processes is/are used by your selected company?
3. How does the corporation manage the environmental risks?
4. Evaluate the competitive advantage of the corporation on its market. Suggest some recommendations for the managers of your selected company to improve this competitive advantage.
End of the project
Section 2 = Discussion Questions.
Questions
Discuss the following questions:
1. Is the evaluation and control process appropriate for a corporation that emphasizes creativity? Are control and creativity compatible? Explain. - Max 300 words
2. How can corporate culture be changed? Give examples. Max 250 words
3. How is the cellular/modular structure different from the network structure? Give at least three differences. – Max 200 words
Answers:
PUBLIC
PUBLIC
PUBLIC
Weekly Lecture
Week 2 will focus on several is ...
The document discusses managing change in the education sector. It provides an overview of change management approaches and tools. Specifically:
- Change is difficult but essential in education due to various pressures. Managing change requires teamwork, leadership, and adapting to culture.
- The infoKit guides users through change management approaches focusing on people, processes, and culture. It provides templates and tools to analyze problems, clarify goals, and monitor progress.
- Appreciative Inquiry is introduced as a positive approach to understanding current practices and planning improvements by focusing on strengths rather than weaknesses. Examples are given of universities using this technique.
Exposure Interval
Initial Risk Assessment (with existing planned/designed-in
countermeasures)
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Post-Control Measure Risk Assessment
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Additional Control Measures
Code Each Risk Assessment: SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY
(Likelihood of Occurrence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium
L – Low
Comments
BOS 3651— Unit IV Hazard Analysis/Risk Analysis Project
Student Name _
Type of Hazard Date
Hazard Description
Activity
Student Name: Type of Hazard: Date: Hazard Description: Exposure Interval: Activity: worst credible: for exposure interval: from matrix: undefined: undefined_2: undefined_3: undefined_4: undefined_5: undefined_6: undefined_7: undefined_8: undefined_9: Additional Control MeasuresRow1: undefined_10: undefined_11: undefined_12: worst credible_2: for exposure interval_2: from matrix_2: undefined_13: undefined_14: undefined_15: undefined_16: undefined_17: undefined_18: undefined_19: undefined_20: undefined_21: undefined_22: undefined_23: undefined_24: CommentsRow1:
1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
4. Evaluate the components of human resource planning.
4.1 Discuss the training process.
4.2 Analyze performance methods.
4.3 Explain common problems with performance appraisals.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 7, pp. 224–255
Unit IV Essay
4.2
Unit Lesson
Chapter 8, pp. 262–298
Unit IV Essay
4.3
Unit Lesson
Chapter 8, pp. 262–298
Unit IV Essay
Required Unit Resources
Chapter 7: Learning and Development, pp. 224–255
Chapter 8: Performance Management and Appraisal, pp. 262–298
Unit Lesson
Review the Unit IV Lesson.
Transcript of the Unit IV Lesson.
UNIT IV STUDY GUIDE
Learning and Development, Performance
Management, and Appraisal
https://online.waldorf.edu/bbcswebdav/xid-116541557_1
https://online.waldorf.edu/bbcswebdav/xid-116326917_1
https://online.waldorf.edu/bbcswebdav/xid-116541557_1
2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resource, click the link below.
To learn more about effective performance appraisals, watch the following video.
Clements, J. (2009, August 3). Effective performance appraisals [Video file]. Retrieved from
https://www.youtube.com/watch?v=BqVBDXqf2vk
Video transcript for Effective Performance Appraisals
Learning Act ...
Submit your 20–25-page final capstone project that synthesizes the.docxjames891
Submit your 20–25-page final capstone project that synthesizes the work you completed in the previous four assessments
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Assessment Instructions
Instructions
Note:
The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction.
This final submission will be graded using the seven program outcomes (POs) for the Master's of Science in Nursing program. As a reminder they are:
Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
Evaluate the best available evidence for use in clinical and organizational decision making.
Apply quality improvement methods to impact patient, population, and systems outcomes.
Design patient- and population-centered care to improve health outcomes.
Integrate interprofessional care to improve safety and quality and to decrease cost of care.
Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion:
Integrate writing feedback to improve the clarity and quality of final product.
You will also be assessed on the completion of hours toward your practicum experience.
Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these requirements.
Please carefully review the outline below to see which parts of the final submission will align to which program outcomes. (
Note:
The bullet points in the outline correspond to the grading criteria from your previous assessments. It may be worth putting in some extra revisions on the material related to criteria on which you did not previously score as well as you would have liked. You may also wish to read the Guiding Questions: Final Project Submission document to better understand how each aspect of your submission will be assessed.) It is important to remember .
An evaluation plan is important because it determines the effectiveness of a proposed solution. The evaluation plan should describe expected outcomes and variables to be evaluated. It should discuss methods for determining if the proposed solution achieves its intended impact. An effective evaluation plan evaluates outcomes through appropriate assessment tools and analyzes data before, during, and after implementation.
A Case Study Approach For Evaluation Of Employee Training Effectiveness And D...Stacy Taylor
The document presents a case study evaluating the effectiveness of an employee training program at a multinational company using Kirkpatrick's four-level model of training evaluation. It discusses the model's levels of reaction, learning, behavior, and results. A questionnaire was administered to employees assessing their reactions to the training, learning, application of skills on the job, and impact on performance. Statistical analysis found the training was effective as employees reported positive reactions and the four levels had a significant impact on the program's effectiveness. The study aims to help organizations continuously improve training programs by understanding their impact.
Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
Five Training DesignLearningObjectivesAfterreading.docxclydes2
Five Training Design
LearningObjectives
Afterreadingthischapter,youshouldbeableto:
Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each.
Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives.
List the reasons that learning objectives are a bene�it to the trainee, training designer, trainer, and training evaluator.
Use expectancy theory to explain how to motivate a trainee to attend training.
Describe social learning theory and how it helps in the design of training.
Identify what to include in training to facilitate transfer of training to the workplace.
Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training.
Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory.
Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session.
Describe the advantages a small business has to facilitate the transfer of training.
5.1Case:TheRealWorldofTraining...WhatIsWrongHere?
Case1
Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split
between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would
have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to �ind a facility large enough to do so. So the training
was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the
symptoms that would result. For example, the problem might be given as “The car has a burned-out capacitor.” The trainees would then try to identify the symptoms that would
appear (e.g., High current surge demands on the vehicle’s electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The
training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was
disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems.
Case2
You are the training director for a training program designed to prepare people to become certi�ied as program managers. The training is divided into �ive sections. Each
section consists of two days of training for each of four weeks. Each section has a different trainer who is an expert in the content of that section. At the end of each week, the
trainees take a test to measure what they have learned. You’ve just .
Chick-fil-A Training Program DevelopmentRunning head .docxchristinemaritza
Chick-fil-A Training Program Development
Running head: CHIK-FIL-A TRAINING PROGRAM DEVELOPMENT
1
CHIK-FIL-A TRAINING PROGRAM DEVELOPMENT
2
Chick-fil-A Training Program Development
Introduction
Chick-fil-A is an organization that continues to grow and expand nationwide and as a result, the organization must develop a training program that can be utilized at every location. As a consultant, one of the first steps to complete when starting a new project is to assemble a SWOT Analysis as well as to prepare a Balanced Scorecard and Casual Chain Score card.
SWOT analysis
To ensure a successful consulting project the consultants must conduct an in depth analysis of the company and where the training program will lead it. The analysis of strengths, weakness, opportunities and threats will provide guidance to develop the program and other tools to evaluate its performance. The consulting project strengths will attract new customers and maintain already existing fans. The consulting project will add to their current position in the industry by focusing on personalized customer service. The second strength is employee involvement. Involvement of all levels will provide higher approval and success percentages. The program will also provide employees a completion timeline, and require them to evaluate the training they received. Evaluation will provide feedback on the training programs pertinence to restaurant operations.
One of Chik-fil-A’s weaknesses is the public relations nightmare which occurred when the CEO, Dan Cathy, admitted to opposing same-sex marriage. As a result the company faced public scorn and a lost profits. Employees and customers alike also took this as acceptance of bigoted behavior towards LGBT employees or customers. The new training program will need to address the side effects of their CEOs comments. The consultant’s must ensure the program addresses a culture of inclusion and acceptance to counteract the CEO’s comments. Failure to do so could exacerbate the public’s view of the company’s attitude towards the communities they serve. The program’s second weakness will be the time required for each employee to complete the training program, learning the new procedures and standards of performance, and then any time spent afterwards providing an evaluation.
The company has various opportunities such as the increase of menu items, expansion and customer service improvement. The consulting project will develop a training program focused on adding to the customer experience. The biggest opportunity offered by the training program is the opportunity to develop a way to evaluate employee’s performance. Finding a way to evaluate performance is essential to evaluating overall productivity (Markham, 2005, p.33).
It will also allow the company to improve on operational processes affecting customer service. Re-enforcing the customer service experience by new training procedures will increase the market share and brand relevanc ...
This document provides guidance on implementing a quality improvement project. It outlines key steps including selecting a project, assembling a team, developing an aim statement and measures, identifying change ideas, testing changes using the Plan-Do-Study-Act cycle, and sustaining improvements. The document emphasizes understanding the current process, removing non-value added activities, testing changes on a small scale before implementing widely, and using data to guide improvements.
This document summarizes an applied research paper about implementing a quality management system to improve the quality of education. The paper aims to analyze the root causes of poor quality and recommend solutions. A survey was conducted that found the root cause was a lack of standardized business processes. The objectives are to standardize processes according to ISO, measure performance, manage time and costs more effectively. The recommended solution is to implement a quality management system certified to ISO 9001 and use Six Sigma and Theory of Constraints methodologies. Implementing these changes would improve business operations and thereby improve the quality of education.
Nurse Safety Improvement Care Plan Processes In Service Presentation.docxstirlingvwriters
This document outlines requirements for developing an in-service presentation on a nurse safety improvement plan related to medication administration. The presentation should have 8-14 slides covering: the purpose and goals of the in-service; an explanation of the need to improve safety and the proposed plan; the audience's role in ensuring the plan's success; activities for practicing new skills; and soliciting feedback. Speaker notes must provide detail on what would be said for each slide. The presentation aims to educate nurses and promote successful adoption of the safety improvement plan.
The document provides instructions for students to submit their final 20-25 page capstone project synthesizing all previous assessments in their MSN program. Students are instructed to include an abstract, introduction, and revisions of previous sections incorporating feedback. The submission will be evaluated on program outcomes including leading organizational change, evaluating evidence, applying quality improvement, designing patient-centered care, integrating interprofessional collaboration, evaluating technologies, and defending health policy.
Project Management Methodologies
PPMP20009
Week 10 Lecture
Dr Bernard Wong
[email protected]
1
Assignment 4
Continuous Improvement Plan
Week 12 Friday
Open the course profile to review criteria.
2
Reminder
PPMP20009
Presentation weeks 11 or 12
4
Create your own Deming PDCA cycle relating to the last assignment that you handed in.
Change Management
6
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Take the ‘Act’ segment of the PDCA cycle you created earlier and define the five CM stages.
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Continuous Improvement?
Why are we wanting to improve?
Where are we now?
What are we working with?
If you don’t know where you are going, any road will get you there.
Cheshire Cat
(Alice in Wonderland)
There are a number of things to consider when deciding what level of maturity to aim for.
Why are you wanting to increase your level of maturity in this space?
-Some might be wanting to do it simply as a continuous improvement strategy.
Some may be having issues with the performance of their program and project delivery or portfolio investment returns
Others may need it to be competitive in a market that looks at the P3M3 levels of organisations in the tendering process
Others may be required to undergo a mandatory audit – as did the Qld Govt in 2012.
One organisation that I have spoken with has noted that their environment has become increasingly fiscally constrained and as such funding is much more competitive. They want to increase certain sections of their maturity, specifically relating to benefits management, business case and blueprint development – so that they can be more competitive in seeking funding for initiatives. So in this case they are not necessarily trying to improve their maturity as a whole, but an aspect of it. In doing this however, it is likely that they will have an increase in maturity in other areas as well.
We need to know where you are now to assist in deciding where you want to go. This is where going through an assessment is essential and I do believe in this being independent. You can self assess but this will always be impacted with bias. You need to baseline.
What are you working with? What is your organisational context? What resources do you have both budget and people? Do you have authentic sponsorship or are your leaders just ticking a mandate off? What’s your organisational culture like, are they open to P3 management or are they likely to see effort to increase maturity as unnecessary overhead?
So when we went through this process we were fortunate to have an authentic sponsor, we had a culture of project and program delivery so the staff understood the value of the practice (and I do say practice rather than methodology – as if you have experienced practitioners, they will argue methodology with you – this is a good thing!). We.
