Full download : https://alibabadownload.com/product/industrial-organizational-psychology-understanding-the-workplace-5th-edition-levy-solutions-manual/ Industrial Organizational Psychology Understanding the Workplace 5th Edition Levy Solutions Manual
Report writing for organization communicationMartin McMorrow
These slides were prepared for a writing workshop offered by the Centre for Teaching and Learning, Massey University, for students taking the Organisational Communication course. It focuses on writing a business report for assignment 2.
Professional and Ethical Practice 254102 Assignment 2 WorkshopMartin McMorrow
This workshop was designed for students at Massey University studying 'Introduction to Professional and Ethical Practice in Different Learning Contexts'. It focuses on assignment 2.
Report writing for organization communicationMartin McMorrow
These slides were prepared for a writing workshop offered by the Centre for Teaching and Learning, Massey University, for students taking the Organisational Communication course. It focuses on writing a business report for assignment 2.
Professional and Ethical Practice 254102 Assignment 2 WorkshopMartin McMorrow
This workshop was designed for students at Massey University studying 'Introduction to Professional and Ethical Practice in Different Learning Contexts'. It focuses on assignment 2.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAMVannaSchrader3
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
Final Research Project I. Annotated Bibliography (100 poi.docxvoversbyobersby
Final Research Project:
I. Annotated Bibliography (100 points, Due 4/7 by 11:59 PM)
An annotated bibliography is a collection of your research on a particular issue. It includes source citations and a summary of the
source. Your annotated bibliography will contain at least five (5) sources. All the sources MUST be located through the library. They
may be print or electronic sources, but they must be accessed through the library resources.
Read: Chapter 24 on Doing Research, Chapter 27 on using MLA citation formats, and Chapter 26 on using sources paying close
attention to the discussion of summary on page 496.
An example of an Annotated bibliography is posted on eLearn.
I will go over in class the databases I recommend for this assignment. I suggest you use them. It will make your work here less
difficult.
II. Argumentative Research Paper (100 points, Draft due 4/16, Final due 4/30 11:59PM)
An argumentative essay takes a position on an issue and argues for that position using evidence from sources and logical reasoning to
support the position. It is one of the most common forms of writing anywhere, and you will use it extensively in college.
Read: Chapter 10 on Argument, and review Chapter 26 on using sources in writing.
The first thing to do is pick a topic and develop a research plan. A research plan worksheet is available on eLearn. Once you pick a
topic that interests you, list questions concerning the issue that you are interested in answering. Once you develop a list of research
questions, then pick a single question to respond to in your paper. Your paper is the answer to the question.
A research question must have at least 2 reasonable, supportable answers. In other words, someone must be able to reasonably
disagree with you.
Once you develop your research question, then you do the research (annotated bibliography) to gather information in order to answer
your question and support your position on the topic.
We will discuss paper organization and source use in class after the annotated bibliography is complete.
III. Presentation (50 points, 4/28 or 4/30)
You will give a brief presentation of your paper on one of the presentation days the last week of class (we will sign up for these times
in the coming weeks). Your presentation should be brief, 3-5 minutes and should include a Power Point type of visual aid that
illustrates the topic you have chosen, your position on the topic, why the topic is important, and your evidence to support your
position. Your goal with the presentation is to convince your classmates that your position on the issue is the best position.
Presentation tip: Do not read your power point presentation. This makes for a very boring presentation since everyone can read.
Power points should provide interesting points, lists, or images that you talk about to the class.
Schedule of Due Dates:
Tuesday Thursday
Week 10
3/23-3/ ...
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
Topic Discovery of Online Course Reviews Using LDA with Leveraging Reviews He...IJECEIAES
Despite the popularity of the Massive Open Online Courses, small-scale research has been done to understand the factors that influence the teaching-learning process through the massive online platform. Using topic modeling approach, our results show terms with prior knowledge to understand e.g.: Chuck as the instructor name. So, we proposed the topic modeling approach on helpful subjective reviews. The results show five influential factors: “learn easy excellent class program”, “python learn class easy lot”, “Program learn easy python time game”, and “learn class python time game”. Also, research results showed that the proposed method improved the perplexity score on the LDA model.
OMM618 Human Resources Management (MFG1320A) Professor Randy .docxhopeaustin33688
OMM618: Human Resources Management (MFG1320A)
Professor: Randy H.
