Leadership And Competence of Some Private Bank Instructor In Jakartainventionjournals
The competition of some private Bank in Indonesia is very competitive today, they try to grab customer in many ways. Some of Private Bank try to create strategy in short and long term, they try to enhance their performce by develop cmpetencies of knowledge and expertise. Customer is very demanding today, they face so many competitor in many area of business. They compete in interest rate, service quality and customer relationship management. With this research will will investigate the effect of leadership and competence toward motivation of Private Bank Instructor in Jakarta, in the fact all opf the hypothesis is positively.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Self-discipline as one of the non-academic factors that contribute to determining
academic’s achievement. One of efforts to establish the student's self-discipline is
through group counselling. Counselling groups that are used Cognitive Modelling
Self-Instructional Training towards self-discipline students. This research used quasiexperiment design with Nonrandomized Pre-Test Post-Test Control Group Design
Experiment. The subjects of this study were 16 students of Grade VIII of State Junior
High School Ploso Jombang with low self-discipline then divided into two groups of
experimental group and control group. The experimental group was given Cognitive
Modelling with Self-Instructional Training, whereas for the control group was given
conventional method. The collected data used the Self Discipline Scale which has been
tested using the construct validity as well as the reliability test. Data were analyzed
through the Analysis of Covariance (ANCOVA). The results of study that there was an
effect of cognitive Modelling Self-Instructional Training towards student’s selfdiscipline at the experimental group was higher than in the control group. It was
indicated by an increase of self-discipline scale score before and after treatment. So
that the giving of the treatment used Cognitive Modelling Self-Instructional Training
effects on the increasing student’s self-discipline at junior high school.
Leadership And Competence of Some Private Bank Instructor In Jakartainventionjournals
The competition of some private Bank in Indonesia is very competitive today, they try to grab customer in many ways. Some of Private Bank try to create strategy in short and long term, they try to enhance their performce by develop cmpetencies of knowledge and expertise. Customer is very demanding today, they face so many competitor in many area of business. They compete in interest rate, service quality and customer relationship management. With this research will will investigate the effect of leadership and competence toward motivation of Private Bank Instructor in Jakarta, in the fact all opf the hypothesis is positively.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Self-discipline as one of the non-academic factors that contribute to determining
academic’s achievement. One of efforts to establish the student's self-discipline is
through group counselling. Counselling groups that are used Cognitive Modelling
Self-Instructional Training towards self-discipline students. This research used quasiexperiment design with Nonrandomized Pre-Test Post-Test Control Group Design
Experiment. The subjects of this study were 16 students of Grade VIII of State Junior
High School Ploso Jombang with low self-discipline then divided into two groups of
experimental group and control group. The experimental group was given Cognitive
Modelling with Self-Instructional Training, whereas for the control group was given
conventional method. The collected data used the Self Discipline Scale which has been
tested using the construct validity as well as the reliability test. Data were analyzed
through the Analysis of Covariance (ANCOVA). The results of study that there was an
effect of cognitive Modelling Self-Instructional Training towards student’s selfdiscipline at the experimental group was higher than in the control group. It was
indicated by an increase of self-discipline scale score before and after treatment. So
that the giving of the treatment used Cognitive Modelling Self-Instructional Training
effects on the increasing student’s self-discipline at junior high school.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
This presentation is an assemblage of content on the topic from the research works and publications I found relevant and useful. The main contents are extracted from the book of Kimiz Dalkir, "Knowledge Management in Theory and Practice "
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
This presentation is an assemblage of content on the topic from the research works and publications I found relevant and useful. The main contents are extracted from the book of Kimiz Dalkir, "Knowledge Management in Theory and Practice "
BEB801 - Project 1: Energy absorbing beam column connectionsKeagan Leamy
The beam column connection is often one of the most vulnerable locations in a structure due to the way the energy is transferred through the connection, this is even more so when the structure is subjected to seismic loading. The following presentation proposes a friction device that can be retrofit to the beam column connection in the hopes it will dissipate some of the energy induced through the seismic loading.
