Evaluation Learning Management System and courses provided by global leaders in Learning Solutions
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The document discusses training and development of employees at Neycer India Ltd. It provides an overview of training and development, including definitions, objectives, benefits and processes. It also describes the company profile, products, departments and methodology used for a study on the effectiveness of training programs at Neycer India Ltd. The study analyzed responses from 200 employees through questionnaires and statistical tests. It was found that training programs effectively improved employee satisfaction, skills and productivity. Some recommendations include conducting more frequent training and focusing on behavioral programs.
PC3 Project Launch - Leeds Met
PC3: Personalised Curriculum Creation through Coaching is a JISC-funded project at Leeds Metropolitan University. The project launch is on September 15th 2008 and this presentation gives a basic introduction to the project and the way it uses coaching.
CPS Office of Principal Preparation and Development - History and Overview
Effective leadership is key to improving schools. The Office of Principal Preparation and Development aims to develop high-quality school leadership by preparing aspiring principals, supporting new principals, and providing development for experienced principals. Initial priorities include revising principal selection policies and establishing rigorous performance standards. The document outlines CPS principal competencies and the principal eligibility process. It also describes the goals and objectives of the Effective Leaders Improve Schools project to strengthen principal preparation, development, and support through mentoring.
Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale nationa...
"Skills for Prosperity Kenya: Repurposing OER to deliver a large-scale national professional development training" was presented at OER22 on 28 April 2022 (Open in Action theme).
Abstract:
Enhancing and scaling online education as a key route to improving access to Higher Education is a priority for the Kenyan government (Kenya Vision 2030). The Open University (UK) as a part of The Skills for Prosperity, Kenya (SFPK) programme funded by Foreign Commonwealth and Development Office (FCDO) is leading a national initiative to build the capacity of higher education staff in digital education (The Institute of Educational Technology, 2021a). This initiative runs across all 37 public universities in Kenya and involves offering a large scale supported online training that aims to develop the knowledge and skills of educators, educational leaders and support staff to deliver online education.
The online training programme (The Institute of Educational Technology, 2021b) includes a course supported by webinars, expert talks, mentoring sessions and an online community of practice. Universities are also working on a range of digital education capacity building projects, based on their university’s needs. These projects offer the opportunity to put knowledge and skills into practice.
This session will explore how an existing open course has been reused and repurposed to offer professional development at a national level (The Institute of Educational Technology, 2021c). It will also explore how this OER will be reused and localised by course participants, to offer training to staff across their institution. During this presentation we will focus on sharing insights and lessons learnt from the process of reusing and localising OER. This session will be of particular interest to anyone interested in the creation and remix of OER, digital education initiatives and/or supporting colleagues within diverse contexts.
Resources and References
The Government of Kenya. (2007). Kenya Vision 2030. Available at https://vision2030.go.ke/ (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021a). Skills for Prosperity Kenya. Available at https://iet.open.ac.uk/projects/skills-for-prosperity-kenya (last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021b). Skills for Prosperity Available at Kenya Programme. https://www.open.edu/openlearncreate/course/index.php?categoryid=499(last accessed 09/02/2022)
Institute of Educational Technology, The Open University. (2021c). OU launches programme for online educators and educational leaders. Available at https://iet.open.ac.uk/research/OU-launches-programme-for-online-educators-and-educational-leaders (last accessed 09/02/2022)
More on Skills for Prosperity Kenya: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya
Viewpoints Evaluation Report
The document evaluates the Viewpoints project at the University of Ulster, which aimed to develop tools to support curriculum design. The project created conceptual "prompt cards" around themes like assessment and feedback. Workshops used these cards and a timeline worksheet to help course teams redesign modules. Over 34 workshops occurred. The evaluation found the workshops effectively supported curriculum discussions and maintained an educational focus. The assessment and feedback principles became adopted as university policy and impacted practices beyond workshops. Overall, the project seeded new thinking around curriculum design that facilitated institutional changes and helped embed sustainability. A model of educational change is extrapolated from the project.
