Leadership Introduction.pptx
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This document outlines the course Operations Management to be taught in Spring 2017 at the National University of Computer and Emerging Sciences in Lahore, Pakistan. The 3 credit hour course will be instructed by Mujahid Hussain and aims to explore concepts of operations management, decision making, and understanding organizational dynamics. Assessment will include class participation, quizzes, a term project, assignments, a midterm exam, and final exam. Required textbooks are listed and students are advised that the course outline is subject to change.
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Training & development..ppt
lesson -1 : Introduction to training and development
lesson -2 : Significance of training
lesson -3 : Training manual
lesson -4 : learning and its style
lesson -5 : Learning progress - a few good learning theories
lesson -6 : Training climate and pedagogy developing training modules
and much more .......
Department of Strategic Management and MarketingLeicester Business.docx
Department of Strategic Management and MarketingLeicester Business SchoolDe Montfort UniversityMODULE GUIDEAcademic Session 2016 - 17CORP 5042CREATIVE ACTION IN INTERNATIONAL
ORGANISATIONSPrepared by Peter McHardy
KEY CONTACT POINTS
Room Phone E-mail
Module Leader
Peter McHardy HU5.87 8168 [email protected]
Group Details
Project Network name: ______________________________________________________
Network Members
Contact Details
Contact points and surgery hours
Surgery hours for the course team will be posted once the semester commences. Surgery hours are not a supplement to lectures. Their purpose is to serve to provide clarification and assistance on issues specific to your progression on the module.
You should already be familiar with the University’s guidelines on Extenuating Circumstances. Specific information and paperwork is available from the School Offices and Student Advice Centres throughout the University.
If you are unable to attend lectures or tutorials, or submit coursework you should inform the module leader as soon as possible. Only the module leader can approve ‘extensions’ to coursework submission.
CONTENTS
KEY CONTACT POINTS2
Introduction4
Module Learning Outcomes4
Teaching Methods and Learning Strategies5
Assessment Regulations5
Re-assessment Regulations6
Module Resources6
Lecture Schedule8
Overall Module Assessment Information11
ASSESSMENT 1 - BRIEF12
ASSESSMENT 2 – BRIEF14
TASK Part 115
Student Roles within Networks16
TASK Part 220
The Harvard system27
Introduction
Welcome to Creative Action in International Organisations, a core module on MSc International Business and Entrepreneurship programme and an elective module on other relevant programmes. The module explores and contrasts the meaning and nature of creativity in entrepreneurial and intrapreneurial organisations through the examination of relevant theories, concepts and models. The roles and capabilities of creative leaders and managers are further explored.
The practices and processes of creative action in organisations are compared across different international contexts. The key factors inhibiting and enhancing entrepreneurial practices and behaviours are studied and examined in the field. Practical solutions for improving individual and organisational entrepreneurial and creative practices and processes and mechanisms for their implementation are identified. Finally, the entrepreneurial manager or leader as reflective practitioner is explored and related to modes of entrepreneurial learning.
The underpinning theme throughout this module is that individuals aspiring to become or already engaged in the management of organisations are likely to be required to understand and adopt entrepreneurial practices and solutions to the problems and challenges that they face in today’s competitive and dynamic environment. To survive and succeed organisations also need to demonstrate and enact entrepreneurial b.
MailCom 2009 Train The Trainer
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
Reflect on a facilitated training session you experienced that affec.docx
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.
Hrd 11
The document provides details about a human resource development assignment on Marks and Spencer. It discusses learning theories and styles, training needs at different levels, evaluation of training events, and government skills initiatives. Key points include:
1) Marks & Spencer analyzed learning patterns and theories to design HR strategies and training events to develop their 65,000 employees' skills amid organizational changes.
2) Training programs include performance appraisal, workshops, and attachments to help employees improve capabilities in a challenging work environment.
3) The government contributes to skills development to increase national output and quality of private sector organizations, introducing initiatives to provide successful training and improve working conditions.
Hrd 13
The document discusses a training event conducted by Marks & Spencer to improve employee performance. It outlines the methodology used to plan, implement and evaluate the training program, which included setting standards, measuring outcomes, comparing results to expectations, and observing progress. The training aimed to enhance employees' skills in areas like complaint handling, production efficiency, and customer service through methods such as role playing, discussion, and performance reviews.
