This document provides tips and strategies for studying for and passing the APR accreditation exam. It summarizes findings from previous exam takers, describes the types of questions on the exam, and offers opportunities to get involved in study groups. Key points include: 1) 100% of online course participants who completed at least 75% of course materials passed the exam; 2) Questions are scenario-based and focus on what a PR professional's next steps would be, rather than memorization; 3) Presenting mock exam questions and cases to others is recommended for preparation.
You've had a great idea for a program, presentation or workshop. Now what? Learn the elements of planning a great workshop and get some pro tips from a great trainer.
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
This slide deck will walk you through several things to consider as you explore gamification in the classroom. I hope that you also generate some really great ideas as well. Email me and lets chat!
Using Tools of D2L to Enhance Student Engagement in K-12D2L Barry
Using Tools of D2L to Enhance Student Engagement in K-12; Jennifer Batallas and Sally Morgan, South Island Distance Education School.
Presentation at the D2L Connection: British Columbia Edition; November 10, 2017 at Camosun College in Victoria, BC.
You've had a great idea for a program, presentation or workshop. Now what? Learn the elements of planning a great workshop and get some pro tips from a great trainer.
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
This slide deck will walk you through several things to consider as you explore gamification in the classroom. I hope that you also generate some really great ideas as well. Email me and lets chat!
Using Tools of D2L to Enhance Student Engagement in K-12D2L Barry
Using Tools of D2L to Enhance Student Engagement in K-12; Jennifer Batallas and Sally Morgan, South Island Distance Education School.
Presentation at the D2L Connection: British Columbia Edition; November 10, 2017 at Camosun College in Victoria, BC.
Review the video The Performance Review Process” then answer the .docxronak56
Review the video “The Performance Review Process” then answer the following two questions using the question and answer (Q&A) format; in other words, include the original question along with your response.
Within your post, support your responses with information from at least one peer-reviewed/scholarly source (not older than 3-5 years) from CSU-Global online library or the Internet, and provide the full citation at the end. Use APA guidelines to format your references.
1. What are the principal components of an effective performance appraisal system?
2. How can a performance appraisal system effectively address employee-related challenges in the workplace such as performance problems, unsatisfactory conduct, and/or violations of policies?
This is the video transcript of video
- Suppose you're an employee who's just been told by your boss that it's time for your annual review. Suddenly, you're overcome with a deep sense of dread and foreboding. You think you've had a pretty good year but suppose the boss doesn't see things the way you do.More importantly, how will the boss's judgment affect the pay raise you're expecting? If pay for performance means anything, it means that there needs to be some judgment by a person in authority about your performance so they can tie that judgment to decisions about pay.
So I want to help you understand how organizations link pay to performance through performance reviews. In the US, about 90% of all organizations use performance reviews as a basis for pay decisions yet over the last decade, there have been vast changes in how reviews are done and how frequently they are done. At a general level, reviews serve as a basis for management decisions such as whom to promote, whom to let go or how to make adjustments in pay and to provide constructive feedback to help employees improve their performance.
Some organizations make performance reviews an annual event. However, when they do that, it's impossible to separate discussions about professional growth and development from discussions about pay adjustments. Employees tend to focus on the pay adjustments and often get defensive when the boss says anything negative about their performance. Today, we recognize that performance reviews for pay purposes are part of a larger, more frequent process of performance management.
Just like coaching in sports, the objective of performance management is to offer feedback about your performance to help you get better.Many companies have moved to more frequent check-ins, daily, weekly or monthly so that there are no surprises. If there are no surprises during employees' pay reviews then there's little reason to get defensive. The discussion can focus exclusively on the reasons for the decision about your pay.
There are practical advantages for managers to provide more frequent feedback including higher employee retention, higher customer satisfaction, higher levels of employee commitment and increased profits. Okay, by no ...
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
General Education MBA Applications StrategyMehak Narula
General Education's Seminar on detailed Step by step plan and strategy to GMAT Preparation, MBA Essays, choice of B-Schools and effective B-School Application Development
1. UABAccreditation in Public Relations Online Study Course Examination Tips and Study Strategies Slides from Monthly Webcast…
2. Welcome! APR Study Strategies Michael Henry APR Course Technical Facilitator Technical tips: - Reduce distractions (next 50 minutes) - If you lose audio – restart webcast - Take notes – Slides handout sent following webcast
3. Get Involved! Next ‘Cohort’ Group Starts Soon The web conferences are your chance to ask questions and meet other candidates. Volunteer to present at an upcoming web conference: Share your "Mock Examination Question" Present your notes from a module Share your Activity Presentation from MBA Class Guest Presentation Ethical Dilemma Business Literacy Presentation Case Problem Presentation Readiness Review
4. Online Course Success Meta analysis: Tracked participation (6-1-2008 through 6-1-2009) Only included individuals who participated in at least 75% of the Online Course Materials Participation defined as completing online activities, posting and uploading assignments. 100% of the Online Candidates, who participated in 75% or more of the online course materials, PASSED the APR Examination. 236 Online Candidates have passed the APR Examination since Jan. 2005.
5. Type of Questions on the Computer-Based Examination Not ‘Academic’ or ‘Didactic’ questions. Scenario-based questions
6. Types of questions Typical question is… “Name three ways to do X…” [Select 3] “Identify the best way to do X… [All might be correct, but one is best - Select 1]
7. Scenario “If XYZ happens… what would a professional do next?” Think about your professional experience Don’t memorize dates, names or places Know HOW to create a plan according to the 10-Step Components of a Public Relations Plan Get INVOLVED Create a CASE PROBLEM presentation Create a “Scenario-Based” Mock Problem.
22. Combination of reading on my own, participating in the online study course and taking my chapter’s APR study course Study buddy from the online course and we talked on the phone and went over cases studies and the APR study guide at least once a week. Learned as much as I could about the testing environment Jessica Padilla, APR
23. Eleven Lessons Learned – Amy Beisel, APR Believe in yourself – you can do it Do it for yourself – it’s not the Exam Do it for your colleagues – profession The bar is supposed to be high Summarize your experience Sell yourself to yourself [KSAs] Think like an APR Stick to a timeline Practice good study habits Don’t be afraid to learn something new
24. Thoughts – Jason Kirsch, APR Take study seriously (Nine Months) Cutlip, Center Broom Don’t memorize Pace your study Be confident that you have prepared Think like a practitioner – “What to do?” Questions may surprise you… be confident Questions require thought Mark questions for review, if necessary Plan to use all three hours