Greetings all!
Please cite every sentence in which you use information from sources.
1. Use "" for quotes and citations with page or paragraph location information
2. Use block formatting for quotes of 40 or more words (please do avoid lengthy quotes)
3. Cite sentences in which you use information from sources even as you put those ideas into your own words
4. Please use the APA manual or APA.org as a resource for how to construct citations and references
Please do review, if you have not done so already, the Academic Research link available at the Student Responsibilities and Policies link.
In short, please do not use newsprint, popular press, other non-academic sources to justify views for initial posts, responses to peers, or papers.
Please locate and use journal articles, published books, and websites with .edu and .gov trailers. If you have questions about the quality of a source, if you see citations and references, you are probably using a good source. If you are using articles free of such attribution, please do not use.
Please let me know if you have questions or concerns about quality of sources we should be using for masters-level work.
Please note that at each Discussion 1 and Discussion 2 throughout the course, the initial instructions include discussion forum grading rubric links. Please consider reviewing these rubrics as I use these elements to cue my feedback.
For each Assignment throughout the course, you will find grading rubric links. Please review these rubrics as well. I use these elements to cue my feedback.
Please remember to review my Faculty Expectations and weekly Instructor Guidance for additional information on what I look for in discussion and paper assignments.
Please let me know if any of this information is not helpful, begs clarity.
Thanks!
Greetings all!
I wish for my feedback to work for each of you. While I think I'm being clear in what I write, some of you may differ in how you make sense of what I write!... :)
So, please know I use rubrics embedded in the course and highlight scoring by using bold for related earnings. At the bottom of each rubric for discussion assignments, I will address strengths and opportunities. Reviewing those opportunities should be helpful for increasing performance and scores, as appropriate. If what I write in feedback is not helping, please do not hesitate to let me know as I want to ensure the feedback I produce is useful for you.
For papers, please know I will be using the following APA formatting criteria for scoring in the APA/writing sections of rubrics for written assignments:
1. Please integrate textbook (and, if appropriate, video) into assignment (see the Instructor’s Guidance)
2. Please write in a circle, offer a thesis and purpose with subsequent elements in the introduction, key elements, and summarize thesis and purpose
3. Please cite every sentence in which you.
Individual Assignment Briefing (Individual report, 3,000 words, excluding references)
Assessment Task
This is an applied assessment, based around a particular HRM problem scenario. The overall aim is to further develop your ability to apply your knowledge on the theory and practice of HRM.
What you are expected to do is very similar to the assignment that you carried out in Year 2 HRM. However the approach is slightly different. Although you are expected to draw on literature (academic papers and research reports, as well as more practitioner focused reports and features) there is not a standard literature review section in your report. Instead you will need to use these sources, together with other relevant organizational case examples, to support your recommendations for change.
You need to start by choosing one of the three case scenarios that are on Moodle. The cases are based on contemporary HRM issues that we will be covering in class this year: age diversity, international HRM (growth and resourcing) and employee wellbeing and work-life balance.
Structuring your report
1. Introduction
In this section you will need to summarise the key issues in the case scenario. If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organizational problems might be. This should help you focus on the recommendations section.
You then need to comment on the wider contextual factors that could be affecting the issues in the case study. For example, if you are looking at age diversity what are the wider social, economic and political factors that are making age diversity a growing area of concern for policy makers. What supporting evidence can you draw on e.g. feature in the economist, WERS data, CIPD research reports.
2. Proposed solutions (two/three max)
In this section you need to recommend and justify two/three key solutions for the key issues set out in your introduction.
For each recommendation, state clearly what the recommendation is. Then use a combination of academic sources, practitioner sources, and other case examples to support your recommendation. Remember managers will pay more attention to HR’s recommendations if these are supported with good evidence. For example, if you are looking at International expansion and resourcing in a technology-focused organization then look for comparable organizational examples. Who are the other well-respected technology companies that you could include. Try and find out how they dealt with International resourcing as they expanded.
3. Implementation plan, with key milestones and evaluation criteria
For any of you who have taken managing projects then you can apply your knowledge from that module to help with this section. Otherwise look for clues in other case examples, as well as research reports. Be careful not to be too ambitious, remember the SMART approach to objective setting.
This section should be .
Develop learning objectives for the training and development progr.docxcuddietheresa
Develop learning objectives for the training and development program.