esto te ayudara a saber la importancia de acreditar los derechos de autor y aprenderás a citar artículos en línea, un artículo de periódicos en linea y un libro en línea
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
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 Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
Running head THE IMPORTANCE OF UNDERSTANDING EMPLOYEES’ NEEDS .docxtoltonkendal
Running head: THE IMPORTANCE OF UNDERSTANDING EMPLOYEES’ NEEDS 1
THE IMPORTANCE OF UNDERSTANDING EMPLOYEES’ NEEDS 3
The importance of understanding employees’ needs.
Name:
Institution:
Date:
The Importance of Understanding Your Employees’ or Learners’ Needs.
Introduction
Learning is an important aspect of managing employees. Managers must understand the different learning perspectives and strategies through which these topics can be implemented. While the learning process is an important aspect of organizational success, its implementation should be focused on meeting the organizational goals and targets of each department. As a manager, the role is to establish systems that work, and then use these systems in understanding the needs of the employees just like teachers do to their students. In this paper, learning topics are discussed, and effective learning strategies ventilated.
Five areas of learning for the managers.
As an expert in employee training, the following areas of learning will be taught to the managers: associative learning, operant conditioning, problem based learning, social learning theory, and Maslow’s hierarchy of needs. The first learning area is associative learning. In associative learning, two different events take place together. In associative learning, the managers are taught to understand the association between two behavior and stimulus. The two associative learning forms include operant conditioning and classical. Associative learning is of particular importance when studying the behavior of people, or behaviourism theory.
Since it is a form of conditioning, the behavior of employees can be modified on a stimulus and a response (Le Pelley, 2010). For instance, the managers can use an example of responsive stimuli and learn how the employees respond to the stimuli. For associative learning, there is an aspect of associative memory. Associative memory is explained in terms of the ability to learn and recall the relationship between unrelated aspects. The most outstanding example of this learning aspect is Pavlov’s use of dogs in demonstrating that a stimulus, such as ringing of bells lead to food in form of a reward (Le Pelley, 2010).
Operant conditioning which is a type of associative learning can be used by managers to use reinforcement through punishments and rewards. The managers can set forth a form of stimuli in form of targets that can be conditioned through rewards or punishments (Le Pelley, 2010). This way, managers can pass the message to their employees and impact organizational effectiveness. The second area of learning is operant conditioning. In operant conditioning, human behavior can be controlled by consequences or some effects. Some of the major aspects of operant conditioning include positive and negative reinforcement, and positive and negative punishment (Henton, & Iversen, 2012).
As a training expert, operant conditioning is effective in achieving the bes ...
Chapter 3Philosophy of NursingPhilosophy• Inve.docxketurahhazelhurst
Chapter 3
Philosophy of Nursing
Philosophy
• Investigation of the nature, causes, or
principles of reality, knowledge, or values,
based on logical reasoning
• A system of thought based on such inquiry
• Critical analysis of fundamental assumptions
or beliefs
• A set of ideas or beliefs relating to a particular
field or activity; an underlying theory
Perspectives of Truth
• Classical
philosophers
• Theocratics
• Empiricists
• Rationalists
• Idealists
• Positivists
• Early existentialists
• Pragmatists
• Relativists
• Phenomenologists
• Existentialists
• Poststructuralists/
postmodernists
Continuum of Realism and Idealism
Realism
• The world is static
• Seeing is believing
• The social world is a
given
• Reality is physical and
independent
• Logical thinking is
superior
Idealism
• The world is evolving
• There is more than
meets the eye
• The social world is
created
• Reality is a conception
perceived in the mind
• Thinking is dynamic and
constructive
Beliefs
• Three categories of
beliefs:
– Existential beliefs
– Evaluative beliefs
– Prescriptive/proscri
ptive beliefs
• What are your beliefs
about the major
concepts in nursing?