HRM594 Week 4 Internship Programs Bring Benefit to the Organization m stilsonMari Stilson
The document discusses the benefits of establishing an internship program that aligns with an organization's strategic staffing methodology. It outlines the steps to create an internship program, noting their similarities to the focus areas of strategic staffing planning, such as sourcing, recruiting, selecting, acquiring, deploying and retaining talent. The literature review examines resources that provide best practices for internship programs and their alignment with strategic staffing processes. In conclusion, an internship program can benefit organizations by reducing costs when interns are hired permanently, improving reputation, and complementing strategic staffing planning.
1. Change management is crucial to the success of any CRM project as it focuses on addressing the behaviors, attitudes, and culture within an organization.
2. An effective change management plan involves formalizing the process, defining the program, establishing management structure, communicating to stakeholders, and involving people to create champions of change.
3. Key components of change management include understanding the business, people, process, and technology dimensions of change and having a plan to address each area.
Strategic quality and systems managementNisha Verma
FreeAssignmenthelp.com has a pool of over 3000+ assignment experts from Australia, UK and US. They are highly qualified and skilled professional writers who have vast experience in writing assignments, dissertations, essays, research papers, term papers etc. Each expert is chosen after rigorous testing and has to prove his academic credentials.
Please share your Assignment detail it is very fast way for communication and transfer the requirements.
>> My specialties are:
*On Time Delivery
*24 X 7 Live Help
*3000+ PhD Experts
*Plagiarism Free Work
*Services For All Subjects
*Plagiarism Report on Demand
*100% Money Back Guarantee
*Top Quality Work
*Free SMS Update
*Best Price Guarantee
*Dedicated Student Area
*On Demand Phone Calls
*Safe Payment Options
*Unlimited Revision
*100% Privacy Guaranteed
I am available to come in for an interview at any time, and would appreciate the opportunity to meet with you. I hope that I am granted an opportunity to talk and perhaps meet with you in the very near future.
Hope to hear from you soon.
Thanks & regards
Web:
www.onlineassignmnethelp.com.au
www.freeassignmenthelp.com
Email:
cheaponlineassignmnethelp@gmail.com
This document summarizes a study conducted by Suzie Rose to identify process gaps in how Edelweiss Communications helps its customer-facing employees stay up to date on company changes. The study involved measuring the current state, conducting a focus group, assessing employee knowledge, and analyzing the results to determine possible causes of low performance. The purpose was to lay the foundation for improving processes to better support employees. A literature review identified several process improvement methodologies commonly used in corporate settings, including Kaizen, Six Sigma, Lean, and Lean Six Sigma. The study aimed to help Edelweiss Communications select and implement an effective methodology.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
More Related Content
Similar to Case Scenario – Week 1 Project CharterBackgroundYou ar.docx
Training need assessment in a 5star hoShamimansary
The document summarizes a case study on assessing training needs at the Westin Hotel in Dhaka, Bangladesh. It outlines the objectives to identify performance gaps, desired outcomes, and training areas. It describes conducting interviews and surveys to assess current performance and improvement opportunities. The analysis found most employees were younger with less experience, indicating a need for more training to develop their skills.
College of Administrative and Financial SciencesAssign.docxmccormicknadine86
College of Administrative and Financial Sciences
Assignment 3- Strategic Management
(MGT 401)
Course Name: Strategic Management
Student’s Name:
Course Code: MGT 401
Student’s ID Number:
Semester: II
CRN:
Academic Year: 1440/1441 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: Marks Obtained/Out of
Level of Marks: High/Middle/Low
Instructions for the three assignments – PLEASE READ THEM CAREFULLY
· The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
· Assignments submitted through email will not be accepted.
· Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
· Students must mention question number clearly in their answer.
· Late submission will NOT be accepted.
· Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
· All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
· Submissions without this cover page will NOT be accepted.
Assignment 3:
Part 3 of project & Discussion Questions
Learning outcomes:
1. Understand issues related to strategic competitive advantage in diversified organizations (Lo 2.2)
2. Gain insights into the strategy-making processes of different types of organizations ( Lo 1.7)
3. Identify appropriate strategies for different situations (Lo 3.1).
This assignment 3 includes two independent sections: section 1-complement of project & section 2- discussion questions.
Section 1 = Part 3 of project
Questions
Consider the same company ‘X’ that you have already used in assignment 1& 2 and answer the following questions.
1. Evaluate the performance of the main activity of your selected company (performance of principal product/service). What type(s) of criteria do you use to evaluate this performance?
2. What type(s) of control of employees and production processes is/are used by your selected company?
3. How does the corporation manage the environmental risks?
4. Evaluate the competitive advantage of the corporation on its market. Suggest some recommendations for the managers of your selected company to improve this competitive advantage.
End of the project
Section 2 = Discussion Questions.
Questions
Discuss the following questions:
1. Is the evaluation and control process appropriate for a corporation that emphasizes creativity? Are control and creativity compatible? Explain. - Max 300 words
2. How can corporate culture be changed? Give examples. Max 250 words
3. How is the cellular/modular structure different from the network structure? Give at least three differences. – Max 200 words
Answers:
PUBLIC
PUBLIC
PUBLIC
Weekly Lecture
Week 2 will focus on several is ...
The document discusses managing change in the education sector. It provides an overview of change management approaches and tools. Specifically:
- Change is difficult but essential in education due to various pressures. Managing change requires teamwork, leadership, and adapting to culture.
- The infoKit guides users through change management approaches focusing on people, processes, and culture. It provides templates and tools to analyze problems, clarify goals, and monitor progress.
- Appreciative Inquiry is introduced as a positive approach to understanding current practices and planning improvements by focusing on strengths rather than weaknesses. Examples are given of universities using this technique.
Exposure Interval
Initial Risk Assessment (with existing planned/designed-in
countermeasures)
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Post-Control Measure Risk Assessment
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Additional Control Measures
Code Each Risk Assessment: SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY
(Likelihood of Occurrence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium
L – Low
Comments
BOS 3651— Unit IV Hazard Analysis/Risk Analysis Project
Student Name _
Type of Hazard Date
Hazard Description
Activity
Student Name: Type of Hazard: Date: Hazard Description: Exposure Interval: Activity: worst credible: for exposure interval: from matrix: undefined: undefined_2: undefined_3: undefined_4: undefined_5: undefined_6: undefined_7: undefined_8: undefined_9: Additional Control MeasuresRow1: undefined_10: undefined_11: undefined_12: worst credible_2: for exposure interval_2: from matrix_2: undefined_13: undefined_14: undefined_15: undefined_16: undefined_17: undefined_18: undefined_19: undefined_20: undefined_21: undefined_22: undefined_23: undefined_24: CommentsRow1:
1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
4. Evaluate the components of human resource planning.
4.1 Discuss the training process.
4.2 Analyze performance methods.
4.3 Explain common problems with performance appraisals.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 7, pp. 224–255
Unit IV Essay
4.2
Unit Lesson
Chapter 8, pp. 262–298
Unit IV Essay
4.3
Unit Lesson
Chapter 8, pp. 262–298
Unit IV Essay
Required Unit Resources
Chapter 7: Learning and Development, pp. 224–255
Chapter 8: Performance Management and Appraisal, pp. 262–298
Unit Lesson
Review the Unit IV Lesson.
Transcript of the Unit IV Lesson.
UNIT IV STUDY GUIDE
Learning and Development, Performance
Management, and Appraisal
https://online.waldorf.edu/bbcswebdav/xid-116541557_1
https://online.waldorf.edu/bbcswebdav/xid-116326917_1
https://online.waldorf.edu/bbcswebdav/xid-116541557_1
2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resource, click the link below.
To learn more about effective performance appraisals, watch the following video.
Clements, J. (2009, August 3). Effective performance appraisals [Video file]. Retrieved from
https://www.youtube.com/watch?v=BqVBDXqf2vk
Video transcript for Effective Performance Appraisals
Learning Act ...
Submit your 20–25-page final capstone project that synthesizes the.docxjames891
Submit your 20–25-page final capstone project that synthesizes the work you completed in the previous four assessments
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Assessment Instructions
Instructions
Note:
The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
For your final capstone project submission you will synthesize the work you completed in the previous four assessments. Please make sure that you have made relevant revisions as suggested by your instructor, as well as relevant additions that you uncovered during your practicum experience. The only brand-new content that you will need to create for this assessment is an Abstract and an Introduction.
This final submission will be graded using the seven program outcomes (POs) for the Master's of Science in Nursing program. As a reminder they are:
Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
Evaluate the best available evidence for use in clinical and organizational decision making.
Apply quality improvement methods to impact patient, population, and systems outcomes.
Design patient- and population-centered care to improve health outcomes.
Integrate interprofessional care to improve safety and quality and to decrease cost of care.
Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost of care.
Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
In addition, you will be assessed on how well you incorporated the feedback you received from your instructor on your previous work in this course via the following criterion:
Integrate writing feedback to improve the clarity and quality of final product.
You will also be assessed on the completion of hours toward your practicum experience.
Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these requirements.
Please carefully review the outline below to see which parts of the final submission will align to which program outcomes. (
Note:
The bullet points in the outline correspond to the grading criteria from your previous assessments. It may be worth putting in some extra revisions on the material related to criteria on which you did not previously score as well as you would have liked. You may also wish to read the Guiding Questions: Final Project Submission document to better understand how each aspect of your submission will be assessed.) It is important to remember .
An evaluation plan is important because it determines the effectiveness of a proposed solution. The evaluation plan should describe expected outcomes and variables to be evaluated. It should discuss methods for determining if the proposed solution achieves its intended impact. An effective evaluation plan evaluates outcomes through appropriate assessment tools and analyzes data before, during, and after implementation.
A Case Study Approach For Evaluation Of Employee Training Effectiveness And D...Stacy Taylor
The document presents a case study evaluating the effectiveness of an employee training program at a multinational company using Kirkpatrick's four-level model of training evaluation. It discusses the model's levels of reaction, learning, behavior, and results. A questionnaire was administered to employees assessing their reactions to the training, learning, application of skills on the job, and impact on performance. Statistical analysis found the training was effective as employees reported positive reactions and the four levels had a significant impact on the program's effectiveness. The study aims to help organizations continuously improve training programs by understanding their impact.
Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
Five Training DesignLearningObjectivesAfterreading.docxclydes2
Five Training Design
LearningObjectives
Afterreadingthischapter,youshouldbeableto:
Identify three constraints a human resources department (HRD) might face in the design of training, and what might be done to deal with each.
Describe the purpose of learning objectives, the criteria for evaluating such objectives, and the advantages of developing these objectives.
List the reasons that learning objectives are a bene�it to the trainee, training designer, trainer, and training evaluator.
Use expectancy theory to explain how to motivate a trainee to attend training.
Describe social learning theory and how it helps in the design of training.
Identify what to include in training to facilitate transfer of training to the workplace.
Identify the help that supervisors, peers, and trainers can provide back on the job to assist in the transfer of training.
Explain the relationship between the Gagné–Briggs theory of instruction and social learning theory.
Use elaboration theory and the Gagné–Briggs theory of instructional design to design a training session.
Describe the advantages a small business has to facilitate the transfer of training.
5.1Case:TheRealWorldofTraining...WhatIsWrongHere?
Case1
Mechanics from dealerships across the country attended a three day training session put on by the manufacturer. The cost of the training, including travel and lodging was split
between the manufacturer and the dealerships. The focus of the training was on the electrical systems in three lines of automobiles. Given the number of trainees, it would
have been too expensive to provide three automobiles for each mechanic to work on and it would be nearly impossible to �ind a facility large enough to do so. So the training
was designed for the instructor to give instruction on the various systems and then to pose various problems that might occur. The trainees would then try to identify the
symptoms that would result. For example, the problem might be given as “The car has a burned-out capacitor.” The trainees would then try to identify the symptoms that would
appear (e.g., High current surge demands on the vehicle’s electrical systems can damage the electrical system, including the battery, alternator and voltage regulator.). The
training covered a wide range of electrical problems and the mechanics rated the program highly as they left. When doing a follow-up evaluation, the training director was
disappointed to learn that the dealerships reported that their mechanics showed no improvement in trouble shooting electrical problems.
Case2
You are the training director for a training program designed to prepare people to become certi�ied as program managers. The training is divided into �ive sections. Each
section consists of two days of training for each of four weeks. Each section has a different trainer who is an expert in the content of that section. At the end of each week, the
trainees take a test to measure what they have learned. You’ve just .