Basic
Describes, but does not develop learning objectives for the training and development program.
Faculty comments:“
Your 'objective' are really job golas
Think of it this way:
After training what should the trainees know or be able to do?
For example - training to build a wooden picnic table'
After training trainees will know the 6 types of lumber they need to secure to build the table.
After training trainees will be able to demonstrate how to cut the proper angles to complete the leg assembly.
A specific objective of the training program must be measureable and must be something that is attained during the training program and not something that occurs at work after the program. For example in a safety training program after training employees may know the 4 places where hard hats are required to be worn. That is the training program objective - the work goal is fewer injuries due to not wearing a hard hat.
As a good guide most programs should have between 3-5 specific objectives
Print
Training Program Design Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the strategic impact of the training topic on an organization.
Does not describe the strategic impact of the training topic on an organization.
Describes, but does not assess the strategic impact of the training topic on an organization.
Assesses the strategic impact of the training topic on an organization.
Analyzes the strategic impact of the training topic on an organization, using authentic organization examples.
Explain the selected training topic for the training and development program.
Does not identify the selected training topic for the training and development program.
Identifies, but does not explain the selected training topic for the training and development program.
Explains the selected training topic for the training and development program.
Articulates the selected training topic for the training and development program, including related subtopics.
Develop a training needs analysis for the topic.
Does not describe a training needs analysis for the topic.
Describes, but does not develop a training needs analysis for the topic.
Develops a training needs analysis for the topic.
Develops a training needs analysis for the topic, and illustrates using a sample survey, a questionnaire, a set of written interview questions, or an observation checklist.
Develop learning objectives for the training and development program.
Does not describe learning objectives for the training and development program.
Describes, but does not develop learning objectives for the training and development program.
Develops learning objectives for the training and development program.
Analyzes learning objectives for the training and development program, using research from scholarly literature.
Assess how a distance learning module enhances a trainee’s learning experienc ...
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Industrial Organizational Psychology Understanding the Workplace 5th Edition Levy Solutions Manual
1. 1
CHAPTER 3
Job Analysis
<start box>
LEARNING OBJECTIVES
This chapter should help students understand:
How important job analysis is to HR functioning
The common terminology used in the area of job analysis
How to differentiate between task-oriented and worker-oriented job
analysis techniques
How to conduct a job analysis using the Task Inventory Approach,
Functional Job Analysis, Job Element Method, Position Analysis
Questionnaire, and Common-Metric Questionnaire
What’s included in the Dictionary of Occupational Titles and how it has
been improved through the development of the Occupational
Information Network (O*NET)
What a job description is and how it is used in human resource practices
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2. 2
What job specifications are and how they are used in human resource
practices
The variety of human resource functions for which job analysis is of
great importance
The newly developing role of technology in the analysis of jobs
The role of job evaluation in setting compensation levels
The doctrine of comparable worth and the wage gap
<end box>
Chapter Summary
Although job analysis tends to receive little empirical attention, it is among
the most important areas of I/O psychology, providing the foundation on
which all other HR processes are built. This chapter was largely structured
around Figure 3.1, which shows the interrelationships among job analysis,
job descriptions, job specifications, job evaluation, and the HR functions
that are built on these processes. It should be clear by now that without a
carefully designed and executed job analysis, HR practitioners and I/O psy-
chologists would have very little to go on in making HR decisions.
3. 3
Both task-oriented and worker-oriented approaches to job analysis were
presented in this chapter, along with a discussion of different methods within
each category. Also discussed were the advantages and disadvantages of
each approach, the choice of which should depend on the job analyst’s pur-
pose. Some developments in the area of job analysis were considered as
well. First, although the DOT has been of great importance to the I/O field
for many years, the Department of Labor’s current undertaking, the O*NET
should provide more updated, useful, and accessible data on occupations and
jobs. Second, the CMQ was presented as one of the newer job analysis in-
struments with great potential to serve the purposes of worker-oriented job
analysis methods while avoiding criticisms regarding reading level and work
behaviors that are too general.
