Negative Transfer

Negative Transfer
Second Language Teaching and Learning
Negative Transfer of Pronunciation and the Polish Second Language Learner
MAApplied Linguistics and TESOL
Karolina Ciecwierz
Table of Contents
Negative Transfer of Pronunciation and the Polish Second Language learner
1. Introduction 3 2. Definition of Terms 3 ❑ Language acquisition ❑ Interlanguage ❑ Interference
❑ Fossilization
3. Language Transfer 4
❑ Positive Transfer ❑ Negative Transfer
4. Analysis of Polish learner errors caused by Negative 7 Language Transfer
❑ Reading ❑ Phonetic Errors ... Show more content on Helpwriting.net ...
Behaviourists argued that when a new habit is learnt, an old habit, if sufficiently similar in
implementation or purpose, would have some effect on the leaning process. This promoted the
Audio Lingual Method that was focused mainly on drilling and autonomous repetition. Errors were
interpreted as an undesirable departure from the norm and an 'imperfect product of perfect input.'
Selinker (1969) was one of the first who designed his studies to deal with language transfer. He
asked few important questions: 1. What can be, or actually is, transferred? 2. How does language
transfer occur? 3. What types of language transfer occur?
While Selinker found definite transfer effects on L2 development, and his transfer taxonomy
(classifying effects as linguistic or psychological) seems definitive, Duly and Burt (1974) set up an
alternative approach to Contrastive Analysis (the comparison of two or more languages), known as
the L2=L1 hypothesis. Contrastive analyses were made to identify differences and similarities
between languages, that would lead to a better understanding of potential problems that the learner
of a second language would perhaps face. This divided transfer as a whole into 'positive' and

'negative' transfer. In Gass' (1979) studies, she asks more questions. Her work shows that transfer
takes place, and that, importantly, some aspects of the language are
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Transfer Of Learning : Application Transfer
Transfer of Learning
Givanni Holmes
PSYCH 635
April 28, 2016
Dr. Isabelle Ragsdale
Transfer of Learning Transfer refers to knowledge being applied in new ways, in new situations, or
in familiar situations with different content. Transfer also explains how prior learning affects
subsequent learning. Transfer is involved in new learning when students retrieve their prior relevant
knowledge and experiences (National Research Council, 2000). The cognitive capability for transfer
is important, because without it all learning would be situation specific, and much instructional time
would be spent reteaching skills in different contexts. (Schunk, 2016) Due to recent tensions here in
the sales department of Cable Inc. we have ... Show more content on Helpwriting.net ...
And important helping us understand, uhm, ah, work goes on in a work place. People are getting
rewarded and it 's done on schedules just like the rats in a, in a Skinner boxes. And so, there are lots
of parallels there." (Riggio, 2006) Social cognitive theory which stresses the idea that much human
learning occurs in a social environment. By observing others, people acquire knowledge, rules,
skills, strategies, beliefs, and attitudes. Individuals also learn from models the usefulness and
appropriateness of behaviors and the consequences of modeled behaviors, and they act in
accordance with beliefs about their capabilities and the expected outcomes of their actions. (Schunk,
2016) It would be best to better associate your observation to those individuals who are successful
opposed to those who have derogatory opinions about others because this does not help one do their
job successfully.
Information Processing Retrieval depends on the manner of encoding. According to the encoding
specificity hypothesis (Brown & Craik, 2000; Thomson & Tulving, 1970), the manner in which
knowledge is encoded determines which retrieval cues will effectively activate that knowledge. In
this view, the best retrieval occurs when retrieval cues match those present during learning
(Baddeley, 1998; Suprenant & Neath, 2009). (Schunk, 2016) In the Learning Machine we learned
that Virginia Garlitz had to learn how to walk again after being paralyzed.
Virginia states, "AVM