Facilitator Training Program Manual
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
LEAD5583 Career and Professional Develop
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Recommended
Training & development..ppt
lesson -1 : Introduction to training and development
lesson -2 : Significance of training
lesson -3 : Training manual
lesson -4 : learning and its style
lesson -5 : Learning progress - a few good learning theories
lesson -6 : Training climate and pedagogy developing training modules
and much more .......
Department of Strategic Management and MarketingLeicester Business.docx
Department of Strategic Management and MarketingLeicester Business SchoolDe Montfort UniversityMODULE GUIDEAcademic Session 2016 - 17CORP 5042CREATIVE ACTION IN INTERNATIONAL
ORGANISATIONSPrepared by Peter McHardy
KEY CONTACT POINTS
Room Phone E-mail
Module Leader
Peter McHardy HU5.87 8168 [email protected]
Group Details
Project Network name: ______________________________________________________
Network Members
Contact Details
Contact points and surgery hours
Surgery hours for the course team will be posted once the semester commences. Surgery hours are not a supplement to lectures. Their purpose is to serve to provide clarification and assistance on issues specific to your progression on the module.
You should already be familiar with the University’s guidelines on Extenuating Circumstances. Specific information and paperwork is available from the School Offices and Student Advice Centres throughout the University.
If you are unable to attend lectures or tutorials, or submit coursework you should inform the module leader as soon as possible. Only the module leader can approve ‘extensions’ to coursework submission.
CONTENTS
KEY CONTACT POINTS2
Introduction4
Module Learning Outcomes4
Teaching Methods and Learning Strategies5
Assessment Regulations5
Re-assessment Regulations6
Module Resources6
Lecture Schedule8
Overall Module Assessment Information11
ASSESSMENT 1 - BRIEF12
ASSESSMENT 2 – BRIEF14
TASK Part 115
Student Roles within Networks16
TASK Part 220
The Harvard system27
Introduction
Welcome to Creative Action in International Organisations, a core module on MSc International Business and Entrepreneurship programme and an elective module on other relevant programmes. The module explores and contrasts the meaning and nature of creativity in entrepreneurial and intrapreneurial organisations through the examination of relevant theories, concepts and models. The roles and capabilities of creative leaders and managers are further explored.
The practices and processes of creative action in organisations are compared across different international contexts. The key factors inhibiting and enhancing entrepreneurial practices and behaviours are studied and examined in the field. Practical solutions for improving individual and organisational entrepreneurial and creative practices and processes and mechanisms for their implementation are identified. Finally, the entrepreneurial manager or leader as reflective practitioner is explored and related to modes of entrepreneurial learning.
The underpinning theme throughout this module is that individuals aspiring to become or already engaged in the management of organisations are likely to be required to understand and adopt entrepreneurial practices and solutions to the problems and challenges that they face in today’s competitive and dynamic environment. To survive and succeed organisations also need to demonstrate and enact entrepreneurial b.
MailCom 2009 Train The Trainer
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
Reflect on a facilitated training session you experienced that affec.docx
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.
Hrd 11
The document provides details about a human resource development assignment on Marks and Spencer. It discusses learning theories and styles, training needs at different levels, evaluation of training events, and government skills initiatives. Key points include:
1) Marks & Spencer analyzed learning patterns and theories to design HR strategies and training events to develop their 65,000 employees' skills amid organizational changes.
2) Training programs include performance appraisal, workshops, and attachments to help employees improve capabilities in a challenging work environment.
3) The government contributes to skills development to increase national output and quality of private sector organizations, introducing initiatives to provide successful training and improve working conditions.
Hrd 13
The document discusses a training event conducted by Marks & Spencer to improve employee performance. It outlines the methodology used to plan, implement and evaluate the training program, which included setting standards, measuring outcomes, comparing results to expectations, and observing progress. The training aimed to enhance employees' skills in areas like complaint handling, production efficiency, and customer service through methods such as role playing, discussion, and performance reviews.
Facilitator Training Program Manual
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
LEAD5583 Career and Professional Develop
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Developing the leader as coach GRANT HARTLEY 2013
This document discusses strategies for embedding coaching skills in organizations after executives and managers complete leadership coaching programs. It recommends using an evidence-based program design that allows for skills practice back in the workplace. It also suggests making the program both theoretically grounded and practical, internally branding it to the organization's values, and using respected internal figures as champions to promote its use. Regular reminders and peer coaching groups can also help prompt leaders to apply the new skills daily.