– Person
– Environment
– Health
– Nursing
Assertions Related to Values
• Each person has a few
• All humans possess the same values
• People organize values into systems
• Values are developed in response to culture,
society, and personality
• Behaviors are manifestations or consequences
of values
Values
• Process of valuing involves 3 steps:
– Choosing values
– Prizing values
– Acting on values
Acquiring Values
• Must be chosen freely
• Must be selected from a list of alternatives
• Must have thoughtful consideration of each of
the outcomes of the alternatives
• Must be prized and cherished
• Must involve a willingness to make values
known to others
• Must precipitate action
• Must be integrated into lifestyle
Values Clarification
• Helps us to understand who we are
• Helps us to understand what is important to us
• Helps us to be more open to accepting others’
choice of values
Guide for Developing a Personal
Philosophy of Nursing (1 of 3)
• Introduction
– Who are you?
– Where do you practice nursing?
• Define nursing
– What is nursing?
– Why does nursing exist?
– Why do you practice nursing?
Guide for Developing a Personal
Philosophy of Nursing (2 of 3)
• What are your assumptions or underlying
beliefs about nurses, patients, other
healthcare providers, and communities?
• Define the major domains of nursing:
– Person
– Health
– Environment
Guide for Developing a Personal
Philosophy of Nursing (3 of 3)
• How are the domains connected?
• What is your vision of nursing for the
future?
• What are the challenges that you will face
as a nurse?
• What are your goals for professional
development?
2
RUNNING Header: Training Design Proposal
Training Design ...
This presentation describes motivational theories that can help engage students in the classroom. These theories can be applied to other learning environments as well.
The presentation was created by the author, Dagmar Kusiak. The slides summarize important motivational theories: ARCS model, Goal Setting Theory, and Self-Regulation Theory.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Similar to Final paper and powerpoint presentation (20)
1. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 1
The Importance of Understanding Your Learners’ Needs
Connie Butts
PSY 331: The Psychology of Learning
Instructor: Peggy Olsen
January 11, 2016
Power Point Presentation: https://bn1-
broadcast.officeapps.live.com/m/Broadcast.aspx?Fi=0a3c6569acb590a5%
5Fc5fa9a0b%2D1ab7%2D42aa%2D9cd9%2D0b6e6c4be645%2Epptx
2. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 2
The Importance of Understanding Your Learners’ Needs
Hundreds of billions of dollars are spent yearly in the United States on training and
development of employees. According to the 2013 ASTD State of the Industry Report, $164.2
billion dollars was spent on training and development by U.S. companies in 2012 based on a
survey of 475 organizations representing a sample of industries, sizes and locations. (ATD Staff,
2013) According to the same report, an average of $1,195 was spent per employee and $100.2
billion of those dollars were spent on internal expenses for training employees alone. These
numbers demonstrate there is great need to train long term employees, and that is the intention
when they are hired, but many times they are not. This fact dictates that the training of those
employees be evaluated to see where changes can be made to ensure that more employees stay
with the companies who hire them. The most common reason why employees leave jobs is
because they are not satisfied with their relationship with their boss, according to a survey taken
by Randstad HR Services. (Lucas, 2013) One reason that may be the cause is the difference in
communication skills, and communication skills are directly related to the unique personality and
learning skills each possess. Understanding the process of learning and training according to the
needs of the employee would increase the likelihood of a better employer/employee relationship,
thus resulting in long-term employment. Based upon this need, a training module for managers
that help them identify employee learning needs along with training strategies to meet those
needs has been designed to increase employee satisfaction, increase productivity and promote an
atmosphere of teamwork in the workplace.
Content of Training
The employee training module designed is based upon principles found in three different
learning theories in order to address the varied ways in which people learn and retain
3. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 3
information. The learning theories represented in this training module are Behaviorism,
Constructivism, and Humanism. Each theory will be explained as well as its usefulness in
educating employees in a way that will lead to long-term success for the company as well as
satisfied employees.