Learning Assessment
This tool provides techniques for assessing student learning in a way that deepens their
understanding, enables their application of knowledge, and strengthens their ability to transfer their
knowledge for use in new settings.
Description
Learning is at the heart of assessing for transfer and application. This tool is defined by assessment
activities where students act because of their learning.
Two things much happen before assessing for transfer and application:
1. Learning outcomes must be stated in a way that captures the desired deeper understanding of
concepts and their relationships to one another.
2. Learning activities in the course have provided students an opportunity to use their knowledge in
context.
A student's ... Show more content on Helpwriting.net ...
The general strategy for this type of assessment activity typically involves students writing,
developing, or creating, along with multiple opportunities for feedback and revision.
Assessment Strategies
There are many specific strategies that you can use to assess for application and transfer. No one
strategy will describe a student's ability. Multiple strategies will help best capture a student's
progress. Some of the strategies include:
Papers/Presentations. These approaches allow students to demonstrate their conceptually applied
knowledge either in a written or oral format.
Portfolio. Either electronic or in physical form, a portfolio is a collection of a students work, a
collective view of their various applications of knowledge.
Diverse problem–sets and/or cases. These give students an opportunity to demonstrate knowledge in
various settings with changing emphasis on different variables.
Simulations. Similar to diverse problem–sets and cases, simulations allow for students to apply their
knowledge in a controlled environment. This can be better for learning than real–world application
as the real–world complexities can be temporarily simplified, allowing the student to focus on key
principles of skills. They also allow students to participate in new situations that require the use of

previously learned knowledge.
Real world application. (In all its complexity.) Field work,

Campbell Soup Case Study Essay
The case study provides insights Campbell Soup's CEO Institute, a program that was created to
provide participants with a meaningful leadership experience. It consists of a two–year residential
program that allows up to 24 participants from members across the company's departments, physical
locations, and a wide variety of positions (Reardon, 2011). Those who affirm their participation in
the program are instructed and supported through intensive multi–day workshops that include
reflective activities and homework. The Vice President of Learning at the CEO Institute needs to
understand the human resource development elements that can make the program successful (Hall,
2010). This paper evaluates the design elements that can assist the participants to learn about ...
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These are vital elements that leaders need to have if they want to become effective leaders at the
organization. Emotional intelligence is an aspect that enables leaders to understand their own
emotions and those of others. Inclusion of this element can lead to effective relationships and better
leadership. There are three main steps that should be at the center of the design, including attention
training, self–knowledge and self–mastery, and pro–social mental habits (Tyler, 2013). Overall,
emotional intelligence will enable the participants of the program to develop mindfulness and
handle situations in the organization more effectively. Engagement is also another important design
component that the Vice President of learning should emphasize due to its significance in managing
employees. According to Slade (2014), leaders who successfully win over employees are those who
are able to cultivate trust with employees through active listening. As a result, the participant of the
program should be taught how to build trust and make employees have pride in their

International Business And Multinational Corporations
The end of the 1980s experienced a visible change experienced in the literature concerning MNE
functions and nature of business (Segal–Horn and Faulkner, 2010). Before 1980s, the main research
in MNE field was about analyzing relation between affiliates and headquarters of the firm, and also
decisions concerning making investment in foreign country, which was also experienced in
Dunning's work. After that, the focus was shifted to operations concerning coordination in
management of a network of affiliates of an MNE and analysis of the competitive advantages
received by these affiliates from the respective economies. Therefore, the last 20 years have
experienced a very beneficial theoretical work in the field of international business and ... Show
more content on Helpwriting.net ...
Their main aim is to maximize the competitive advantage for the particular MNE through
integration of global activities and local differences within each foreign unit. In the modern
perspective, two main theories, i.e. network–based theory and knowledge–based theory of MNE, are
prevalent, which are explained hereunder (Forsgren, 2008).
The most importance sources of competitive advantage for MNEs are their affiliates. This is because
affiliates establish a deep–rooted and long–term connection with their local partners and through
this new knowledge information can be established. Such knowledge is implicit and is inserted in a
particular context. Inserted or embedded knowledge itself is implicit and is also specific to a context
(Pedersen, 2014). It is also entrenched in the inter–dependent activities of the employees and staff
members who observe shared experiences as well as values. These traits cause more complexity and
confusions in terms of barriers for transferability of such knowledge (Stephan, 2013). This affiliate
embeddedness in relation with stakeholders within the business network actually opposes business
contact made traditionally, in which firm used to make connections with only consumers and
suppliers and relation used to end with the exchange (Lundan, 2002). Similarly, some of these
relationships with affiliates are established gradually with the passage of time and thus higher level
of