Job descriptions and job specifications are derived either directly or indi-
rectly from the job analysis and are directly or indirectly connected to a myr-
iad of HR functions. This chapter provided a brief discussion of the links
between job analysis and these HR functions; the remainder of the second
part of the text will cover these HR functions at length. Finally, we consid-
ered the role of job analysis in job evaluation. The Equal Pay Act of 1963
mandates that individuals who do equal work should receive equal pay, but
4. 4
it does not speak to wage gaps between “male-typed” and “female-typed”
jobs. The emergence of the doctrine of comparable worth suggests that or-
ganizations and society need to do a better job in setting compensation for
jobs while taking gender-based job classes into account.
TEACHING THE CHAPTER
Job analysis is the foundation for the “I” (industrial) component of I/O
psychology. I/O psychologists rely on job analysis data to design selection
systems, performance appraisal instruments, and training programs and to
select criteria for measuring work performance. For this reason, ensuring
that students understand the material in this chapter is paramount to their
comprehension of subsequent topics discussed in this book. From their
reading, your lecture, and the class exercises, students should gain an
understanding of the components of job analysis as well as the types of
information collected and recorded during the process.
In this chapter, the technical issues, approaches, and methodologies
involved in job analysis are discussed thoroughly. As an instructor, you can
choose to emphasize either task-oriented or worker-oriented methodologies
5. 5
(or both) in class assignments. But regardless of the methodology you
emphasize in class activities or assignments, this chapter provides the
foundation for explaining the use of job analysis for I/O psychologists, HR
functioning, and organizational effectiveness.
To supplement chapter reading and lectures, students should be engaged
in activities and assignments that focus on applying their knowledge to an
actual job analysis project. The following section provides several activities
designed to enhance textbook material. The activities will also help to
develop students’ practical knowledge and experience in the classroom and
extend it toward a larger assignment that can be used throughout the
semester as a resource for class exercises.
The first exercise is designed to get students thinking about the types of
KSAOs and the level of investigatory work necessary for conducting a job
analysis. By working to identify the knowledge, skills, abilities, and other
requirements of psychology professors and students, your class will learn
about the details that an effective job analysis should capture. This exercise
also may stimulate a lively class discussion about academic responsibility.
The remaining exercises/assignments can be conducted in class or given as
assignments to provide your students with applied job analysis experience.
6. 6
Because job analysis is the basis for so many other I/O activities, the job
analysis assignment should be framed with a semester-length scope,
requiring students to reference the data they collect in the job analysis for
forthcoming projects (e.g., designing a job advertisement and a performance
appraisal instrument).
SUGGESTED EXERCISES AND ASSIGNMENTS
KSAOs for College Students and Psychology Professors
Purpose Through this exercise, students will gain insight into the jobs of
students and professors in the academic environment as well as what each
party must bring to the class in order to create an effective educational
experience.
Instructions
Prior to class: Visit the O*NET website
(http://online.onetcenter.org) and look up the listing for a psychology
professor (SOC code: 25-1066.00: “Psychology Teachers,
Postsecondary”). Using the “Occupation Quick Search” field, enter
“Psychology Professor” to quickly go to the listing. If your
7. 7
classroom has multimedia (i.e., Internet access), you could bookmark
the page so you can show it to students after they have completed
this activity. Otherwise, you could print the classification’s
“Summary” page to show the class.
Break the class into small groups and ask them to brainstorm about
the KSAOs that are required to be a college student and a psychology
professor. Also, time permitting, they should brainstorm task
requirements for each job.
Ask groups to share the KSAOs and tasks that they identified for
each role. Create a class list that contains the unique KSAOs and
tasks for each role. Each group will likely have unique contributions
to these lists.
After students have generated their lists and shared them with the
class, share the O*NET list of the KSAOs and task requirements of a
psychology professor.
Discussion Questions
To what extent have we adequately described our roles as professor
and students?
Does the O*NET adequately describe the professor’s role? Are there
8. 8
any areas of a professor’s job that this description has omitted?
Since the O*NET already contains so much information, why do I/O
psychologists conduct job analyses instead of simply referring to this
comprehensive database?
How could an I/O practitioner use the information from the O*NET?
Developing Questions to Gather Job Analysis Information
Purpose In this exercise, students will consider the questions they would
use when interviewing job incumbents to collect job analysis information
and to generate a set of questions they can use in their own job analysis as-
signments.