Chick-fil-A Training Program DevelopmentRunning head .docxchristinemaritza
Chick-fil-A Training Program Development
Running head: CHIK-FIL-A TRAINING PROGRAM DEVELOPMENT
1
CHIK-FIL-A TRAINING PROGRAM DEVELOPMENT
2
Chick-fil-A Training Program Development
Introduction
Chick-fil-A is an organization that continues to grow and expand nationwide and as a result, the organization must develop a training program that can be utilized at every location. As a consultant, one of the first steps to complete when starting a new project is to assemble a SWOT Analysis as well as to prepare a Balanced Scorecard and Casual Chain Score card.
SWOT analysis
To ensure a successful consulting project the consultants must conduct an in depth analysis of the company and where the training program will lead it. The analysis of strengths, weakness, opportunities and threats will provide guidance to develop the program and other tools to evaluate its performance. The consulting project strengths will attract new customers and maintain already existing fans. The consulting project will add to their current position in the industry by focusing on personalized customer service. The second strength is employee involvement. Involvement of all levels will provide higher approval and success percentages. The program will also provide employees a completion timeline, and require them to evaluate the training they received. Evaluation will provide feedback on the training programs pertinence to restaurant operations.
One of Chik-fil-A’s weaknesses is the public relations nightmare which occurred when the CEO, Dan Cathy, admitted to opposing same-sex marriage. As a result the company faced public scorn and a lost profits. Employees and customers alike also took this as acceptance of bigoted behavior towards LGBT employees or customers. The new training program will need to address the side effects of their CEOs comments. The consultant’s must ensure the program addresses a culture of inclusion and acceptance to counteract the CEO’s comments. Failure to do so could exacerbate the public’s view of the company’s attitude towards the communities they serve. The program’s second weakness will be the time required for each employee to complete the training program, learning the new procedures and standards of performance, and then any time spent afterwards providing an evaluation.
The company has various opportunities such as the increase of menu items, expansion and customer service improvement. The consulting project will develop a training program focused on adding to the customer experience. The biggest opportunity offered by the training program is the opportunity to develop a way to evaluate employee’s performance. Finding a way to evaluate performance is essential to evaluating overall productivity (Markham, 2005, p.33).
It will also allow the company to improve on operational processes affecting customer service. Re-enforcing the customer service experience by new training procedures will increase the market share and brand relevanc ...
This document provides guidance on implementing a quality improvement project. It outlines key steps including selecting a project, assembling a team, developing an aim statement and measures, identifying change ideas, testing changes using the Plan-Do-Study-Act cycle, and sustaining improvements. The document emphasizes understanding the current process, removing non-value added activities, testing changes on a small scale before implementing widely, and using data to guide improvements.
This document summarizes an applied research paper about implementing a quality management system to improve the quality of education. The paper aims to analyze the root causes of poor quality and recommend solutions. A survey was conducted that found the root cause was a lack of standardized business processes. The objectives are to standardize processes according to ISO, measure performance, manage time and costs more effectively. The recommended solution is to implement a quality management system certified to ISO 9001 and use Six Sigma and Theory of Constraints methodologies. Implementing these changes would improve business operations and thereby improve the quality of education.
Nurse Safety Improvement Care Plan Processes In Service Presentation.docxstirlingvwriters
This document outlines requirements for developing an in-service presentation on a nurse safety improvement plan related to medication administration. The presentation should have 8-14 slides covering: the purpose and goals of the in-service; an explanation of the need to improve safety and the proposed plan; the audience's role in ensuring the plan's success; activities for practicing new skills; and soliciting feedback. Speaker notes must provide detail on what would be said for each slide. The presentation aims to educate nurses and promote successful adoption of the safety improvement plan.
The document provides instructions for students to submit their final 20-25 page capstone project synthesizing all previous assessments in their MSN program. Students are instructed to include an abstract, introduction, and revisions of previous sections incorporating feedback. The submission will be evaluated on program outcomes including leading organizational change, evaluating evidence, applying quality improvement, designing patient-centered care, integrating interprofessional collaboration, evaluating technologies, and defending health policy.
Project Management Methodologies
PPMP20009
Week 10 Lecture
Dr Bernard Wong
[email protected]
1
Assignment 4
Continuous Improvement Plan
Week 12 Friday
Open the course profile to review criteria.
2
Reminder
PPMP20009
Presentation weeks 11 or 12
4
Create your own Deming PDCA cycle relating to the last assignment that you handed in.
Change Management
6
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Take the ‘Act’ segment of the PDCA cycle you created earlier and define the five CM stages.
Formulate change
Plan change
Implement change
Manage transition
Sustain change
Continuous Improvement?
Why are we wanting to improve?
Where are we now?
What are we working with?
If you don’t know where you are going, any road will get you there.
Cheshire Cat
(Alice in Wonderland)
There are a number of things to consider when deciding what level of maturity to aim for.
Why are you wanting to increase your level of maturity in this space?
-Some might be wanting to do it simply as a continuous improvement strategy.
Some may be having issues with the performance of their program and project delivery or portfolio investment returns
Others may need it to be competitive in a market that looks at the P3M3 levels of organisations in the tendering process
Others may be required to undergo a mandatory audit – as did the Qld Govt in 2012.
One organisation that I have spoken with has noted that their environment has become increasingly fiscally constrained and as such funding is much more competitive. They want to increase certain sections of their maturity, specifically relating to benefits management, business case and blueprint development – so that they can be more competitive in seeking funding for initiatives. So in this case they are not necessarily trying to improve their maturity as a whole, but an aspect of it. In doing this however, it is likely that they will have an increase in maturity in other areas as well.
We need to know where you are now to assist in deciding where you want to go. This is where going through an assessment is essential and I do believe in this being independent. You can self assess but this will always be impacted with bias. You need to baseline.
What are you working with? What is your organisational context? What resources do you have both budget and people? Do you have authentic sponsorship or are your leaders just ticking a mandate off? What’s your organisational culture like, are they open to P3 management or are they likely to see effort to increase maturity as unnecessary overhead?
So when we went through this process we were fortunate to have an authentic sponsor, we had a culture of project and program delivery so the staff understood the value of the practice (and I do say practice rather than methodology – as if you have experienced practitioners, they will argue methodology with you – this is a good thing!). We.
HRM594 Week 4 Internship Programs Bring Benefit to the Organization m stilsonMari Stilson
The document discusses the benefits of establishing an internship program that aligns with an organization's strategic staffing methodology. It outlines the steps to create an internship program, noting their similarities to the focus areas of strategic staffing planning, such as sourcing, recruiting, selecting, acquiring, deploying and retaining talent. The literature review examines resources that provide best practices for internship programs and their alignment with strategic staffing processes. In conclusion, an internship program can benefit organizations by reducing costs when interns are hired permanently, improving reputation, and complementing strategic staffing planning.
1. Change management is crucial to the success of any CRM project as it focuses on addressing the behaviors, attitudes, and culture within an organization.
2. An effective change management plan involves formalizing the process, defining the program, establishing management structure, communicating to stakeholders, and involving people to create champions of change.
3. Key components of change management include understanding the business, people, process, and technology dimensions of change and having a plan to address each area.
Strategic quality and systems managementNisha Verma
FreeAssignmenthelp.com has a pool of over 3000+ assignment experts from Australia, UK and US. They are highly qualified and skilled professional writers who have vast experience in writing assignments, dissertations, essays, research papers, term papers etc. Each expert is chosen after rigorous testing and has to prove his academic credentials.
Please share your Assignment detail it is very fast way for communication and transfer the requirements.
>> My specialties are:
*On Time Delivery
*24 X 7 Live Help
*3000+ PhD Experts
*Plagiarism Free Work
*Services For All Subjects
*Plagiarism Report on Demand
*100% Money Back Guarantee
*Top Quality Work
*Free SMS Update
*Best Price Guarantee
*Dedicated Student Area
*On Demand Phone Calls
*Safe Payment Options
*Unlimited Revision
*100% Privacy Guaranteed
I am available to come in for an interview at any time, and would appreciate the opportunity to meet with you. I hope that I am granted an opportunity to talk and perhaps meet with you in the very near future.
Hope to hear from you soon.
Thanks & regards
Web:
www.onlineassignmnethelp.com.au
www.freeassignmenthelp.com
Email:
cheaponlineassignmnethelp@gmail.com
This document summarizes a study conducted by Suzie Rose to identify process gaps in how Edelweiss Communications helps its customer-facing employees stay up to date on company changes. The study involved measuring the current state, conducting a focus group, assessing employee knowledge, and analyzing the results to determine possible causes of low performance. The purpose was to lay the foundation for improving processes to better support employees. A literature review identified several process improvement methodologies commonly used in corporate settings, including Kaizen, Six Sigma, Lean, and Lean Six Sigma. The study aimed to help Edelweiss Communications select and implement an effective methodology.
Similar to Case Scenario – Week 1 Project CharterBackgroundYou ar.docx (20)
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
Research on
T
ransition to the
A
dult
W
orld
29.
Research on
T
win
S
tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
L
anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
and .
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Pride Month Slides 2024 David Douglas School District
Case Scenario – Week 1 Project CharterBackgroundYou ar.docx
1. Case Scenario – Week 1: Project Charter
Background
You are a director of a very busy emergency department at
General Hospital. Over the past year, a nearby hospital closed
and you have seen a large increase in patient visits. Your
patients are experiencing long waits prior to seeing the provider
and overall throughput metrics are well beyond industry
benchmarks. Turnaround time for lab and radiology exams
seems to take a long time. You are experiencing low patient
satisfaction scores as well. Below are several of the metrics as
well as industry benchmarks:
Metric
General Hospital
Industry Benchmark
Patients that arrive to ER but leave without being seen by a
provider ( % of total ER patients)
6%
2%
Time from patient arrival to the time they are seen by a provider
(median minutes)
50 minutes
20 minutes
Time for treatment of patients that are admitted (median
minutes)
200 minutes
120 minutes
Time admitted patients wait for an inpatient bed (median
minutes)
120 minutes
60 minutes
2. Length of stay for patients that are discharged from the ER
(median minutes)
180 minutes
120 minutes
Patient Satisfaction
30th percentile
75th percentile (Hospital goal)
Your Chief Operating Officer (COO) and Chief Nursing Officer
(CNO) have asked you to serve as a team lead and put together
a multi-disciplinary team to identify the reasons for the
throughput delays and put together a plan to improve the above
metrics over the next 4-6 months. The boundaries are that no
additional staff can be hired and there are no capital dollars
available for use. The Chief Nursing Officer will be the
executive sponsor and would like to see a project charter prior
to kicking off the project.
The Assignment
1. Based on the above scenario and details, complete the yellow
portions of the below sample Project Charter.
Each section should be approximately 3-5 sentences.
Each box is worth 15 points. Total possible points= 90
points.
2. What questions will you ask your sponsor when reviewing the
charter for sign-off?
List 2-4 questions below. This answer is worth 10 points.
Your Name: Haley Butler__________________ Course 4310
Date: September 3, 2014________________
Market / Location:
Project Lead:
Sponsor:
4. Sustain
Type Response to #2:
Section 3: Project Scope (Team Boundaries)
Section 1: Problem Statement – Opportunity (Background)
Section 4: Team Composition
Section 2: Project Goal w/ Metric & Initial Measure
5. Section 5: Project Resources
Business Case (ROI) and Patient Impact
Section 6: Stakeholders & Stakeholders’ Communication Plan
6. ABOUT US ADVERTISE / EXHIBIT MEDIA KIT SUBSCRIBE
CONTACT US RSS FEED SEARCH
Training Conference & ExpoTraining Conference & Expo
Online Learning ConferenceOnline Learning Conference
Live+OnlineLive+Online Training Mag NetworkTraining Mag
Network Training Top 125Training Top 125
Article Author: Lorri Freifeld
TRANSFER OF TRAINING: MOVING BEYOND THE
BARRIERS
A new model helps promote training transfer to the workplace.
Posted: April 6, 2012
By Alexis Belair
Q: How can I produce skilled learners in the workplace?
A: It’s simple! Teach for Transfer!
Would such a succinct response to a posed question on the
development of skilled professionals be
sufficient for its understanding? A swift, “No,” probably would
be the answer. With the concept of “teaching
for transfer” at the forefront of any training program, it has
become vital to understand the concept beyond its
surface. Would it be sound to declare that the use of the word,
“simple,” to describe the method of “teaching
7. for transfer” is somewhat of an understatement? The correct
answer most likely would be, “Definitely!” With a
mere 10 to 20 percent of information being transferred to the
workplace post-training, it is evident the
methodology has its complexities. There is a need to develop a
greater understanding of the principle.