The Use Of Simulation As A Method Of Effectively Transfer...
This study validated the use of simulation as a method of effectively transfer learning into
competencies, building teamwork and basic organizational skills. Limitations to this study is the
small sample size, evaluation tool, and no evaluation of participants experiences of past simulation
exposure. The literature review stated that the use of up to fifty percent as a clinical experience had
no impact on NCLEX–RN past rates. Therefore this study could be used by educators as evidence
for future training to ensure competencies of APRN.
Forneris, Neal, Tiffany, Kuehn, & Meyer, 2015, replicated the Dieifurest's findings using a
structured debriefing model to enhance reasoning scores in pre–licensed nursing programs. Only a
few studies have been performed to measure debriefing techniques. Dreifuerst, 2012, model of
Debriefing for Meaningful Learning (DML) required six components to aid the facilitator in a
guided debriefing. The debriefing is an active process that engages, explores, explains, elaborates,
evaluates, and improves learner's thinking. The DML was structured to enhance clinical reasoning
skills.
This multi–sight study asked two questions. Does the DML model of debriefing increase the
development of clinical reasoning skills compared to the traditional unstructured methods of
debriefing? Second, the students' perception of a quality debriefing. Clinical reasoning was
measured using the Health Science Reasoning Test (HSRT), and the Debriefing Assessment for

Employee Training Essay
In today's demanding business world, learning is of critical importance. Successful learning, the
application of what has been learnt to the workplace through successful transfer of training and a
positive work environment is what measures individual and corporate performance. As employees
are chosen to learn, it is usually in the form of structured training (Schimic & Jevremovic
2011). Due to global competitive pressures structured training does not help the employee retain
enough knowledge to be useful in the workplace, as mostly the transfer of training fails when the
employee is reinserted. This can be due to a variety of factors such as poor trainee characteristics,
poor training design and a poor working environment with no ... Show more content on
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Resources will also depend on the cost effectiveness of the training program, as an abundant amount
of resources will be needed for a successful learning environment. Resources will include factors
such as the type of equipment used, the rooms that the training will be conducted in and the size of
the class will play a role also. But even if these factors are successful it does not guarantee
successful transfer of training. Other factors may include for the class room to have the right
temperature, for the trainer to be respected by the trainee and that the emotional flow is constant
between the trainer/ee. Next is the use of self management strategies. Trainees who use self
management strategies are known to have a better chance of successful transfer of training as
opposed to those that don't (Noe & Winkler 2012). In order for a trainee to be skilled in self
management, they need to successfully self manage all the training and information retained whilst
training. In order for this to be successful, critical elements such as positive feedback from mangers
and peers will play an important role in its success. A positive work environment once entered after
training is also of extreme importance. These are just some of the challenges that an organisation
may face when designing a training program. Lastly, and possibly the most important is the

How Managers For Ensure Transfer Of Training
Q1. What can be done to motivate managers to ensure transfer of training?
First, I thougth it would be inportant to understand what transer of training is, so I found some
research on it from the Office of Personnel Managment. This information is below.
Our textbook defintes Transfer of Training as trainee 's applying to their jobs the learned
capabailities gained in the training. I also found a defionition of Motivation to Learn, which is a
trainee 's desire to learn the content of a training program. Noe (2013).
Training Transfer
Training transfer means that learners are able to "transfer" their knowledge and skills learned in a
training session back to their jobs. The importance of training transfer cannot be overemphasized.
Organizations spend billions of dollars each year on training, yet only a fraction of that investment
results in improved performance if training transfer is not supported by stakeholders (i.e. any
individual or group that has a "stake" in the transfer of training). These include managers, peers,
customers and the employer. Stakeholders also assume responsibility for supporting transfer.The
goal of training is not simply to gain knowledge and skills, but to transfer learning into performance,
which in turn leads to improvements in agency results. Training transfer is not an event; it is a
dynamic and complex process that requires planning. The use of effective transfer of training
principles can help maximize the effectiveness of training

Job Analysis : Job Skills And Abilities Required For A...
Job analysis is a summary of a job's tasks and the knowledge, skills and abilities required for a
suitable performance. Companies, through their human resources departments, carry out the process
of selecting candidates, seeking candidates who best meet the requirements of the job. With this
selection carefully and detailed, companies seek to optimize the goods and services they offer,
which makes the process of selection of employees of vital importance. The human resources
department evaluates the performance and quality of employees and often detects problems caused
by lack of training. They must then determine what type of training would be the best solution to the
deficiencies of either employees or the organization. These training processes are designed to
improve knowledge, attitudes, and skills of employees, trying to make a difference in their overall
performance, or to solve problems related to organizational objectives, operational, administrative
or planning. The goal is to improve the performance of employees in general, seeking to create a
positive impact on public taste and achieve greater productivity. There are many methods used by
companies to train their staff. Among the most used include training in the same workplace,
conferences, classroom training, distance learning, closet–circuit television, among others. The
purpose of this research is to determine how to carry out the evaluation of the training and how it
does the transfer of training to the