310syllabus fall2014
This document provides information about an organizational behavior course taught at the University of Kansas, including:
- The course description, which introduces individual and group behavior within organizations, with a focus on experiential learning.
- The purpose of the course, which is to introduce students to studying human behavior in work settings and applying that knowledge to managing organizations.
- The instructional objectives, which are for students to understand teamwork, problem-solving, leadership, organizational structures, and ethics.
- The method of evaluation, which includes reading notes, exams, team critiques and analyses, and an individual paper reflecting on personal and professional development.
Hrd 17
This document discusses human resource management and training at Marks & Spencer. It covers learning theories, styles, and the learning curve. It also discusses how Marks & Spencer plans and evaluates training events. Some key points:
- Marks & Spencer uses various learning styles like pragmatist, theorist, and reflector to enhance employees' skills and efficiency. Training methods include role playing, workshops, and performance coaching.
- Training needs differ for management, operations, and customer service roles. Events aim to improve areas like leadership, decision making, and teamwork.
- Training is evaluated using methods like productivity measures, manager observations, and participant feedback. Documentation includes knowledge sharing assessments and customer observations.
- The
Unit 1 abg izhar
The document provides an overview of training and development. It defines training and development, outlines the fundamental elements and steps of the training process, and discusses some purposes and organizational factors affecting training. Specifically, it describes the relationship between training and other HR functions like task analysis, staffing, and performance appraisal. It also explains how an organization's strategy, structure, technology, and attitudes can impact its approach to training.
Hrd 2
This document provides an analysis of human resource management and training practices at Marks & Spencer. It discusses different learning styles and theories that influence training design. It also examines the importance of the learning curve and knowledge transfer for developing skills to address changing workplace needs. Government initiatives to support skills development are also assessed. The training evaluation methodology, analysis of a specific event, and review of evaluation methods are documented. Overall the document aims to understand how Marks & Spencer utilizes training to enhance employee performance and adapt to challenges in the retail industry.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Conduct research to identify techniques for maintaining participant .docx
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
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 for review and 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
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Hrd 12
This document provides an analysis of training programs at the retail company Marks & Spencer. It discusses learning styles and theories that influence training design. Marks & Spencer uses a variety of training methods tailored to different employee levels, including workshops, performance reviews, and attachments to managers. The document evaluates a sample training event involving management, employees, and external experts developing solutions. It also explores how evaluating training events can identify successes and areas for improvement.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
Workshop on Taxonomy of Teaching Learning and Assessing
Bloom Revised Taxonomy, lower order thinking skills, higher order thinking skills, problem solving skills, knowledge dimension cognitive abilities
Lesson planning and demo teaching
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
Traning and development
This document provides information about a training and development project completed by 5 students. It includes an acknowledgement, index, and sections on the nature of training and development, inputs in training and development, importance of training, the training process, methods of training, and two case studies with an analysis. The key information presented includes definitions of training and development, the steps in the training process, and various methods used for training such as lectures, on-the-job training, case studies, and role playing.
EMB 602HRM_Course Outline.pdf
This document provides information about an MBA course on Human Resource Management taught in the summer of 2021. The course will be taught on Saturdays from 7-10 pm and will cover fundamental HR concepts. Topics will include HR strategy, talent management, recruitment, selection, training, performance management, compensation and international HRM. Assessment will include exams, assignments, presentations and participation. Students will learn to apply HR practices and manage personnel effectively. The document outlines learning objectives, resources, policies and the course schedule.
Hrd 14
This document provides information about planning and evaluating a training event for employees at Marks & Spencer. It discusses comparing different learning styles and theories that were used to design training. It also examines the training needs at different organizational levels and compares current training methods used at M&S, including advantages and disadvantages. A proposed group training event on problem solving and decision making is described. The document outlines an evaluation methodology using questionnaires, interviews, productivity measures, and manager observations to assess the training program and identify areas for improvement.
Final training
The document outlines the various roles and responsibilities of a trainer in participatory training. It discusses 8 roles of the trainer: 1) training designer 2) administrator/organizer 3) facilitator 4) instructor 5) counselor 6) recorder 7) evaluator 8) organizer/administrator/manager. It also outlines 3 post-training roles: 1) report writer 2) follow up coordinator. For each role, the document describes related responsibilities and competencies including knowledge, awareness, and skills required to effectively perform the role.