Behaviorism, or the Behaviorist learning theory was founded by John B. Watson and is
based on the belief that behaviors can be measured, trained, or changed by manipulating the
environment of the learner. (Lieberman, 2012) According to this theory unwanted behaviors can
be changed and desired behaviors can be encouraged by changing the environment or learning
conditions of those observed. This approach believes that human behavior and intellectual
positions can be determined by behavioral analysis. (Moore, 2013) The underlying basis for
behaviorism is that all human behaviors are learned, that humans learn for the purpose of
maximizing pleasure and avoiding pain, that they are born with basic instinctual responses, and
that they learn by observation, through association, and through consequences. (Lieberman,
2012)
Principles that are used in the module based on Behaviorism that are useful to train
employees are the fact they learn through association, by observation, and through consequences.
(Lieberman, 2012) Learning through association is a basic concept that all average people
possess. You can present information in written or verbal form and follow up by charts and
graphs that cover the same information and they will make the association and retain it. This is a
form of repetition that would be beneficial to both visual and auditory learners. A visual learner
is a person who best by seeing or by observation and an auditory learner learns best when
hearing information. Another form of repetition that is useful based on behaviorism is feedback.
Feedback in the form of question and answer sessions serve to reinforce information and allows
4. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 4
the learner to have an active role in the learning process and allows them to feel part of the
group. And again, all people learn through negative consequences whether it be a verbal warning
or a more severe consequence such as termination.
The next learning theory the training module is based upon is Constructivism. The
Philosophy of Constructivism is based on the understanding that people construct an
understanding of the world by reflecting on personal experiences and that learning is the process
of making adjustments of our perceptions of the world in order to accommodate new experiences
based on how we reflect upon those experiences. In the line of Constructivism a person takes in
knowledge on varying levels based on their way of making meaning of the information they take
in and construct interpretations in their mind based on interactions with others and that one needs
previous knowledge upon which to build in order to learn complex concepts. (Applefield, Huber,
& Moallem, n.d.) The taking in of information, building upon previous knowledge and adjusting
ones perceptions is termed scaffolding. (Winstone, & Millward, 2012)
Scaffolding is a process of providing structured guidance while the learner takes a
proactive role in learning and reaches a better understanding of a subject while increasing in
competence. (Winstone, & Millward, 2012) This type of learning creates more meaning for the
student, encourages them to think for themselves, motivates them and provides them with
problem-solving skills that prove beneficial in the future. (Applefield, Huber, & Moallem, n.d.)
Constructivist John Dewey applied this theory to education and demonstrated how it helps
students derive meaning from the information learned by using them in a real-world context.
(Hohr, 2013) Using the scaffolding method in the learning module allows the trainer to evaluate
an employee’s current skills and develop a plan that will build upon current skills and achieve
5. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 5
the desired level of skill needed to work independently and work with others to solve problems
as they arise.
The next learning theory which this learning module is based upon is Humanism.
Humanism stresses the need to consider the uniqueness of an individual as a whole. When this is
properly achieved in a teaching/learning context, it allows for the personal freedom, dignity, and
potential of the student to be respected while encouraging the student to develop more complex
thinking ability and problem solving skills without being overly critical during the training
process. This approach fosters self-respect, respect for others and an atmosphere of cooperation
and teamwork in the workplace. (Maheshwari, 2011)
Using Humanism in the training module requires the trainer to be a motivator and encourager
during the training process. This can be done in various ways that allow the learner room to grow
while building confidence in their work skills. In the next section specific ways these theories
can be used in order to train competent, and confident employees who can effectively perform
job duties independently as well as in a group.
Strategies Used
From the Behaviorist Theory the strategies suggested for use are: (Lieberman, 2012)
Repetition
Through visual aids such as charts and graphs
The use of the employee handbook which outlines job duties and expectations
Reinforcement through positive feedback and encouraging question and answer sessions
Workshops and mentoring sessions
6. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 6
Positive commendation when a skill is successfully mastered
From the Constructivist Theory the strategies suggested for use are: (Applefield, Huber,
& Moallem, n.d.)