The Theory Of Transfer Of Learning
The theme of transfer of learning was woven within three articles. The first article was "Effects of
frequency of feedback on transfer in concept identification" by Marvin L. Schroth. The second
article was "Schema Induction and Analogical Transfer" by Mary L. Gick and Keith J. Holoyoak.
The third article was "The Equivalence of Learning Paths in Early Science Instruction: Effects of
Direct Instruction and Discovery Learning" by David Klahr and Milena Nigam. "Effects of
frequency of feedback on transfer in concept identification" by Marvin L. Schroth looked at the
effects of frequency of feedback on immediate and delayed transfer tasks in concept identification.
Two experiments were conducted on this topic. Both experiments showed that difficult practice
conditions often facilitate retention and acquisition of related problems. They also showed that the
use of complex feedback conditions can be an effective tool to use in order to increase transfer or
retention effects (Schroth 1997). "Schema Induction and Analogical Transfer" by Mary L. Gick and
Keith J. Holoyoak posited that an analysis of the process of analogical thinking predicts that
analogies will be noticed on the basis of semantic retrieval cues and that the induction of a general
schema from concrete analogs will facilitate analogical transfer (Gick, Holyoak, 1983 pg. 1). Part 1
and 2 of this article consisted of 3 experiments. The experiments in part 1 attempted to foster
abstraction of a problem schema from a

Continuing Education: The Definition Of Adult Education
PART 1–ESSAYS ADULT EDUCATION What is the definition of "adult education"? Well, a lot of
adults are returning to the classroom (such as myself) that the term "adult education" has become
somewhat perplexing. Adult education in the broad sense is any form of learning adults engage in
beyond traditional schooling. In the slightest sense, adult education is about reading ability and
learning to read the most basic materials. So adult education incorporates everything from basic
learning to personal fulfillment as an all–time learner. Subsequently "adult education" is a wide–
ranging word to define; therefore let's look at it in the aspects of learning approach, in general,
continuing education in college, and beyond literacy in the workplace. First, learning approaches for
an adult education is different from childhood education learning approaches. As an adult, the
approach is more practical. Adults have different needs as students, and these needs should be taken
into thought when planning training for adults. Adult mindset is set and ready to be trained. It
doesn't take a lot of work to prepare adults to learn. Their mindset is no longer as it was during
childhood; where it is not focused and ready to learn, but to play. Then the teacher has to
incorporate many activities to help bring their wandering minds into the training world.
Furthermore, adult continuing education, for example, is a bit of what I'm currently doing since I
went back to attend college to finish

Organizational Learning: Annotated Bibliography Essay
Bond, 2006. Working with Barriers to Organizational Learning. Networking for International
Development. Retrieved from: http://www.bond.org.uk/data/files/resources/467/Barriers–to–
Organisational–Learning–.pdf Bond is the network for over 290 UK–based non–governmental
organizations working in the international development and development education. The
organization stresses the barriers to organizational learning as due to bias for action, failure to hold
discussions, and lack of commitment. On the other hand, organizations may fail to grow due to
political issues and these are most common in the United States. The writer then gives the solutions
to these barriers, which among them are; changing the ways of thinking, transfer of ... Show more
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The transfer model utilized five stages that saw China grow into an industrious country within a
short period. Some of the factors that influenced the transfer were related to environment,
organizational, and cultural behavior. The writer then concludes that there is no time that China will
depend on the West to get solutions to their problems since through this transfer, China looks for the
solutions using their own means and that they learned from them.
Fornes, G. 2010. Chinese MNEs and Latin America: A review. UK: University of Bristol. The paper
analyses the literature of internalization of companies from China and Latin America. The writer
argues that the Chinese economy is one of the largest and speculates that the economy could be the
world's largest by the year 2025. The collaboration of the Chinese trade with that of LA aimed at
improving the economy of the two countries. With China known as the best producers of electronic
and machineries, their association with LA sees their economy growing big. The Chinese networks
have a big impact in the international market since their management of organizations is effectively
controlled by the government. In addition, the community and the government combine to ensure
success of their country.
Jabar, J. and Soosay, C. 2010. Organizational