Hrd 6
This document provides details about a human resource management assignment on Marks and Spencer. It includes an executive summary and covers several learning outcomes related to understanding learning theories and styles, the learning curve, training needs at different levels, evaluating training events, and government skills initiatives. The assignment appears to analyze Marks and Spencer's training programs and evaluates the effectiveness of a specific event using documentation and feedback from customers, experts, and employees.
Ch. 8 developing an instructional strategy
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
CH 8 Instructional Leadership and Change.pdf
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
OMM618 Human Resources Management (MFG1320A) Professor Randy .docx
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.
Job analysis and training
The document provides an overview of job analysis and training and development. It discusses the various components of job analysis including job descriptions, specifications, task analysis, and job evaluation. It also covers the different aspects of training such as assessing needs, designing programs, types of training including on-the-job and off-site training, and evaluating effectiveness. Recommended readings on management and human resources management are also included.
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This document provides information about an organizational behavior course taught at the University of Kansas, including:
- The course description, which introduces individual and group behavior within organizations, with a focus on experiential learning.
- The purpose of the course, which is to introduce students to studying human behavior in work settings and applying that knowledge to managing organizations.
- The instructional objectives, which are for students to understand teamwork, problem-solving, leadership, organizational structures, and ethics.
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Hrd 17
This document discusses human resource management and training at Marks & Spencer. It covers learning theories, styles, and the learning curve. It also discusses how Marks & Spencer plans and evaluates training events. Some key points:
- Marks & Spencer uses various learning styles like pragmatist, theorist, and reflector to enhance employees' skills and efficiency. Training methods include role playing, workshops, and performance coaching.
- Training needs differ for management, operations, and customer service roles. Events aim to improve areas like leadership, decision making, and teamwork.
- Training is evaluated using methods like productivity measures, manager observations, and participant feedback. Documentation includes knowledge sharing assessments and customer observations.
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Unit 1 abg izhar
The document provides an overview of training and development. It defines training and development, outlines the fundamental elements and steps of the training process, and discusses some purposes and organizational factors affecting training. Specifically, it describes the relationship between training and other HR functions like task analysis, staffing, and performance appraisal. It also explains how an organization's strategy, structure, technology, and attitudes can impact its approach to training.
Hrd 2
This document provides an analysis of human resource management and training practices at Marks & Spencer. It discusses different learning styles and theories that influence training design. It also examines the importance of the learning curve and knowledge transfer for developing skills to address changing workplace needs. Government initiatives to support skills development are also assessed. The training evaluation methodology, analysis of a specific event, and review of evaluation methods are documented. Overall the document aims to understand how Marks & Spencer utilizes training to enhance employee performance and adapt to challenges in the retail industry.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Conduct research to identify techniques for maintaining participant .docx
Conduct research to identify techniques for maintaining participant interest in training. List a minimum of three specific techniques not found in the Blanchard and Thacker (2013) text and give a short explanation of each. Explain how these techniques can be used to deliver effective training, noting the learning style to which each technique appeals. Compare these three techniques with those identified in the course text, noting any differences or similarities.
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 for review and 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
- Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
Auditory
- Listening to presented information and retaining th.
Hrd 12
This document provides an analysis of training programs at the retail company Marks & Spencer. It discusses learning styles and theories that influence training design. Marks & Spencer uses a variety of training methods tailored to different employee levels, including workshops, performance reviews, and attachments to managers. The document evaluates a sample training event involving management, employees, and external experts developing solutions. It also explores how evaluating training events can identify successes and areas for improvement.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
Workshop on Taxonomy of Teaching Learning and Assessing
Bloom Revised Taxonomy, lower order thinking skills, higher order thinking skills, problem solving skills, knowledge dimension cognitive abilities
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The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
Traning and development
This document provides information about a training and development project completed by 5 students. It includes an acknowledgement, index, and sections on the nature of training and development, inputs in training and development, importance of training, the training process, methods of training, and two case studies with an analysis. The key information presented includes definitions of training and development, the steps in the training process, and various methods used for training such as lectures, on-the-job training, case studies, and role playing.
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This document provides information about an MBA course on Human Resource Management taught in the summer of 2021. The course will be taught on Saturdays from 7-10 pm and will cover fundamental HR concepts. Topics will include HR strategy, talent management, recruitment, selection, training, performance management, compensation and international HRM. Assessment will include exams, assignments, presentations and participation. Students will learn to apply HR practices and manage personnel effectively. The document outlines learning objectives, resources, policies and the course schedule.