Consequently, the issue deeply rooted in the methodology is not
this peripheral understanding of the
concept, but rather the lack of best practices used for bolstering
transfer in training. In reference to the
above, the word, “simple,” would be an erroneous
representation of the method of teaching for transfer. An
attempt to implement the technique is admirable, but this does
not suggest effectiveness. Research has
shown that even the most successful training programs fail to
transfer knowledge and new skills to learners
(Cheng, 2008). Today, organizations strive for knowledgeable
and skilled employees in order to improve
organizational performance (Burke, 2008). In light of this, what
are the factors that are being overlooked
when trying to execute the practice? Undoubtedly, there is a
need to understand the process in order to
target some of its glitches.
Factors in the Transfer Process
8. The idea that “training needs to be demonstrably effective” is
the epitome of any learning outcome (Cheng,
2008). Although evaluation models, such as Kirkpatrick’s Four
Levels of Evaluation, have been used to
measure deficiencies in performance, the challenge is in finding
training solutions that will achieve the
intended objectives and mold learners into idyllic performers.
Notwithstanding the complexities of training, it
is indisputable that the true success of training is represented in
the learner’s ability to demonstrate what has
been learned. It is, thus, irrefutable that training well done is, in
fact, worthy of investment (Cheng, 2008).
The school of “situated learning” has deemed the learner’s
ability to participate in their environment a
supreme technique for acquiring skills (Cheng, 2008). However,
the idea that off-the-job training is of little
value can only be considered gaudy from the stance of any
professional. Authors from the article “Transfer of
training: A review and new insights” offer an exemplary
rendering of the acquisition of “core skills” (2008). A
balanced combination of on-the-job and off-the-job learning is
preferable.
Trainee personalities also play a vital role in the transfer
process. “The main goal for training designers
9. should be to foster the trainees’ motivation to use new skills on
the job” (Liebermann and Hoffmann, 2008).
Overall learner satisfaction is greater if the training is relevant
to the job. In alignment with this idea is the
importance goal setting (Gist et al. 1990). Relevant goals
intensify the learner’s interest in the tasks at hand,
which results in persistence from the learner to reach the goal
(Gist et al. 1990). In light of this, it is obvious
that practical relevance of a training program has become a
crucial factor entrenched in all research
pertaining to transfer solutions. The archetype of any good
workplace environment “provides adequate
resources and opportunities to apply the new knowledge”
(Liebermann & Hoffmann, 2008). To plow further
into the idyllic environment of training practices is
indispensable and should remain at the forefront of training
practices research.
SPONSOR
TRAINING MAGAZINE EVENTS
Need to Start (or Expand) a Corporate Coaching
Program? Join Tim Hagan on September 29. Click
here.
10. Check out the Top 10 Reasons Why You Should Attend
the Allen Interactions User Conference in Chicago, Sept
22
Training's Live + Online has 4 NEW Certificate
programs! Save $150 when you register a month in
advance. Check out all our programs and NEW Website
here.
Download the brochure for the 2014 Online Learning
Conference in Chicago, September 22-25. Going off-
line to solve online challenges!
Registration is open for the 38th Annual Training 2015
Conference & Expo, February 9-11, 2015, in Atlanta,
GA!
Interested in speaking at our Conferences?
SPONSOR
HOMEHOME CURRENT ISSUECURRENT ISSUE PAST
ISSUESPAST ISSUES EVENTSEVENTS
PRESENTATIONSPRESENTATIONS
SUBSCRIBESUBSCRIBE WEBINARSWEBINARS TRAINING
DAY BLOGTRAINING DAY BLOG
11. ENEWSLETTERENEWSLETTER FAQFAQ
Page 1 of 3Transfer of Training: Moving Beyond the Barriers |
Training Magazine
9/1/2014http://www.trainingmag.com/content/transfer-training-
moving-beyond-barriers
Researchers also have identified the organizational environment
as a determinant of hindering transfer. The
application of structured timely feedback in a positive
environment is somewhat difficult to master. Unlike
popular belief, extensive feedback is not the panacea of
improved behavior. Rather, one must be vigilant
when providing feedback (Van den Bossche, 2010). With
careful consideration of these factors, feedback
can be used as an effective support mechanism to assist in the
transfer of training.
Tips for Effective Transfer: A Proposed Model
A new model of transfer has been offered in light of the
difficulties outlined in past research (Burke &
Hutchins, 2008). Based on the proposed model of transfer
offered by the authors, here are some useful
points to consider for promoting transfer:
Extend stakeholders beyond trainers, trainees, and supervisors:
12. Although peer support has proven in
the past to wield the effects of transfer on trainees, new
research has shown peer support as being
significantly influential on effects of transfer (Burke &
Hutchins, 2008). Peer collaboration, networking, and
the sharing of ideas relating to the content can act as support for
skill transfer in trainees (Hawley and
Barnard, 2005). Further, consider the organization itself as a
major stakeholder. The organization’s “transfer
climate” can directly influence training transfer results.
Whether the organization values learning can have a
direct impact on employee performance (Awoniyi et al. 2004).
Extend beyond the classic before, during, and after evaluation
of transfer: It is important to consider
that transfer is not necessarily time-bound (Burke & Hutchins,
2008). “Put simply, the transfer problem is not
rooted in a specific time phase and, thus, its remedies should
not be either” (2008). Provide support for
transfer throughout the duration of the transfer process and not
solely at specific time phases. For example,
consider creating jobs aids before the training so the trainee can
use it during and after training. Such tactics
help extend beyond the training itself and promotes for
continuous on-the-job learning (Baldwin-Evans, 2006;
13. Clarke, 2004).
Consider trainer characteristics and evaluation as influential
factors: Learner characteristics, the
design and delivery of the training, and the environment all
have been considered as influential factors that
may inhibit or support transfer. Consider incorporating
expressions in the delivery of the content and ensure
the content is well organized. Further, incorporate assessment
of transfer from trainee, trainer, and the
organization’s perspective. This helps to create an environment
that values and supports learning (Bates,
2003).
Include moderating variables: Consider the size (small, medium,
large) of the organization. These factors
may have a direct affect of the training department and the way
in which transfer is evaluated (Burke &
Hutchins, 2008).
Although the ambition to create a perfect training transfer
model is admirable, the fact remains that transfer
is nothing short of complex. That said, in order to provide for
optimal effectiveness of training for transfer, it is
essential that all aspects of training be garnered into a
manageable practice.
14. References
Alexis Belair is a student at Concordia University in Montreal
completing a Master’s degree in Educational
Technology.
SPONSOR
FREE WHITE PAPERS
Take the corporate MOOC PLUNGE!
Transform training to learning - organizational
learning in 5 manageable stages
Virtual Onboarding for Today's Global Workforce
MOST READ TODAY
1. Will that Visionary Plan Work? Better Check
with the Board of Execution First (2,322)
2. Training Magazine Events (393)
3. Comrade or Competitor? Set the Tone When
Onboarding (241)
4. Training Matters (220)
5. Four Types of Leaders (198)
15. Awoniyi, K., Salas, E., & Garofano, C. (2004). A study of best
practices in training transfer and
proposed model for transfer. In L. A. Burke & H. M. Hutchins
(2008). Human Resource
Development Quarterly, 19(2), 107-128.
Bates, R. A. (2003). A study of best practices in training
transfer and proposed model for transfer.
In L. A. Burke & H. M. Hutchins (2008). Human Resource
Development Quarterly, 19(2), 107-
128.
Burke, L. A., & Hutchins, H. M. (2008). A study of best
practices in training transfer and proposed
model for transfer. Human Resource Development Quarterly,
19(2), 107-128.
Cheng, E., & Hampson, I. (2008). Transfer and training: A
review and new insights. International
Journal of Management Reviews, 10(4), 327-341.
Gist, M., Bavetta, A., & Steven, C.K. (1990). Transfer training
method: Its influence on skill
16. generalization, skill repetition, and performance level.
Personnel Psychology, 43(3), 501.
Hawley, J. D., & Barnard, J. K. (2005). A study of best
practices in training transfer and proposed
model for transfer. In L. A. Burke & H. M. Hutchins (2008).
Human Resource Development
Quarterly, 19(2), 107-128.
Liebermann, S., & Hoffmann, S. (2008). The impact of practical
relevance on training transfer:
evidence from a service quality-training program for German
bank clerks. International Journal of
Training and Development, 12(2), 74-76.
Randi, J., & Corno, L. (2007). Theory into practice: A matter of
transfer. Theory into Practice, 46
(4), 334-342.
Van de Bossche, P., Segers, M., & Jansen, N. (2010). Transfer
of training: the role of feedback in
supportive social networks. International Journal of Training
and Development, 14(2), 81-94.
Page 2 of 3Transfer of Training: Moving Beyond the Barriers |
Training Magazine
9/1/2014http://www.trainingmag.com/content/transfer-training-
moving-beyond-barriers
17. TRAINING TOP 125
2014 Training Top 125
Winners
Operating like a
well-oiled machine,
No.
FROM THE EDITOR
Thanks for the Measurements, Don
When I first joined Training magazine in 2007,
my publisher gave me a stack of magazines to
read and strongly suggested I familiarize
myself with Kirkpatrick’s Four Levels of
Evaluation.
Leadership in Bloom
Go Figure
Lubed Up
Weathering the Storm
18. Get Smart
DIGITAL ISSUE
Click above for Training Magazine's
current digital issue
Click here to subscribe!
TRAINING LIVE + ONLINE CERTIFICATE
PROGRAMS
Now You Can Have Live Online Access to
Training magazine's Most Popular Certificate
Programs! Click here for more information.
EMERGING TRAINING LEADERS
2014 Emerging
Training Leaders
Spring
is—finally—in the
air.
2013 Emerging Training Leaders
By Lorri Freifeld
19. TWITTER
Official Training Magazine Daily is out!
…paper.li/TrainingMagUS/ Stories via
[email protected]
Training Magazine
[email protected]
Expand
Official Training Magazine Daily is out!
…paper.li/TrainingMagUS/ Stories via
[email protected]
Training Magazine
[email protected]
Expand
12h
31 Aug
Tweets Follow
Tweet to @TrainingMagUS
FEATURED VIDEO
20. TRAINING MATTERSTRAINING MATTERSTRAINING
MATTERSTRAINING MATTERS
Posted: August 11, 2014
MORE RECENT VIDEOS
Privacy Statement Terms of Use Drupal Themes by
ThemeShark.com
Page 3 of 3Transfer of Training: Moving Beyond the Barriers |
Training Magazine
9/1/2014http://www.trainingmag.com/content/transfer-training-
moving-beyond-barriers
INFO
LINE
Tips, Tools, and Intelligence for Trainers
Issue 0710
Training Basics Dennis E. Coates
Enhance the
Transfer of
Training
Issue 0710
21. A U T H O R
Dennis E. Coates, Ph. D.
Performance Support Systems, Inc.
435 Paradise Hills
New Braunfels, TX 78132
Tel: 830.907.3000
Email: [email protected]
Dr. Coates is CEO and co-founder of
Performance Support Systems. He is
the author of 20/20 Insight GOLD, a
customizable multi-source performance
feedback and survey technology. He has
served on the faculties of the United
States Military Academy, the Armed
Forces Staff College, the College of
William and Mary, and Thomas Nelson
Community College, and as an adjunct
instructor at the Center for Creative
Leadership. He is the author of numer-
ous articles on leadership, management,
and training.
Infoline Associate Editor
Justin Brusino
Copy Editor
Ann Bruen
Production Design
Kathleen Schaner
Enhance the Transfer of Training
Training Basics
26. cess takes a lot more time than a typical training
program allows. When participants first return to
the workplace, their new skills feel forced and awk-
ward, and they don’t consistently yield the desired
results. Without a supportive environment, many
people give in to the pressures of work and fall back
on their old habits.
Recent books address what they refer to as the
“transfer of training” problem. The issue, they say,
is not with the trainers or their programs, but with
the fact that learning is an ongoing process, not an
event. A finite number of days of instruction simply
can’t be expected to undo problem behavior pat-
terns that have been ingrained for years. Experts
claim that most organizations fail to follow through
with enough reinforcement for individuals to in-
grain the new skills they learned in the classroom.
The purpose of this Infoline is to help you achieve
what many regard as the “holy grail of human
resource development (HRD)”—permanent,
measurable improvements in performance and
a positive impact on business outcomes. The
approach is to focus on the specific areas of train-
ing and development that most organizations fail
to do well and to suggest practical strategies for
achieving this highly desirable and elusive goal.
This Infoline builds on the work of previous
Infolines No. 9512, “Transfer of Training,” and No.