Essay On Learning Transfer
Framework for Transfer of Learning: People, Timing, and Strategies Program Planner Facilitators
Learners Other Stakeholders Before The transfer of retention ideas through specific programs, such
a writing program, mentorship program or outreach program Ask learners to participate in two to
three chosen retention programs. Select the two or three retention programs specifically designed to
fit their needs that will relate to their expectations for learning transfer. Ensure that the funds for the
retention programs are allocated for each trade program, specifically for learning transfer. During
Monitors the participates' involvement in the specific retention programs Incorporate the learning
context of retention as part of the ... Show more content on Helpwriting.net ...
Program Evaluation Model The Decision–based Approach The decision–based approach is
appropriate for a program established to increase retention because it allows questions to be utilized
in the guidance of the program rather than objectives serving as the criteria for the program
(Spaulding, 2014). Questions are asked by those directly involved in the program, such as directors
that seek clarity to an issue like retention among adult learners. The decision–based approach allows
questions to be presented to the evaluator; thus, the evaluator must go out and collect data to answer
the questions (Spaulding, 2014). The decision–based approach for the retention program evaluation
plan will includes both quantitative and qualitative methods. The surveys, questionnaires, and
interviews conducted will be the source of the quantitative and qualitative results provided to
support the implementation of the retention program for adult learners; subsequently, they will be
utilized as the data collection tools. Evaluation Matrix Evaluation Objective Stakeholders Tools
Used to Collect Data When Purpose Evaluation objective 1: To document correlation between real–
life experiences and new concepts Faculty Questionnaires First thirty days Summative Evaluation
objective 2: To document the involvement of adult learners in various academic and social activities
Faculty and project directors Interviews First sixty days

Skills in Employees and Managers
1)Transferring More than Learned in Training: Employees' and managers' (over)generalization of
skills Introduction: this article aims to tell about the different personality traits of individuals which
lead them to show improvement on untrained content after training on self reported training transfer.
This article is based on conduct of 2 studies in the first study was aimed to examine the personality
traits and skills that cause the improvement on untrained content after training by using field study.
In 2nd study specific personality dimensions were examined which were responsible for
improvement after training for the content that was not learned during training by the supervisors
and managers through using field test.  Different personality traits of individuals also cause
individuals to respond improvement on content that is not learned in training on self reported
transfer of training. Literature Review: The participants who are high on conscientiousness,
agreeableness, and emotional stability dimensions of personality are more likely to show
improvement on content not learned during training in training transfer.( Dan S. Chiaburu*, Katina
B. Sawyer** and Christian N.Thoroughgood) Conscientiousness is the driving force for
overgeneralization on training transfer(S. Chiaburu*, Katina B. Sawyer** and Christian
N.Thoroughgood). 2) The impact of practical relevance on training transfer: evidence from a service
quality training program for German bank clerks. This study

Support Center For Student Veterans
Transfer of Learning
The goal of this program will be to develop a support center for student veterans that will enhance
the veteran's cognitive development for achieving success in postsecondary education by
coordinating services to address their academic, financial, physical, and social needs. Caffarella and
Daffron (2013) stress the importance of reasons for the planning of transfer of learning, the
following will show how the veteran's center developed the program to fulfill the reasons/needs for
the center and program (p.215). The first reason being the ad hoc organization and the veteran
students will ask for learning outcomes that apply practical knowledge to make a difference in the
veteran's efforts to balance the many personal, professional, and academic responsibilities in their
lives. The veteran's center and program provide this practical knowledge as shown in Table 1. The
second reason the center and program will be developed is to help the veterans develop solutions
that will create a balanced approach to the responsibilities in their lives. The transfer of learning
plan will be constructed to allow the veteran students to apply their learning to balance the difficult
demands of their lives as previously stated (Caffarella & Daffron, 2013, p. 215). Finally, the transfer
of learning plan will assist the veterans to transfer their learning to reflect the changes they
themselves need to make to translate the knowledge, skills, and attitudes (KSAs) (See Appendix