Instructions
Prior to class: Create a handout that outlines the critical information
that must be collected in a job analysis:
A definition of knowledge, skills, abilities, and other
characteristics along with an explanation of how each K, S, A, or
O is different from the others
A definition of task requirements and work environment
9. 9
characteristics
A way to differentiate between essential and nonessential tasks
Consider dividing the class into small groups. Or simply conduct this
as an open class discussion if your class is not too large.
Provide the handout outlining the necessary information to students.
To ensure that students understand the differences between
knowledge (K), skills (S), and abilities (A), you might provide
examples and ask the class to identify each as a K, S, or A. For
example, is being fluent in a second language a knowledge, skill, or
ability? One must have knowledge of the language but must also be
able to speak it well. Are skills manual-type activities (like typing or
digging), or can speaking another language also be a skill? Stimulate
class thinking about the challenges in classifying behaviors as K, S,
or A.
Have students brainstorm a set of approximately 10 questions,
including any necessary follow-up questions they would use when
interviewing a job incumbent.
Have individuals/groups turn to other individuals/groups and share
their list of questions to receive feedback on its comprehensiveness
10. 10
and effectiveness.
As an outcome of this exercise, a “job analysis questions” handout
can be generated for students’ use in conducting their own job
incumbent interviews.
Discussion Questions
Did you receive any surprising feedback from other groups? What
are some examples?
What were some aspects of the job that you overlooked?
What did you find more challenging than you expected during this
exercise?
How do you think answers to these questions might differ if you
interview a supervisor instead of a job incumbent?
Job Analysis
Purpose Students will conduct an abbreviated version of a job analysis in a
“safe” environment (i.e., they interview a friend or family member and write
up the results for class instead of an organization).
Instructions
11. 11
Ask students to conduct a job analysis by interviewing a friend or
family member who is currently employed. Information should
include (but not be limited to) the following:
An overall description of the job
An explanation of how the job is classified in the O*NET
(including the occupational code and task requirements)
A description of the knowledge, skills, abilities, and other
characteristics that are essential to job performance (based on
student findings, not the O*NET)
A description of the work environment, including a description of
the physical work environment, supervisory controls, physical
demands, typical amount of interpersonal contact, amount of
expected teamwork, job complexity, and amount of direction
(supervision) typically required to get the job done (again, based
on student findings, not the O*NET)
A brief summary of the organization’s culture and competitive
environment
Have students write their job analysis, including the information
presented above. They should also outline any challenges they faced
12. 12
in interviewing the incumbent and writing the job analysis. Write-ups
can be anywhere from two to five pages in length.
If feasible, have students present their job analysis findings to the
class.
Discussion Questions
Were there any aspects of the job that you were surprised by? What
are some examples?
What challenges did you face while you were working on this
assignment?
How do you think your results might have differed if you
interviewed a different person in this position at this organization?
What would differ if you interviewed someone in the same position
in a different organization?
Why is accuracy so important in job analysis? What are some
barriers to obtaining accurate responses from your interviewee?
Design a Job Advertisement
Purpose Students will apply information from their job analysis to a real-
13. 13
world application.
Instructions
Prior to class: Prepare a sample job analysis before class to present
to students (this can be the psychology professor O*NET
description). Or have students bring a copy of their job analysis to
class.
Divide students into groups of three or four.
Have students select one group member’s job analysis to use in
writing a job advertisement. Once they have selected the job, they
should generate a fictional organization where the job is located.
Have students create a brief advertisement for the job, including the
following:
An accurate description of the task requirements for the job
A brief list of applicant requirements
Something that “sells” the organization to potential applicants
Have students share their job advertisements with the class. You
might consider having students vote on the most desirable job based
on the advertisements.
Discussion Questions
14. 14
Was there any information that you would have liked to have, but
was not available, when you created the job description?
Would you apply for a job like the one you are advertising based on
the advertisement you created? Why or why not?
What job advertisements have you seen that attracted you to apply
for a job?
Conduct a Job Evaluation
Purpose Students will consider what types of factors lead to different pay
in organizations.
Instructions
Prior to class: Consider an organization with which students are
likely to have had experience. For example, they can consider jobs
on a college campus or in an organization for which they have
worked or been a customer (e.g., a grocery store, restaurant, or a
retail outlet).
Divide students into groups of three or four. Ask them to think of
three jobs in the target organization and consider the following:
How much effort is involved in each job?
15. 15
How much skill is required by the job?
How much responsibility is required by the job?
What are the working conditions of the job?