9804, “The Transfer of Skills Training,” to provide
new insights and describe specific actions you can
take to improve your organization’s current system.
It includes a realistic plan for getting change un-
der way—to create a foundation of initial successes
27. from which an organization can continue to get bet-
ter results going forward.
Learning Transfer
�
Enhance the Transfer of Training
�
Answering the following seven questions will help
you establish a “direct line-of-sight” from the desired
business results to the developmental program:
1. Which business results are not being met?
2. Which work units are assigned to contribute to
these results?
3. Which unit performances are falling short of
expectations?
4. Which areas of individual performance are con-
tributing to this unit failure?
5. Which individual performers aren’t measuring
up in these areas?
6. Are the performance shortfalls due to deficien-
cies in knowledge or skill?
7. If so, what kind of developmental program
would best correct these deficiencies?
29. �
What’s needed in most organizations is not so much
a revamping of the existing training and develop-
ment system as optimization of current practices.
Therefore, this Infoline will focus on eight initia-
tives to increase the successful transfer of training:
l Focus on shortcomings: Identify training needs
that will have a positive impact on business
results.
l Set up training transfer: Incorporate learning
strategies that promote application and rein-
forcement of skills.
l Coordinate learning networks: Organize support
for reinforcement.
l Prepare coaches: Get direct managers ready for
their developmental role.
l Integrate follow-up: Implement reinforcement
programs with assessment and training programs.
l Insist on accountability: Measure performance
improvement and calculate ROI (return-on-
investment).
l Align culture: Modify the organization’s policies
and practices to support performance improve-
ment.
l Gain commitment: Support follow-up reinforce-
ment.
31. short segments.
l Explain why the training is being conducted—the
need for the organization to improve business results,
evidence of related knowledge and skill deficiencies, or
the impact of new skills on workplace performance and
business results.
l Help learners understand the personal benefits of the
learning—“what’s in it for them.”
l Early in the course, brainstorm with learners to focus on
workplace challenges, and then refer to these scenarios
during course activities.
l During instruction, relate new concepts and skills to
what learners already know.
l Provide forms and build in opportunities for learners
to record ideas, insights, and post-course application
issues—questions, possible problems, and resources
they’ll need to put skills into practice.
l Provide frequent opportunities to discuss “lessons
learned.”
l Make practice exercises as realistic and work-related as
possible.
l Give learners a variety of case studies and relevant
articles.
l Vary the practice exercises—challenge learners with dif-
ferent situations and scenarios.
l Vary the membership of table groups, so learners are
33. �
The stakes are too high to simply hope that partici-
pants will follow through on their own. There are
many ways to structure learning support using a va-
riety of media, formats, frequency, and participants.
The smart money is to find out from learners and
their direct managers what they need, offer sugges-
tions, and create a plan to make it happen.
Prepare Coaches
Management may be willing to invest in profes-
sional coaches for executives, but coaching for
the majority of employees must come from within
the organization. Trainers often have good coach-
ing skills, but they’re usually busy preparing and
delivering programs. In addition, there aren’t
enough trainers to go around. Mentors are a pos-
sible coaching resource, but most employees don’t
have a mentor, and mentors lack oversight and
authority.
n UnderstandingManagement’sRole
Although trainers provide learning opportunities
and support, what managers do after training influ-
ences behavior far more than what trainers do in the
classroom. The manager is responsible for directing,
motivating, observing, evaluating, and improving
the employee’s performance and has the authority
to tell employees what to do. The manager decides
whether an employee will even have the opportu-
nity to use newly learned skills. How well a manager
carries out this role can make or break the transfer
of new knowledge into permanent improvements in
34. workplace performance.
This fact is not intended to devalue the vital role of
trainers. However, trainers don’t own the system,
and they don’t run the organization. Once program
participants leave the classroom, trainers can no
longer significantly influence their development.
Trainers have some influence, but have practically
no control over what happens in the workplace,
where new skills must be diligently applied in or-
der to be ingrained. To learn more about the role of
managers in training reinforcement, see the sidebar
Learning Triangle.
Also, the trainer’s influence isn’t confined to the
classroom. The next critical area describes how
trainers can support learners and their direct man-
agers after formal instruction is over.
Coordinate Learning Networks
While only the direct manager can provide effec-
tive performance coaching in the workplace, he or
she can be supported in this role. For one thing,
trainers are uniquely qualified to get involved in
follow-up reinforcement. Also, other interested
individuals within an organization can give a devel-
oping employee advice, feedback, encouragement,
and coaching during the extended period of rein-
forcement. Your learning network should include
l program co-participants
l peers
l co-workers
l subordinate team members
l mentors.
35. These adjunct coaches represent a network of sup-
port for the learner. If trainers simply encourage
participants to create their own networks, results
will vary widely. A more effective course is to plan
and set up a system to support learning networks,
tell participants and their bosses how to use it, and
supervise its use. Here are some of the approaches
used by successful organizations:
l “brown bag” or informal roundtable lunch meet-
ings, during which participants review learning
media, discuss on-the-job challenges, and share
experiences
l webinars or teleconferences, in which trainers or
guest speakers discuss performance topics with
participants
l online forums, in which participants interact with
supportive individuals to ask questions, discuss
issues, get feedback, or share encouragement
l action plan monitoring systems, whether an on-
line service or a manual tickler system managed
by trainers.
n ChangingMindsets
For many organizations, the biggest hurdle is to
change the mindsets of managers. Managers who
already have more to do than they can accomplish
will probably resist the idea of assuming what they
perceive as “new responsibilities.” The notion that
the most crucial phase of learning begins after class-
37. �
Performance improvement must be an ongoing process in which
three key influencers—trainers, learners, and learners’ manag-
ers—cooperate to promote employee development as an aspect
of everyday work. This partnership is visualized as a “learning
triangle.”
When managers aren’t involved, program participants are left
without the support, encouragement, and coaching they need
to persist during the challenging period of reinforcement. This
shortfall is the norm in most organizations, which in large part
explains why training so often fails to transfer to improved on-
the-
job performance.
Learning Triangle
Direct
Manager
TrainerLearner
Assessment
Training
Reinforcement
Monitoring and encouraging improved perfor-
mance may be a vital leadership role, but many
managers feel unprepared for it. If managers
haven’t previously been expected to take respon-
sibility for the day-to-day development of subor-
38. dinates, look for off-the-shelf coaching courses to
fill this need. The most effective courses will give a
realistic explanation of what it takes to change be-
havior, as well as the manager’s responsibilities for
coaching and improving performance. Also, nearly
every manager needs practice in facilitating one-
on-one discussions with subordinates to help them
learn from both success and shortfall experiences.
To learn more, see the sidebar Seize the Coaching
Moment.
Integrate Follow-Up
To expect improved performance from an isolated
training event defies everything we know about be-
havior change. To achieve lasting changes in behav-
ior, organizations need to take a different approach.
Developmental programs need to be preceded by
assessment and followed by an extended period of
reinforcement, which includes
l ongoing learning
l coaching
l follow-up assessment
l accountability.
These activities should be conceived and presented
as a single, integrated process. Integrated training
materials need to include the resources that will be
used during reinforcement and instructions about
how to use them. Also, the training programs need
to be selected based on pre-course assessment, and
instructors should refer to these assessments dur-
ing the course. This means that specific behavioral
training objectives need to be identical to the be-
havioral items assessed before and after training.
40. h Discuss “coaching moments” with direct reports—help them
integrate the lessons of experience while applying new skills.
h Give direct reports time to meet with trainers, co-
participants, mentors, and others who can contribute to
learning.
h Meet with direct reports to review the results of post-
course feedback surveys and update plans for ongoing
reinforcement.
h Hold self and direct reports accountable for achieving perfor-
mance improvement goals.
Manager’s Leadership Checklist
Assessing Interpersonal Skills
Performance tests are a straightforward assess-
ment method for most technical and administra-
tive skill areas. However, most jobs also involve
interpersonal skills that can be hard to measure.
These skills include
l team communication
l leadership
l sales
l instruction
l negotiation.
The most effective method of assessing interper-
sonal behaviors is multi-source feedback, in which
participants receive information about their perfor-
42. Enhance the Transfer of Training
�
A coaching moment occurs whenever someone applies a new
skill in the workplace, so recognizing this moment is
particularly
important for direct managers. The purpose of engaging an em-
ployee in a discussion about a workplace experience is to help
the individual learn from the event, whether it be a success or a
shortfall.
When a manager learns that a direct report has had an opportu-
nity to apply a new skill, he or she should encourage the
individual
to talk about the experience. Carefully avoiding an instructional
approach, the manager should guide the employee to think about
what happened by asking leading questions such as the ones
listed
below. Using these open-ended questions as a guide, the skillful
coach can encourage the learner to do most of the talking:
l What happened? Who did what? What was the sequence of
events?
l Why did you handle it that way? What were you trying to
accomplish? What helped or hindered? What led to the ulti-
mate outcome?
l What were the consequences? What was the impact on others?
What were the costs and benefits? Was anything resolved? Did
the incident cause any problems?
l What did you learn from this? What would you do differently
if
you encountered a similar situation in the future?
43. l What are your next steps? What support do you need from me
to be more successful?
A typical discussion may last only a few minutes but needs to
be
long enough to help the direct report to “connect the dots” and
integrate the learning.
Seize the Coaching Moment
Performing dollar calculations for this type of ROI
is relatively simple. The key is to quantify the ac-
tual improvement in performance, then translate
this benefit into dollars and determine whether the
payoff is more than the cost. Conveniently, the data
created by the pre- and post-course performance
assessment comparison technique described above
can be used in a simple return-on-investment cal-
culation. See the sidebar Measure Performance
ROI for the sample calculation.
Executives should find that this calculation provides
meaningful evidence of results, and they should
have no difficulty understanding how it was de-
rived. Note that the sample calculation presented
in the sidebar is based only on the first post-training
measurement. If coaching, learning, feedback, and
accountability continue as a routine aspect of work,
the results of subsequent assessments may improve
again going forward, causing the benefits and ROI
to increase even further.
Once again, the performance data used in this cal-
45. from work, and then divide by the number of participants. In
this
example, assume the cost of an individual’s attendance at a
three-
day course was $1,600.
When calculating the benefit of the training, the question is how
much additional productivity will an organization get for the
same
salary? You’ll need to know the individual’s total annual
compen-
sation, data showing how much the individual’s performance
has
improved, and an estimate of how much the individual’s perfor-
mance affects his or her productivity.
Assume the learner’s total annual compensation was $75,000.
Sev-
eral weeks before the training, the participant received a bench-
mark diagnostic multi-source feedback assessment. To measure
performance improvement, the same assessment was adminis-
tered nine months after the course. The assessment scores (scale
0 to 10) increased from an average of 6.3 (before training) to
7.9
(after training).
(7.9 – 6.3) 4 6.3 5 25 percent improvement in performance
Individual performance is only one of several productivity
factors.
Support, co-worker skills, reward systems, and many other
factors
also have an impact on productivity. Sorting this out
scientifically
is impractical and unnecessary. Simply ask managers to agree
on
46. a consensus estimate of the relative impact of an individual’s
per-
formance on his or her productivity. In this case, management
estimated that the impact was approximately 33 percent.
Multiply
the annual compensation times the percent improvement in per-
formance times the percent of impact on performance and you
will get the dollar value of the improved individual
performance.
$75,000 3 25 percent 3 33 percent
5 $6,250 additional impact on productivity
This benefit is significantly greater than the total cost of the
indi-
vidual’s training, which was $1,600.
Percent ROI 5 ($6,250 – $1,600) 3 100 4 $1,600
5 290 percent
Measure Performance ROI
A good time to administer your initial assessment is
six to nine months after training. This gives learn-
ers quantitative and qualitative feedback about how
they’re doing as they try to improve their skills. Also,
the assessment documents whether the individual
has improved on-the-job performance. Since both
pre-course and follow-up post-course assessments
are identical, scores can be compared easily. Im-
proved scores confirm improved performance. For
ongoing measures of performance improvement,
simply administer the assessment again at the 12-
and 18-month marks.
47. n OtherConsiderations
Evaluating behavior (Level 3) and measuring re-
sults (Level 4) produce hard evidence of whether
programs are changing behavior. While Donald
Kirkpatrick’s model is often used to hold the train-
ing department accountable, it’s important to re-
member that others share responsibility for these
results:
l learners, who persist during the lengthy and
sometimes frustrating period of reinforcement
l direct managers, who supervise and coach the
learner while providing opportunities to apply
skills in an encouraging environment
l trainers, who present behavior-based training
that is optimized for skill transfer and who coor-
dinate follow-up programs
l senior executives, who establish expectations,
commit resources, promote an approach that
can change behavior, and remain patient while
employees ingrain new behavior patterns.