Hrd 14
This document provides information about planning and evaluating a training event for employees at Marks & Spencer. It discusses comparing different learning styles and theories that were used to design training. It also examines the training needs at different organizational levels and compares current training methods used at M&S, including advantages and disadvantages. A proposed group training event on problem solving and decision making is described. The document outlines an evaluation methodology using questionnaires, interviews, productivity measures, and manager observations to assess the training program and identify areas for improvement.
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Hrd 6
This document provides details about a human resource management assignment on Marks and Spencer. It includes an executive summary and covers several learning outcomes related to understanding learning theories and styles, the learning curve, training needs at different levels, evaluating training events, and government skills initiatives. The assignment appears to analyze Marks and Spencer's training programs and evaluates the effectiveness of a specific event using documentation and feedback from customers, experts, and employees.
Ch. 8 developing an instructional strategy
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OMM618 Human Resources Management (MFG1320A) Professor Randy .docx
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.
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The document provides an overview of job analysis and training and development. It discusses the various components of job analysis including job descriptions, specifications, task analysis, and job evaluation. It also covers the different aspects of training such as assessing needs, designing programs, types of training including on-the-job and off-site training, and evaluating effectiveness. Recommended readings on management and human resources management are also included.
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QU本科学位证成绩单【微信95270640】《皇后大学毕业证书原版制作QU成绩单》【Q微信95270640】《仿制QU毕业证成绩单皇后大学学位证书pdf电子图》，A.为什么留学生需要操作留信认证?
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B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
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Leadership Introduction.pptx
- 1. Course Outline National University Of Computer & Emerging Sciences, Lahore Campus Course: Operations Management. Year/Semester: 2017/Spring Course Code: MG 320. Cr Hrs: 3CrHrs Department: FAST School of Management Instructor: Mujahid Hussain Consultation Hours: On request. Instructor will be available for half an hour after the lecture.
- 3. COURSE DESCRIPTION Journey of exploring humans and ourselves. Why and how, people choose to act as followers and as leaders Understand the concept of inspiration within followers and leaders
- 4. COURSE DESCRIPTION Phenomena of leadership from the theoretical point of view comparing it with real time leadership Decision making We will use the knowledge thus generated in order to understand the complex dynamics of management and leadership within the contemporary organizations.
- 5. Course Objectives a. Identify strategies to develop, maintain, motivate, and sustain self-managed teams using concepts, theories and techniques of team leadership. b. Collect, assimilate, disseminate, and maximize the views of team stakeholders in order to reach defensible goals with minimal conflict.
- 6. Course Objectives c. Identify situations of conflict, diagnose the impact of both overt and covert behavior, and develop a plan for conflict resolution using evidence-based methods of decision making.
- 7. Course Objectives d. Identify ethical and dilemma-resolution practices, and make evidence-based decisions that integrate personal, social, and corporate responsibility. e. Identify workplace commitment theories to incorporate influences and power as a leader to motivate organizational stakeholders.
- 8. Course Objectives f. Evaluate the impact of change on organizations, organizational members, and other stakeholders and apply appropriate change models and theories to facilitate successful change g. Analyze and evaluate the involvement of diversity in leadership issues, with special attention to the implications of diversity for individuals, organizations, and societies
- 9. ASSESMENT & GRADING (can be changed by Instructor) Class Participation 5% Quizzes (Announced) 5% Term Project 10% Assignment 10% Midterm Exam 25% Final Exam 45%
- 10. TEXTBOOK & REFERNECES Leadership Theory & Practice Edition (6th OR 8th Ed.). Northouse, P.G .
- 11. TEXTBOOK & REFERNECES Secrets of Wise Decision Making Single Reef Press Portland, Oregon By Barry F. Anderson
- 12. NOTE This Course Outline/Syllabus is provided as a convenience to you however the instructor may change parts during the semester. Any changes will be announced in advance in class. If you have any questions on any of this material, please don’t hesitate to ask for clarification.
- 13. CLASS ETIQUETTES A. Adherence to timings. B. Attendance. C. Class Participation. D.Class discipline E. No Talking during the class F. 2 to 3 quizzes, project, mid term and final tests. G.Respect classmates.
- 14. LETS GET GOING WITH OUR FIRST LESSON