Ask students to use their answers to these questions to estimate the
annual salary for each position (these will likely be rather high
compared to what would be realistic).
Have students share the jobs they considered and their estimated
salaries.
Discussion Questions
How important did you consider each component when deciding
how much to pay each person? Did you tend to weight one aspect
more heavily than others when you were estimating salaries?
What information would you have liked to have? How might you go
about getting that information?
EVALUATING “TAKING IT TO THE FIELD”
The Chapter 3 activity involves having students interview college employees
to learn more about what characteristics are required to be effective at a
certain job. We use this approach so that students can also learn more about
16. 16
their college/university. However, if you have concerns about receiving a
number of varied responses, you can also ask the students to do a job
analysis for an employee they all have access to (e.g., a college professor) or
you can ask them to create a job description for a position they are likely to
be familiar with (e.g., a fast-food cook, a server in a restaurant).
Below is a general rubric for what poor, good, and excellent responses
look like.
Poor responses . . . Contain spelling and grammatical errors.
Are copied directly from O*NET.
Use inconsistent verb tenses (e.g., listens,
observed ).
Are too vague to provide useful information
about the job (e.g., “Knows how to clean”).
Provide the response in an essay-style format.
Focus on job tasks (e.g., “Cleans tables
properly”).
Are too short (e.g., less than a half a page) or
17. 17
too long (over two pages).
Good responses . . . Use proper spelling and grammar.
Use a consistent verb tense (e.g., listens,
observes).
Provide adequate detail for an applicant to
understand a position (e.g., “Knows how to
properly disinfect a food preparation area”).
Effectively use bullet points.
Are an appropriate length (one to two pages).
Excellent
responses . . .
Use flawless spelling and grammar.
Use a consistent verb tense.
Provide adequate detail for an applicant to
understand a position (e.g., “Knows how to
properly disinfect a food preparation area”).
Effectively use bullet points.
Are an appropriate length (one to two pages).
Note details about workers that other students
18. 18
may take for granted (e.g., whether speaking
English is necessary, whether good vision is
required for the job).
EVALUATING “APPLICATION QUESTIONS”
1. Find an online job posting. According to this posting, what are some
KSAOs required for that position? Are there any KSAOs you believe
might be expected but are omitted from this ad? What might be the
consequences of this omission?
Evaluation Guide: Responses from students may vary a great deal in
this activity. So you might ask to see the ad as well as students’ respons-
es so you can better evaluate how well they have identified key points.
Here are some points you might consider making:
There may be some expectations that are assumed on the part of the
HR department and thus are not mentioned in the job ad. For
example, sometimes job ads omit information about being able to
work with others, having writing skills, or being able to work with
ambiguous or poorly defined problems.
19. 19
There are some KSAOs that are likely to be common across ads.
This might be a good opportunity to connect students’ college
experiences with these ads. For example, if many ads stipulate the
importance of having good interpersonal skills, you might discuss
with students how they can work on building these skills during their
time in college.
2. Consider a position you currently hold or that you have held in the
past. What pieces of information about your job did you know well that
you could share with a job analyst? What pieces of information did you
not know? Who in the organization would have been better equipped to
provide this information to a job analyst?
Evaluation Guide: Responses from students will vary a great deal, and
students may need some prompting to come up with ideas for what in-
formation they might have missed in their role. Below are some points
you may consider making:
Students are likely to know a great deal about behaviors and skills
that are necessary, especially those that might not be apparent to a
casual observer (e.g., extra tasks they do in the back room, or tasks
that are important, but rarely done). Students often don’t know what
20. 20
the gaps are in their knowledge, so getting answers to this question
may take some prompting.
Students are less likely to know information about how their position
compared to other jobs within and outside of the company.
Furthermore, they may not understand how their job fits into the
organization on a larger scale. Students also may not have much
information about what they didn’t know about their job (e.g., tasks
they didn’t realize they were responsible for). Supervisors or other
leaders, and job analysts may have a better sense of these issues.
Advantages of using supervisors include that they may have a good
sense of which KSAOs are most important to the mission of the
organization, and they may be more objective than job incumbents
about which KSAOs are important. Some disadvantages include that
they may not be aware of some of the day-to-day minutiae, and they
may not know about KSAOs that are rare or not easily observable.