Align Culture
Aspects of an organization’s culture, policies, and
systems may frustrate participants’ efforts to ap-
ply what they’ve learned. There are many possible
problems, such as project assignments that prevent
application of new skills or incentives that fail to
encourage desired performance. There are many
possible issues, and most of the time they are
aspects of the culture that have persisted and are
50. ______ Additional learning resources such as programs, videos,
and books are available to help me improve how I per-
form the skills and concepts I learned in training.
______ I have regular opportunities to learn from others, to talk
with co-workers, program participants, or mentors about
“lessons learned” related to the skills and concepts I learned in
training.
______ Management has made it clear that I’m expected to use
the skills and concepts I learned in training.
______ I receive feedback from surveys that measure how much
I’ve improved the way I perform the skills and concepts
I learned in training.
______ My manager sets a good example for using the skills
and concepts I learned in training.
______ My manager has told me that I’ll be held accountable
for using the skills and concepts I learned in training.
______ My manager is actively involved in my ongoing
learning and development related to the skills and concepts I
learned in training.
______ The way my manager coaches me in the workplace helps
me improve the way I perform the skills and concepts
I learned in training.
______ My department structure makes it easy for me to apply
the skills and concepts I learned in training.
______ My organization’s policies and practices encourage me
to apply the skills and concepts I learned in training.
51. ______ My organization gives me adequate support to help me
improve the skills and concepts I learned in training.
Over a period of time, executives and supervi-
sors alike can get used to the status quo. Like the
proverbial frog in a pot of slowly warming water,
people may not sense the problem. They have be-
come comfortable with a bad situation that will
eventually cause unacceptable pain. Executives
need to confront this mindset before more dam-
age is done. No organization wants to waste money,
and while optimizing development programs can
produce long-term improvements in performance
and a significant return-on-investment, people may
be reluctant to do things differently. Without com-
mitment at all levels of management, the will to
push past resistance simply won’t be there. Tough
decisions will not be made, and initiatives will be
abandoned.
n Top-LevelCommitment
It can be challenging to gain attention, commit-
ment, and action from top-level management. They
may operate several layers of management removed
from training and development programs. They
may be preoccupied with shareholder, strategic,
legal, acquisition, or succession issues and have little
time for focusing on training and development. But
if management doesn’t make a priority of improv-
ing performance and optimizing systems to support
transfer of training, nothing is likely to change.
The requisite level of commitment usually builds
because top executives notice compelling business
52. reasons for getting behind the changes. Like any
major investment in infrastructure, training and
development is expensive, and executives should
expect measurable results. Key executives who
have ownership interest or profit-and-loss respon-
sibility will be especially concerned if resources are
being wasted.
Commitment is usually sparked by a knowledge-
able champion who owns responsibility for training
and performance improvement, understands the
issues, and wants to do something about them.
After gathering data about program costs and pro-
gram results, this influential person can educate key
executives and gain their commitment up front.
Gain Commitment
You may find that your organization is already do-
ing much of what is recommended here. However,
optimizing an approach to training and develop-
ment typically means making changes. Be prepared
for the training staff and managers to resist, even
if the changes make sense and promise to increase
profitability.
For example, it’s natural that some managers may
not want to take on what they perceive as additional
responsibilities, especially if these duties involve
knowledge and skills they don’t have. Program par-
ticipants may feel uneasy about being assessed be-
fore and after training, because this enables their
managers to hold them accountable for results.
The trainers themselves may feel uneasy about
assessments that accurately measure whether their
programs actually change behavior. Popular train-
54. forcement-intensive approach is necessary and
why the organization must take new approaches
to performance improvement
l communicate to managers that they are expected
to function effectively as performance coaches
for their direct reports, and if needed, give them
training to prepare them for this role
l improve aspects of policies and practices when
it’s discovered that the system discourages on-
the-job application of newly learned concepts
and skills
l clarify expectations for improved performance
and positive impacts on business results, to in-
clude measuring performance improvement,
calculating ROI, and defining accountability
l acquire compatible behavior-based programs
that work together seamlessly to support assess-
ment, training, and reinforcement.
Executives have several options for getting their
message across:
l meetings and briefings
l presentations by experts
l repeating the message in a variety of media:
email, web, video, newsletters, and memoranda
l workshops to involve managers in optimizing the
organization’s approach to training and develop-
ment and creating a plan for implementation
55. l detailed expectations incorporated into manag-
ers’ job descriptions and performance reviews
l personal appearances in courses to emphasize
importance
l setting an example by modeling the desired
skills.
Enhance the Transfer of Training
��
Implement the Enhancements
Practically speaking, it’s easier to gain commitment
if management understands that it doesn’t have
to implement all eight critical enhancements at
once to be successful. While many variables influ-
ence whether classroom learning is reinforced and
ingrained in the workplace, it’s possible to make a
beginning and get positive results by focusing on
three of the critical enhancements.
Step 1. Integrate Reinforcement
Start small, and begin with a single program. You
should acquire or design a training program that
l is structured to achieve specific behavioral
objectives
l includes resources, such as related job aids,
books, and behavior model videos, which can be
used to reinforce skills after training.
57. hard evidence of whether programs are changing
behavior, making it possible to hold the key players
in the “learning triangle” accountable:
l learners, who must make a determined effort to
change behavior patterns
l direct managers, who monitor and coach the
direct reports
l trainers, who present behavior-based training
that is optimized for skill transfer.
Step 3. Involve Direct Managers
Changing behavior patterns takes months, not
days—even in ideal circumstances. Only the learn-
er’s direct manager is in a position to give enough
support, oversight, encouragement, feedback,
coaching, and reinforcement over the long term to
change behavior. No matter how much was invested
in the learning program, how well the manager car-
ries out this role will make or break the transfer of
new knowledge and skills into permanent improve-
ments in workplace performance.
At a minimum, you’ll need to do three things to
draw direct managers into a “learning triangle” with
their direct reports and trainers:
1. Inform managers of their developmental re-
sponsibilities. Have them review the sidebar
Manager’s Leadership Checklist, and then let
them know they will be held accountable for
those actions.
58. 2. Prepare direct managers to be more effective
performance coaches. If needed, make coach-
ing training available. At a minimum, give them
a book about coaching for managers.
3. Hold managers accountable for carrying out
their role as performance coaches. Define ex-
pectations in job descriptions and performance
evaluation systems.
Using this simplified strategy for getting started will
immediately enrich the way you conduct training
programs, and you will experience positive results.
However, it’s only a beginning. Each of the eight
critical areas deals with significant cause-and-effect
shortfalls and opportunities, none of which should
be ignored. Your organization will need to build on
the foundation of initial successes with a tailored
strategy to optimize the other key areas that influ-
ence learning transfer.
The transfer of training issue has always been the
human resource development community’s biggest
problem and biggest opportunity. If applied, this
summary of how skills are ingrained and practical
methods for transferring classroom instruction to
improved workplace performance can help you cre-
ate a huge success story in your organization. See
the job aid Monitor Key Actions.
Obviously, there’s no quick fix. In most organiza-
tions, a lot of work will need to be done. How far you
go to create lasting improvements in performance
and positive impacts on business outcomes will
depend on the degree to which you and manage-
ment acknowledge the pain that comes from com-
60. Your Brain: How a New Science Reveals
Our Extraordinary Potential to Trans-
form Ourselves. New York: Ballantine,
2007.
Brinkerhoff, Robert O., and Anne M. Apk-
ing. High Impact Learning: Strategies
for Leveraging Business Results from
Training. New York: Basic Books, 2001.
Broad, Mary L. Beyond Transfer of Train-
ing: Engaging Systems to Improve Per-
formance. San Francisco: Pfeiffer, 2005.
Broad, Mary L., and John W. Newstrom.
Transfer of Training: Action-Packed
Strategies to Ensure High Payoff from
Training Investments. Reading, MA:
Addison-Wesley, 1992.
Kirkpatrick, Donald L., and James D.
Kirkpatrick. Transferring Learning
to Behavior: Using the Four Levels to
Improve Performance. San Francisco:
Berrett-Koehler, 2005.
Leberman, Sarah, Lex McDonald, and
Stephanie Doyle. The Transfer of
Learning: Participants’ Perspectives of
Adult Education and Training. Burling-
ton, VT: Gower Publishing, 2006.
Luecke, Richard. Coaching and Mentoring:
How to Develop Top Talent and Achieve
Stronger Performance. Boston: Harvard
Business School, 2004.
61. Mager, Richard F., and Peter Pipe. Analyz-
ing Performance Problems: Or, You
Really Oughta Wanna, 3rd ed. Atlanta:
Center for Effective Performance, 1997.
Phillips, Jack J. Return on Investment in
Training and Performance Improvement
Programs. Houston: Gulf Publishing,
1997.
Phillips, Jack J. and Mary L. Broad, eds.
Transferring Learning to the Workplace:
Seventeen Case Studies from the Real
World of Training. Alexandria, VA:
ASTD, 1997.
Robinson, Dana Gaines, and James C.
Robinson. Performance Consulting. San
Francisco: Berrett-Koehler, 1996.
Sousa, David A. How the Brain Learns,
2nd ed. Thousand Oaks, CA: Corwin
Press, 2000.
Whitmore, John. Coaching for Perfor-
mance: Growing People, Performance
and Purpose, 3rd ed. London: Nicholas
Brealy, 2002.
Wick, Calhoun, et al. The Six Disciplines of
Breakthrough Learning: How to Turn
Training and Development into Business
Results. San Francisco: Pfeiffer, 2006.
Infoline s
62. Garavaglia, Paul L. “Transfer of Training.”
No. 259512 (revised 2000).
Sullivan, Richard L. “The Transfer of Skills
Training.” No. 259804.
References & Resources
Articles
Lynn S. Lewis, MBA, PMP, CPLP
President
Learning
Solution
s, LLC
External Consultant
Enhance the Transfer of Training
To ensure that training produces permanent, measurable results
in the workplace, key participates should be monitored before,
during, and after training has occurred. Use this checklist to
plan, track, and evaluate actions of key role players: trainers,
63. learn-
ers, and direct managers.
Monitor Key Actions
(Continued on next page)
The material appearing on this page is not covered by copyright
and may be reproduced at will. ��
Job Aid
Before Training
This time should be used to assess current skills and prepare
for the upcoming training.
Trainers
h Acquire, design, or review and update courses to ensure
they incorporate learning strategies that promote reten-
tion and learning transfer.
h Send managers and learners information about pre-
course benchmark individual diagnostic surveys.
64. h Administer pre-course individual benchmark diagnostic
surveys and send confidential reports to participants (com-
plete feedback) and their direct managers (summary).
h Distribute pre-course learning materials to participants
and course information to learners’ direct managers, in-
cluding performance improvement and business results
objectives, course content, and schedule.
Managers
h Review course materials and meet with direct reports
to discuss forthcoming training programs: benchmark
diagnostic scores, developmental priorities, relevance to
workplace shortfalls, impact on business results, course
content, boss’s support role, arrangements to cover re-
sponsibilities, expectations, post-course reinforcement
planning, and assessment activities.
h Meet with direct reports to discuss forthcoming bench-
mark diagnostic survey: what, why, who, when, how.
h Review, audit, or attend the course to prepare for setting
a positive example.
65. Learners
h Complete pre-course assignments, focusing on personal
learning and performance improvement goals.
During Training
It’s important that the learners receive support while they are
in training; also, they should be prepared for reinforcement.
Trainers
h Facilitate programs, implementing training strategies that
promote retention and learning transfer.
h Brief learners about follow-up learning resources and
help them set up learning support networks.
Managers
h Take care of learners’ responsibilities and protect partici-
pants from work-related issues.
Learners
66. h Focus on priority goals for improving performance,
participate in skill-building exercises, and make plans for
follow-up application and reinforcement.
After Training
This time should be used to reinforce skills and ensure that
learners are able to apply their new skills on the job.
Trainers
h Publicize and recognize successful course completion.
h Make online behavior-modeling videos and other learn-
ing resources available to participants.
h Host “brown-bag” learning lunches and other discussion
groups.
h Administer brief feedback projects when participants want
anonymous, ongoing feedback from team members.
67. The material appearing on this page is not covered by copyright
and may be reproduced at will.��
Enhance the Transfer of Training
Job Aid
Monitoring Key Actions (continued)
After Training (continued)
Trainers (continued)
h Assist in calculating return-on-investment.
h Administer a repeat post-course individual skills assess-
ment and send results to learners (complete feedback)
and learners’ managers (summary).