Sip report
This document is a project report submitted by Supriya Kumari for her Post Graduate Diploma in Business Management at Xavier Institute of Management and Entrepreneurship, Bangalore. The report studies the recruitment and orientation processes at ITC Limited under the guidance of Ms. Sunitha Kandregula.
The report has three chapters. Chapter 1 provides background information on employee orientation and promotion processes. Chapter 2 focuses on preparing an employee handbook for ITC Limited to help new employees understand company policies. Chapter 3 examines ITC Limited's performance appraisal process and collects feedback from employees. The report aims to streamline recruitment, orientation, and performance evaluation at ITC Limited.
Training & Development - HR
This document discusses training and development in organizations. It begins by defining training and distinguishing it from education and development. It then outlines the training design process, including conducting a needs assessment, selecting training methods, and evaluating the program. The importance and benefits of training are explained. Key principles of learning and a systematic approach to developing a training plan are also covered. The document provides examples of different types of training methods and discusses best practices for implementing, evaluating, and improving training programs.
Strategies 4 Quality
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
Pc3 overviewpresentation
The PC3 project aims to develop a personalized curriculum framework centered around coaching. It will place coaching at the core of curriculum design, learning, and assessment. The framework includes several key components: a coaching lab for training, a health check for skills assessment, a learning bank of resources, an e-portfolio called Studeo, and a commons for social learning. The project will trial the framework with different user groups from 2011-2012 and evaluate the benefits of a more flexible, learner-centered approach enabled by coaching.
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Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.Who Is the Largest Producer of Soybean in India Now.pdf
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Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Evaluation Learning Management System and courses provided by global leaders in Learning Solutions
- 1. SUMMER INTERNSHIP PROJECT Calcutta Business School ABSTRACT Evaluation of Courses and Learning management system for Learning Solutions given by Global Leader in Learning Solutions By Shalini Singh Roll no 16022 Finance Submitted on 21/08/2017
- 2. Calcutta Business School 1 | P a g e B y S h a l i n i S i n g h Contents Acknowledgement 3 Certificate from the Company or Organisation 4 Declaration 5 Preface 6 Executive summary 7 About EY 8 Internship scope provided by EY 12 Objectives of studying Learning Solutions program performed by EY 13 Process of designing and execution of training programs by EY 15 Analysis of Training Needs 16 Designing Appropriate course 16 Content Customisation 17 Content Creation 17 Setting up Training requirements and Training Calendars 18 Delivery by Experts 18 Assessment 18 Gauging training effectiveness 18 Practical Exposure and works handled at EY 19 Learning Management System 19 Analysis of LMS 19 Research work done on Docebo LMS 22 Research work done on Abara LMS 23 Primary Data 24
- 3. Calcutta Business School 2 | P a g e B y S h a l i n i S i n g h Secondary data 26 Analysis and Interpretation 27 Six Sigma and Finance for non-finance managers (FFNF) courses reviewed 32 Preparations of Questions for Assessment to be used in training program 37 Finding course related Case studies from IIMA website 38 Summary Report prepared based on case study 39 Research work undertaken 39 Content Customisation as per client’s requirements 43 Facilitator’s CE Credit Report 44 L&D Summary Report 44 Preparation of Session plan for the training program 45 Preparation of fresh brochures for approaching NSHM 46 Preparation of Docebo LMS User manual 46 LIMITATIONS 47 Team-Structure and work distribution 47 Recommendation 48 Annexures 49 ___________________________________________________________________________
- 4. Calcutta Business School 3 | P a g e B y S h a l i n i S i n g h Acknowledgement My sincere thanks to my project guide Mr. Vikash Goel, Manager of EY Kolkata FAAS team and my faculty guide Prof Indranil Ghosh without his help and support this project work would not have been possible. I would like to thank my friends for their support in my opinion. Without their help this project would have seemed incomplete. I take this opportunity to thank my college Calcutta Business School my Principal Prof Tamal Dutta Chaudhuri and Director Prof Shekhar Chaudhuri for providing me this opportunity. Last but not least, I would like to thank my parents for giving the best education and also for supporting.
- 5. Calcutta Business School 4 | P a g e B y S h a l i n i S i n g h Certificate from the Company or Organisation