3. Imagine that your college or university is considering using a
competency model to ensure that students who graduate have
competencies that are necessary in the workplace. What might be some
competencies that all students should master by the time they graduate?
21. 21
Evaluation Guide: Responses to this item may vary, but students should
be able to identify competencies that are fairly broad in nature. Example
responses may include the following:
With respect to any class in any college/university, competencies
might include effective communication, effective writing, effective
study skills, leadership skills, and ability to engage in teamwork.
Encourage students to use broader competencies (e.g., effective
communication) rather than specific tasks or characteristics (e.g.,
being proactive in asking an instructor for help).
With respect to competencies that might be unique to the student’s
institution, there may be unique skills or beliefs that are important for
student success or self-esteem. For example, in religious institutions,
demonstrating strong faith may be part of the student experience. In a
school where volunteerism is a focus, interests and skills in this area
may be relevant.
It is helpful to draw students’ attention to the difference between
competencies (which can be quite general) and a more task-oriented
job analysis approach (which is quite specific).
4. Imagine you have a client who is hesitant to commit to a job analysis.
22. 22
She states that the investment of time and money into developing a job
analysis for every position isn’t worth it, especially because she thinks
that many jobs in the organization will change a lot within the next five
years. What might you say to this client?
Evaluation Guide: Students may have a broad array of responses for
this question. If they need prompting, you could encourage them to think
about what jobs might be more important in the future work environment
or how the changing nature of work and technology might affect the
skills that are necessary. Here are some additional points to consider:
Students should consider the value of competency modeling or
strategic job modeling to help establish KSAOs that can adapt to the
changes this client thinks she will be making. For example, the client
might want to think about what types of skills someone can use to
help adapt to changes in the job—good critical thinking skills, an
interest in learning new technologies, or good communication skills
can all be beneficial for selecting an adaptable employee.
Students could also suggest to the client that she start with job
analyses on positions that she doesn’t expect to change much. For
example, an HR position will likely not change much, while an
23. 23
assembly line position might change a lot if new technology is going
to be installed soon.
HIGHLIGHTED STUDY FOR DISCUSSION
Landrum, R. E., Hettich, P. I., & Wilner, A. (2010). Alumni perceptions of
workforce readiness. Teaching of Psychology, 37, 97–106.
Although not strictly about job analysis, this article provides an interesting
example of a mismatch between individuals’ skills and the jobs they hold.
The article may also provide students some insight into how college can
prepare them for the workforce and why instructors may make decisions
about including particular projects or policies in the classroom. Key points
in the article include the following:
Several national surveys indicate that current employers are
generally unsatisfied with the level of preparedness among recent
college graduates.
Three hundred and six Boise State University psychology alumni
were mailed a survey regarding which skills they believed they
gained in college and which they gained in the workplace. Seventy-
24. 24
eight of these were returned with usable data.
The top 10 skills in terms of importance were the following:
1. Possessing self-discipline (punctuality and responsibility)
2. Acting responsibly
3. Working with others
4. Meeting the needs of others
5. Setting priorities and managing time effectively
6. Identifying and solving problems
7. Making appropriate decisions
8. Working without supervision
9. Working independently
10. Managing several tasks at once
The authors also noted personality characteristics of alumni that
changed a great deal after graduation. These included being more
confident, independent, mature, and assertive as well as being less
shy, resentful, and defensive.
The authors also collected open-ended comments from alumni.
Many of the comments related to how professors should use
classroom assignments to help build needed skills. For example,
25. 25
respondents suggested that professors should be more stringent with
deadlines and assignment completion because these qualities are
expected in a work environment. Similarly, respondents noted the
importance of group work in developing skills for working with
other people.
WEB LEARNING
Title Address
O*NET online http://online.onetcenter.org
Dictionary of Occupational Titles, 4th
edition
http://www.oalj.dol.gov/libdot.htm
HR-Guide.com http://www.hr-guide.com
U.S. Department of Labor website http://www.dol.gov
Job evaluation website (from
HR-Guide.com)
http://www.hr-guide.com/
jobevaluation.htm
26. 26
Job classification website (from HR-
Guide.com)
http://www.job-
analysis.net/G010.htm
Equal Pay Act of 1963 http://www.eeoc.gov/policy/epa.html
Industrial Organizational Psychology Understanding the Workplace 5th Edition Levy Solutions Manual
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