Managers
h Meet with learners to discuss the course experience, set
goals, and plan for applying and reinforcing new skills.
h Set an example for desired behavior.
68. h Provide projects, assignments, and other opportunities to
apply newly learned skills.
h Monitor workplace performance, give feedback, and
offer encouragement, as appropriate.
h Meet with direct reports to discuss successes and frustra-
tions and to help them learn from work experiences.
h Meet with direct reports to compare pre-course and
post-course feedback assessment results, update per-
formance improvement goals, and adjust plans for
follow-up reinforcement.
h Exercise patience as they await evidence of improved
performance and positive impacts on business results.
Learners
h Brief team members about course objectives and content,
major lessons learned, and plans for follow-up reinforce-
ment as well as request ongoing feedback and support.
h Complete a survey about the organization’s support for
69. performance improvement, one to two months after the
program.
h Stay in contact with trainers, course participants, and
mentors, who share experiences, insights, feedback, and
encouragement.
250710. $12.00.(USA)
STRATEGY
| 04 | DEC 13 | TRAINING & DEVELOPMENT
www.aitd.com.au
We train people so they will learn. The reason we want people
to learn is so they will
change a behaviour or perform a certain way. Surprisingly, little
emphasis is placed on
70. ensuring learning occurs in the training and even more
surprisingly, little importance is
placed on making sure learning transfers across to improve
performance on the job. Is there
a missing link somewhere between the conception of the
training idea, the delivery of the
training intervention and the return back to work?
Without a platform or a process to help
recently trained employees actually apply
their new learning at work, the money spent
on the training is wasted. The transfer of
learning to the workplace is critical and yet
it is often totally disregarded. The link to
performance improvement is nowhere to
be seen. Think of how many courses you or
your colleagues have completed after which
you have had every intention of using the
new skills or knowledge, only to find you
never quite get around to it. You still have
the binder or the notes or the thoughts but,
alas, you do nothing with them.
There are numerous obstacles that
marginalise the transfer of learning for newly
71. trained employees. Even though participants
finished the training ready to change, in
many instances it is easier to revert back to
the old way when they get back to their roles.
And…there is usually no consequence for
doing so except, perhaps, to be signed up to
the same course next year.
“Bandaid” solutions are prevalent in many
places - train them, test them and set
them free: a quick recipe for an ineffective
training strategy that ultimately wastes the
precious resource of time and we all know
time costs money.
Quality learning comes from top
notch training that is designed to meet
organisational goals and to produce
measurable results. Measuring learning is a
skill and must reflect the level of complexity
that is required to help the employee transfer
the skills and knowledge to their role.
Transferring Learning
72. Let’s assume the training was excellent
and the learning was measured. What
structure is in place to help the employee
transfer that learning to their job? More
importantly, who is responsible for this,
and, what role do managers play?
The workplace climate can greatly affect the
transfer of learning. If staff are dismissive
about training, trainers are poorly respected,
or topics are seen as irrelevant, this inspires
no confidence or desire on the part of the
learner to actually apply their learning
at work. There are numerous things that
can be done to promote a better learning
culture and the responsibility of this does
not fall with one person.
If a learner returns to work to find all their
colleagues using the old method or the wrong
method, the learner is unlikely to be the odd
one out by using a different process. It is
disheartening and alarming for newly trained
employees to do a task the way they have
been trained when no one else does it that
73. way and their own manager or supervisor does
not role model expected performance.
If the manager has not used an informed
approach to make sure the employee is
completing the right training to produce
measurable results then the manager really
doesn’t know what to look for when the
employee returns from training. Many
managers send staff for training in the hope
that the trainer’s magic will rectify the staff
member’s performance issues.
In your place of work, what are the
consequences for employees who do not
apply what has been taught in a training
session or does anyone even know?
There are numerous skills and knowledge
components that employees are taught in
training that are seldom checked on the
job to see if the learning transfer occurred.
Where knowledge and skill relates to easily
measured tasks that are frequently checked
it is easy to see learning transfer gaps.
74. When these are identified, what are the
consequences or the actions taken?
What should or could a manager’s role
be in bridging the transfer of learning to
improved performance for newly trained
staff? Do managers take an active or passive
role when learners return from training?
Oftentimes employees learn concepts and
theory in their training, which they have
trouble transferring to the reality of their
workplace. They may lack the confidence
to apply new techniques or knowledge back
at work, or lack the experience and practice
with the better, newly learned, processes,
sometimes they need to relearn how to
juggle multiple new skill and knowledge
requirements in an efficient manner in
order to function in their work day.
The manager’s role in
the transfer of learning
to the workplace
Helen McPhun
75. STRATEGY
www.aitd.com.au TRAINING & DEVELOPMENT | DEC 13 |
05 |
It seems, in some workplaces, employees
are ‘sent off to get fixed’ by training. When
they return no one checks. Surely managers
have a key role in managing the newly
trained employee to apply what is learnt
and perform.
There are workplaces where a trainee
returns from training and the manager and
colleagues encourage the employee to use the
new skills and knowledge. Where workmates
are supportive and where senior management
actually knows what training is occurring.
In this instance learning would certainly be
transferred into performance improvement.
The key to making learning stick is to
76. encourage employees who have been
trained to apply what they have learned.
They also need to be measured to see that
they are applying the knowledge and skills
the correct way in the right contexts. It
is not just the trainee’s responsibility to
transfer learning to work.
The manager must promote and encourage
an environment that supports the
application of the new learning. This
may include team members sharing
what they have learnt in a team meeting.
The colleagues must also be onboard to
contribute to a positive learning culture.
Each person must be role modelling what
the trainee has been taught.
Where the learning is not transferred to the
workplace there should be consequences.
Those consequences should not be sending
the same person off to a similar course,
but rather include learning application
goals and targets to be achieved within
reasonable timeframes.
77. Where senior managers are approving
the training spend of other managers and
supervisors, they need to check that there is
a return on this training spend.
The requirements to provide a bridge from
training to learning and then from learning
to improved performance is upheld by
multiple players. A learning culture is grown
from within by everyone and not dictated as
the new initiative from HR, OD or senior
managers. A learning culture provides a
bridge for newly trained employees which
encourages them to apply their learning on
the job and measures whether the learning
has improved their performance.
Helen McPhun is a Director and
Learning and Evaluation Specialist for
McZoom Ltd a consulting practice
based in Auckland, New Zealand.
Helen is the Education Director for
LEARNPLUSTM – a Category One,
78. NZQA accredited school offering
Management and Adult Education
qualifications. Contact via
[email protected] or
[email protected]
C
R
IC
O
S
0
0
2
3
3
E_
ju
n
79. io
rG
U
3
6
7
9
6
The next step in developing
your training expertise
Master of Training and Development (MTD)
This customised professional studies degree is designed to take
your knowledge
and skills in learning engagement to the next level. The MTD is
for people who
want to build upon their professional experience to advance
their knowledge
of training and development.
80. So, if you’re aiming to move into training or teaching, staff
development,
or to extend your knowledge and skill in adult education, we
can offer you
an effective education pathway.
The MTD is an 80 credit point program* with the option of
completing by
part dissertation. Our blended approach to delivery includes
face-to-face,
online and distance engagement with lecturers.
For those without an undergraduate degree, the Graduate
Certificate
in Training and Development is a stand-alone qualification of
40 credit points and a pathway to the MTD.
To find out more visit griffith.edu.au/education/adult-
vocational-education
or contact Mark Tyler [email protected]
*Please note that the overall volume of learning for the MTD is
set to increase to 160 credit points in 2015.
81. Copyright of Training & Development (1839-8561) is the
property of Copyright Agency
Limited and its content may not be copied or emailed to
multiple sites or posted to a listserv
without the copyright holder's express written permission.
However, users may print,
download, or email articles for individual use.
Studies in Business and Economics
- 82 - Studies in Business and Economics
THE INFLUENCE OF SUPERVISORY AND PEER
SUPPORT ON THE TRANSFER OF TRAINING
82. NG KUEH Hua
University Malaysia Sarawak, Malaysia
Abstract:
The burgeoning literature investigating the effect of supervisory
support on the transfer
of training is characterized by inconsistent findings. Also, to
date, research examining peer
support is still lacking, despite earlier studies show support
emanating from co-workers has a
significant influence on the transfer of training. Hence, this
study attempts to rectify the
inadequacies in the literature by examining the effects of
supervisory and peer support on the
transfer of training. Based on a cross-sectional method,
quantitative data was collected from 100
employees working in one of the Malaysian state health
departments, with a response rate of 48
percent. The results of multiple regression analysis revealed
that supervisory support was not
significantly associated with transfer of training, whereas peer
support exerted a significant and
positive influence on transfer of training. This study responded
83. to the pressing calls for more
studies to elucidate the relationship between social support and
the transfer of training. The
findings contributed to the body of literature by clarifying the
nature of relationships between
supervisory support, peer support and transfer of training,
particularly from the Malaysian
workplace perspective.
Key words: Supervisory support, peer support, transfer of
training
1. Introduction
Over the years, organizations increasingly invest on training
and development to
improve employees’ work performance. It is estimated that
organizations in the United
States spend approximately $130 billion annually on training
and development
(Paradise, 2007). Unfortunately, only a small portion of
84. learning is actually transferred
to the job (Pham, Segers & Gijselaers, 2010). As a result, it is
not surprising that
human resource practitioners often questioning to what extent
employees are able to
change their behaviour after attending training (Blume, Ford,
Baldwin & Huang, 2010).
Practitioners have been experimenting with various
organizational interventions that
are proven by training researchers as effective and reliable in
promoting the transfer of
knowledge, skills and attitudes (KSA) on the job (Ford &
Weissbein, 1997; Cheng &
Studies in Business and Economics
Studies in Business and Economics - 83 -
Ho, 2001). However, this method is often costly, time-
consuming and required a lot of
85. efforts, though generally do not generate desirable results
(Cheng & Ho, 2001).
Transfer of training is often regarded as the extent to which
employees
effectively apply the KSA gained in the training context on the
job (Baldwin & Ford,
1988; Chiaburu & Tekleab, 2005). Over the past two decades,
there has been a
considerable research examining transfer of training after
Baldwin and Ford (1988)
proposed a comprehensive model of training effectiveness (Ford
& Weissbein, 1997;
Burke & Hutchins, 2007; Weissbein, Huang, Ford & Schmidt,
2011). Basically, Baldwin
and Ford’s (1988) model posited the need to examine transfer of
training from various
angles, namely training design, work environment and trainee’s
characteristics in order
to advance our general understanding regarding the issue.
Despite progress has been made to expand our knowledge on
transfer of
training, the extant literature is characterized by vague and
unexpected findings
86. (Chiaburu & Tekleab, 2005; Blume et al., 2010; Pham et al.,
2010). Additionally, there
is a lack of research on the transfer of training in the context of
developing nations.
Subedi (2004), after reviewing the literature, concluded that
“transfer of training, as a
domain of concern for human performance, was not researched
(thoroughly) before in
the context of developing countries.” (p. 598). Consequently,
there is a pressing need
for more research in varying contexts to reach a mature
understanding on the effect of
social support on the transfer of training (Cheng & Ho, 2001;
Al-Eisa, Furayyan &
Alhemoud, 2009).
One of the important work environment factors that can enhance
transfer of
training is supervisory support (Elangovan & Karakowsky,
1999; Merriam & Leahy,
2005). Although research on supervisory support often found
promising results (e.g.,
Clarke, 2002; Chiaburu & Tekleab, 2005; Ng, Ahmad & Ismail,
2011), some studies
(e.g., Awoniyi, Griego & Morgan, 2002; Chiaburu & Marinova,
87. 2005; Nijman, Nijhof,
Vognum & Veldkamp, 2006; Velada, Caetano, Michel, Lyons &
Kavanagh, 2007) found
mixed findings. Thus, further examination on the role of
supervisory support in transfer
of training is warranted. This is in line with the research calls
(e.g., Colquitt, LePine &
Noe, 2000; Burke & Hutchins, 2007; Cheng & Hampson, 2008)
for more studies on
supervisory support to clarify the relationships between the two
variables.
Surprisingly, to date, research on peer support is neglected
(Bates, Holton,
Seyler & Carvalho, 2000; Chiaburu, 2010; Van den Bossche,
Segers & Jansen, 2010).
According to Bates et al. (2000, p. 20), “researchers appear to
have overlooked the
possibility that there may be work situations in which co-worker
support is equally or
more important than that provided by supervisors.” Therefore,
it is important to note
that peer support has its own unique and significant
contributions to the transfer of
training (Facteau, Dobbins, Russell, Ladd & Kurdisch, 1995;
88. Bates et al., 2000; Burke
& Hutchins, 2007), which has confirmed by several studies
(e.g., Chiaburu & Marinova,
2005; Hawley & Barnard, 2005; Chiaburu, 2010).