Evaluate new employees’ current skill set
Develop a plan that allows building upon current skills in order to achieve desired skills
Encourage the development of problem-solving skills through education, workshops, mentoring,
and on-the-job training (Winstone, & Millward, 2012)
From the Humanist approach the suggested strategies are:
Positive feedback (Maheshwari, 2011)
Commendation for a job well-done
Conclusion
We considered in this presentation of a training module for managers the need of a
different style of training based on the waste of billions of dollars yearly training employees who
leave their jobs. We also determined the most common reason why employees are unsatisfied
and quit jobs after being trained. We identified that a probable cause for employer/employee
problems is the difference in communication skills and how these skills are directly tied to
personality and learning styles. These difficulties demonstrate the need for a training module that
could bridge the gap and lead to better experiences for employees, causing them to remain on the
job.
The presented training module is based on the learning theories of Behaviorism,
Constructivism, and Humanism. Each theory was explained and the facets of each theory that are
7. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 7
applicable to the module were enumerated along with reasons why they were needed. From
Behaviorism the application of repetition and reinforcement were determined to be essential.
From the theory of Constructivism the application of scaffolding and problem-solving were
determined to be essential for successful training of employees. From the theory of Humanism it
was determined that motivation is necessary in order to successfully train employees that can
work independently and in a group.
Combining and applying these strategies of learning in this training module will result in
highly trained employees who are effective in carrying out their job duties both independently
and in a group setting. Competent employees are confident in their abilities and work in a group
setting well when problems arise to effectively solve them. These employees are well-equipped
to carry the company into the future and will build a thriving empire. It is clear that this type of
training module will aid managers define the learning needs of employees and have sufficient
strategies to meet those needs, resulting in increased productivity, employee satisfaction and an
atmosphere of cooperation and teamwork in the workplace.
8. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 8
Reference
Applefield, J. M., Huber, R., & Moallem, M. (n.d.). Constructivism in theory and practice:
Toward a better understanding. Retrieved from
http://people.uncw.edu/huberr/constructivism.pdf
ATD STAFF (2013). $164.2 Billion Spent on Training and Development by U.S. Companies.
ASTD’s 2013 State of the Industry Report (2013 December 12). Retrieved from
https://www.td.org/Publications/Blogs/ATD-Blog/2013/12/ASTD-Releases-2013-State-
of-the-Industry-Report
Hohr, H. (2013). The concept of experience by John Dewey revisited: Conceiving, feeling and
"enliving". Studies in Philosophy and Education, 32(1), 25-38.
doi:http://dx.doi.org/10.1007/s11217-012-9330-7
Lieberman, D. A. (2012). Psychology of Learning San Diego, CA: Bridgepoint Education.
Lucas, Suzanne (2013) The Top reason People Leave Their Job. Money Watch (2013 October
18) retrieved from: http://www.cbsnews.com/news/the-top-reason-people-leave-their-
jobs/
Moore, J. (2013). THREE VIEWS OF BEHAVIORISM. The Psychological Record, 63(3), 681-
691. Retrieved from http://search.proquest.com/docview/1442999258?accountid=32521
9. Running Head: UNDERSTANDING YOUR LEARNERS’ NEEDS 9
Maheshwari, V. K. (2011). Humanism in education . Retrieved from
http://www.vkmaheshwari.com/WP/?p=145.
Winstone, N., & Millward, L. (2012). The value of peers and support from scaffolding: Applying
constructivist principles to the teaching of psychology. Psychology Teaching Review,
18(2), 59-67. Retrieved from the EBSCOhost database.
Power Point Presentation: https://bn1-
broadcast.officeapps.live.com/m/Broadcast.aspx?Fi=0a3c6569acb590a5%5Fc5fa9a0b%2
D1ab7%2D42aa%2D9cd9%2D0b6e6c4be645%2Epptx