The inconsistent findings of supervisory support and the lack of
studies on peer
support, especially in the developing countries, indicate that
more research is needed
to extend our understanding on how these variables interact
with transfer of training in
Studies in Business and Economics
- 84 - Studies in Business and Economics
differential contexts. Hence, this study investigates the
influences of supervisory and
peer support on the transfer of training in the context of
89. Malaysian workplace in order
to clarify and broaden our knowledge on such relationships as
well as to spur more
research in this area. It contributes to the literature by adding
and empirical evidence
from the perspective of developing countries and provides
sound guidance to the
practitioners on how to enhance transfer of training.
2. Literature Review
2.1 Supervisory Support and Transfer of Training
Supervisory support is often defined as the extent to which
supervisors
encourage employees to attend training and apply the training
on the job (Facteau et
al., 1995; Switzer, Nagy & Mullins, 2005). The burgeoning
literature suggests that
support emanating from the supervisors play an important
function in promoting
transfer of training (Baldwin & Ford, 1988; Elangovan &
Karakowsky, 1999; Nikandrou,
Brinia & Bereri, 2009). A recent meta-analytic review by Blume
90. et al. (2010) involving
89 studies on training transfer found that supervisory and peer
support have strong
relationships with transfer of training. Further analysis
confirmed that supervisor
support had a stronger effect on the transfer of training than
peer support.
Colquitt et al. (2000), in their quantitative review on factors
affecting training
motivation and transfer outcomes based upon 106 articles
published since 1975, found
similar result. They posited that the extent to which supervisors
provided sufficient
support had robustly correlated with the employees’ ability to
transfer what they
learned on the job. The meta-analytic study was fully supported
by other
comprehensive reviews of training transfer literature (e.g.,
Elangovan & Karakowsky,
1999; Cheng & Ho, 2001; Merriam & Leahy, 2005; Burke &
Hutchins, 2007).
The ability of supervisors in encouraging employees to attend
training and
91. reinforcing the use of new learning in the workplace has been
found significantly
predict transfer of training. This was demonstrated by Ng et al.
(2011), which found the
ability of supervisors to allocate sufficient guidance and time to
apply training resulted
in positive transfer of training among 706 employees in the East
Malaysian city-based
local governments.
Festner and Gruber’s (2008) study with 131 employees attended
an
occupational health and safety training program in Germany,
found work environment
factors (i.e., supervisory support, peer support, working
conditions, and general
workplace affordance) were strongly correlated with the degree
to which employees’
apply KSA in the workplace. Supervisory support was found
among the strongest
factors in enhancing transfer of training.
In their qualitative study, Lim and Johnson (2002) discovered
that the salient work
environment factors affecting transfer of training was
supervisory support. More
92. specifically, in their study involving 10 Korean human resource
practitioners in
performance improvement technology training program, the
extent to which
supervisors discussed the application of new learning, actively
involved in the training
Studies in Business and Economics
Studies in Business and Economics - 85 -
program and provided positive feedbacks had improved
employees’ ability to make use
of new learning in the workplace. Consistently, Clarke (2002)
examined factors that
influenced the transfer of training in a human service agency
and discovered the lack
of supervisory support, in term of little or no feedback and the
refusal of supervisors to
sanction work practice changes, was a major hindrance to the
93. transfer of training.
Also, Xiao (1996) conducted a quantitative study on transfer of
training based on
a sample of 1023 women employees working in four electronic
manufacturing
companies located at Shenzhen, China. Through the analysis of
survey results, the
researcher discovered that support from supervisors was the
most influential factor that
correlated with transfer of training. In other words, they found
the extent to which
supervisors encouraged employees to apply what they have
learned from training on
the job significantly influenced employees’ degree of training
transfer.
In an early study by Tracey, Tannenbaum and Kavanagh (1995),
they found
support for the association between supervisory support and
transfer of training. In
their study that involved 505 supermarket managers, they found
social support was the
strongest predictor of transfer of training. Particularly,
supervisor support in the form of
94. encouragement of independent and innovative thinking was
found to facilitate the
managers’ ability to apply the supervisory skills learned from
training back to the
workplace.
Likewise, Rouiller and Goldstein (1993) investigated about
employees’ transfer
behaviours learned from training to their job situations based on
a sample of 102
managers from 102 fast-food franchises who attended a training
program. Drawing on
social learning theory, the researchers examined the concept of
organisational transfer
climate and whether it affects the degree to which employees
transfer the learning on
the job. This study found organizational transfer climate (i.e.,
supervisory support)
affected the extent to which employees transfer what they have
learned from training
programs on the actual job. Other early studies found consistent
findings (e.g.,
Mathieu, Tannenbaum & Salas, 1992; Brinkerhoff & Montesino,
1995).
95. Hypothesis 1: Supervisory support significantly influences
transfer of training.
2.2 Peer Support and Transfer of Training
Peer support is generally understood as the co-workers’
encouragement to use
new learning in the workplace (Bates et al., 2000; Van den
Bossche et al., 2010).
Support originating from peers has been found to exert a
significant influence on
employees’ ability to apply training in the workplace (Bates et
al., 2000; Chiaburu,
2010). After comprehensively reviewed 170 studies on the
predictors of the transfer of
training, Burke and Hutchins (2007) concluded that peer support
had more consistent
relationship with transfer of training than supervisory support.
This conclusion was
supported by other similar qualitative reviews (e.g., Cheng &
Ho, 2001; Merriam &
Leahy, 2005). It implies there is a wide agreement on the
importance of co-workers in
supporting employees to apply training, despite the lack of
studies in this area
96. Studies in Business and Economics
- 86 - Studies in Business and Economics
(Facteau et al., 1995; Bates et al., 2000; Chiaburu, 2010; Van
den Bossche et al.,
2010).
Indeed, a number of empirical studies posited the central role of
co-workers in
elevating positive training transfer. For example, in the recent
quantitative study by
Chiaburu (2010), which involved 440 respondents from one
organization in the United
States, found that co-workers’ support was the strongest
predictor of transfer of
training and transfer maintenance. Statistical results
demonstrated support from co-
97. workers was more important that that coming from the
organization and supervisors. It
was believed that co-workers wielded a greater influence on
transfer of training and
training maintenance due to the proximal relationship with
employees, as opposed to
the organization and supervisors, which were more distal and
diffused.
Comparable findings were established by Chiaburu and
Marinova (2005). After
empirically tested the work environment factors and training
transfer involving 186
employees from an organization, they found interesting results
regarding the
interactions between social support and transfer of training.
Peer support appeared as
a predictor of the transfer of training through pre-training
motivation, whereas
supervisory support had no association with transfer of training.
Another study by Bates et al. (2000) on 73 production operators
in a chemical
manufacturing company supported the notion of the importance
of co-workers in transfer of
98. training. Peer support appeared to explain a significant variance
over and above of that
explained by supervisory support. Although supervisory support
was found significantly related
to transfer, employees reported having a better transfer ability
when they perceived their peers
encouraged them to use new learning and discussed the ways to
apply training on the job.
This is in keeping with the qualitative research by Hawley and
Barnard (2005),
who explored the effect of peer support on transfer of training
among HRD
professionals in the nuclear power industry. The outcomes of
the research pinpointed
networking with co-workers and knowledge-sharing about the
training contents had
assisted the employees to transfer skills six months after
training.
Based on a sample of 81 employees from 15 sister companies of
a Korean
conglomerate, Lim and Morris (2006) investigated the effects of
employees’
characteristics, instructional satisfaction and organisational
99. climate on perceived
learning and transfer of training. The time-series-based
repeated-measures study
found peer support strongly correlated with transfer of training.
The researchers
concluded that organisational climate in term of co-workers
encouragement to apply
training and provision of feedbacks positively influenced
employees’ ability to apply
training on the job immediately and three months after training.
In line with Lim and Morris’ (2006) study, Van den Bossche et
al.’s (2010) study
that based upon 35 academic employees in the Netherlands
discovered co-workers’
support, in the form of feedback was indeed important in
determining employees’
ability to apply what they learned on the job. Even though the
hypothesis that
maintained peer feedback has more effect on transfer of training
than supervisory
feedback was not confirmed, this study found the frequency and
helpfulness of
feedback emanating from co-workers significantly associated
with motivation to
100. transfer and transfer of training.
Studies in Business and Economics
Studies in Business and Economics - 87 -
Facteau et al. (1995), in their study examining the effect of
social support on
transfer of training, also found positive results. In their analysis
with samples of 967
managers and supervisors involved in a management training
program, it was
revealed that peer support was positively related to perceived
transfer of training.
Supportive co-workers were found to exert a greater influence
on employees’
perception on training transfer than supervisory support. Other
empirical studies (e.g.,
Maurer, Mitchell & Barbeite, 2002) maintained similar findings.
101. Hypothesis 2: Peer support significantly influences transfer of
training.
3. Conceptual Framework
Based on the literature review, the conceptual framework was
developed as
shown in Figure 1:
Figure 1: Conceptual framework
4. Methodology
4.1 Location and Respondents
102. This study was conducted in one of the state health departments
in Malaysia. A
total of 100 employees working in the organization were
targeted to take part in this
study. Only 48 employees responded to the questionnaires,
yielding a 48 percent
response rate.
Table 1 shows the respondents’ profiles. Majority or 66.7
percent of the
respondents were female, 39.6 percent aged between 26 to 35
years old, 45.8 percent
had a Bachelor’s degree and 37.5 percent had served in the
organization for more
than ten years.
Supervisory support
103. Peer support
Transfer of training
Studies in Business and Economics
- 88 - Studies in Business and Economics
Table 1: Respondents’ profiles
Profile Sub -Profile Percentage
Gender Male 33.3
Female 66.7
Age 16 - 25 12.5
26 - 35 39.6
36 - 45 25
46 - 55 20.8
104. > 56 2.1
Educational level LCE 2.1
MCE 31.3
STPM 8.3
Diploma 8.3
Bachelor’s Degree 45.8
Master’s Degree 4.2
Length of service < 1 year 2.1
1 - 5 years 37.5
6 - 10 years 10.4
> 10 years 50
n = 48
LCE = Lower Certificate of Education
MCE = Malaysian Certificate of Education
STPM = Malaysian Higher School Certificate
4.2 Procedure
4.2.1 Stage 1: Discussion
The purpose of the discussion was to ensure the measurement
scales were
105. understandable as well as relevant to the nature of supervisory
and peer support
practices in the studied organization. The author approached the
human resource
manager and one supervisor and engaged in face-to-face
discussion to get their
opinions regarding the self-report questionnaire. Overall, they
agreed that the self-
report questionnaire was comprehensible, free from sensitive
issues and reflected the
nature of supervisory and peer support practices within the
organization.
4.2.2 Stage 2: Pilot test
At this stage, pilot test was conducted to ensure the research
instrument was
reliable for this study. Based on a simple random sampling
method, a total of 20
respondents participated in the pilot study. Reliability analysis
revealed the Cronbach’s
alphas for the variables of interest exceeded .70 thresholds.
4.2.3 Stage 3: Actual survey
The self-report questionnaires were randomly distributed to 100
106. respondents.
The respondents were given seven days to answer the self-report
questionnaire. Only
48 respondents completed and returned the self-report
questionnaire. The data
collected via the self-report questionnaire was used for
hypotheses testing.
Studies in Business and Economics
Studies in Business and Economics - 89 -
4.3 Research Instrument Design
In this study, self-report data collection was used to assess the
variables under
investigation. Self-report questionnaire is a suitable method for
collecting data because
107. employees are capable to accurately assess their own KSA not
observable by their
supervisor, peers or subordinates (Facteau et al., 1995;
Chiaburu & Tekleab, 2005).
The self-report questionnaire consisted of closed-ended
questions both in English and
Malay language. All items were assessed by using a five-point
Likert-type scale (i.e., 1
= strongly disagree, 2 = disagree, 3 = neither agree nor
disagree, 4 = agree, and 5 =
strongly agree).
Demographic background (i.e., gender, age, educational level
and length of
service) was collected from the respondents. The self-report
questionnaire had three
sections to measure the variables under investigation.
4.3.1 Supervisory support
Supervisory support was measured by using the measurement
scales adopted
from Facteau et al. (1995), Xiao (1996), Bates et al. (2000) and
Chiaburu and Tekleab
(2005). A sample item was “My supervisor insures me about the
opportunity to use the
new skills in the workplace.”