Infant-Directed Media Analysis
The main purpose of this article is to examine how infants use memory to learn from books,
television, and touchscreens. It also tries to study the age–related constrains on memory flexibility
that causes the transfer deficit so as to increase the creation and effective use of infant–directed
media in early education. The study of the deferred imitation of media shows that the infants can
learn from picture books, television and touchscreens, and the imitation from television starts from 6
months (Barr, 2013). The results of live demonstrations for infant to imitate is much better than that
of the televised and the book demonstration. Infants after watching a televised and a book
demonstration can only imitate half as many actions as infants ... Show more content on
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The author makes some suggestions for improving the usage of media for infant learning. First of
all, he suggested that the quality of infant–directed media should be improved to facilitate the infant
learning. The commercial products could repeat content, have realistic photographic images and
familiar characters to enhance visual mapping between 2D presentations and the 3D objects, and
feature labels and well–timed sound effects to enhance auditory (Barr, 2013). These features can
help reduce the transfer deficit between the 2D and 3D format. The author also stated that since the
infant's engagement in the child–directed television programs are significantly influenced by
parents' engagement and description of content, so parents and educators could improve infant
learning through all 2D materials, not just books. I agree with the suggestion that infants should
learn through various sources, including 2D materials, books, etc. Many parents prefer to let their
children to mostly acquire knowledge from books, while the visual materials can better help the
infants to access to the complex knowledge, thus improving their learning

Remote Sensing Image Scene Essay
Chapter 5 Result Analysis 5.1 Introduction In this chapter, we will discuss our experimental results.
The aim of this experiment to find more accurate results for remote sensing image scene
classification. In this experiment we have used NWPU–RESISC45 dataset. We applied some normal
learning procedure and deep learning procedure in this experiment. In deep learning procedure we
used two well–known deep learning named VGG16 and ResNet50. We, trained them from scratch
as well as applied transfer learning on our dataset. We discussed about the procedures in the
previous chapter. We will discuss the results, make comparison and eventually draw a conclusion on
this chapter. We will also discuss about implementation environment and dataset. 5.2 ... Show more
Using different procedures our findings are given below in Table 5.1. Table 5.1: Experimental
results of diﬀerent methods. Method Accuracy (%) NABP 71.76% Centrist 76.5% BVW 76.8%
VGG11 76.9% Model1 87.57% VGG16 (classifier) 91.9% VGG16(fine–tuning) 90.48% ResNet
(classifier) 95.9% ResNet (fine–tune) 96.01% A comparison based on different findings using
different procedures is given in Figure 5.1 Figure 5.1: Experimental results comparison for diﬀerent
methods on NWPU–RESISC45 dataset In the Figure 5.1, we can categorize procedures into three
parts where one part is normal learning, second part is deep learning from scratch and anther is
transfer learning. We found less accuracies using normal learning approach because normal learning
procedures are not so robust. We found better accuracies using convolutional neural network
training from scratch. We found our best results using transfer learning. The reason is that we are
using a comparatively small dataset. When we train a model from scratch it needs to update whole
parameters while training. As dataset is comparatively small, a large number of parameter get over
fitted on these small data. When we are using transfer learning we do not interfere the generic
feature extraction of a model as it learned before. We just train a limited number of parameters to fit
into our data. So, the model does not get over fitted and produce a good performance. 5.5
Conclusion In this chapter we have

Reflective Reflection In Reflection
My reflection regarding the previous classes, I found them to be very educational and engaging
which I think helped me to broaden and deepen my understanding of program planning. Working on
the Off–campus Teaching Reflection and the Observation and Report on an Adult Learning Class or
Center assignments provided me a unique opportunity to apply what I have learned from this course
into the real world. In these classes, we covered the following topics: Designing Instruction,
Devising Transfer of Learning Plans, Access and Participation, Formulating Program Evaluation
Plans, Assessment and Evaluation, Selecting Formats, Scheduling, and Staffing Programs. After
reading chapter 8 of Planning Programs for Adult Learners by Rosemary Caffarella and Sandra
Daffron, it showed me when designing instruction we need to have a clear and understandable
learning objectives that meet intended outcomes. Developing learning objectives plays important
role in program planning, therefore, we must make sure must learn content are included. When it
comes to choosing instructional techniques we should use techniques that enable scaffolding,
suitable to the audience and their background knowledge and work for the strengths of the
instructor. We should select instructional resources that enhance the learning effort and select an
assessment component. Using assessment data should be in formative and summative ways. We
need to prepare clear instructional plans and choose instructors who know their

"The Times They Are A’Changin’" Sang Bob Dylan At One Of
"The times they are a'changin'" sang Bob Dylan at one of his more profound moments. Oftentimes,
it is human nature to resist change no matter what the situation in which the change is taking place.
However, change is a fact of life and at a time of vast improvements in the field of technology, the
Information Age, if you will, it is pointless to resist it. Unfortunately, that resistance is exactly what
is causing many people to see only the shortcomings of computer–based training (CBT), regardless
of the enormous amount of benefits the implementation of computer–based training could bring to
their companies and their employees. CBT training has a distinct role in the achievement of an
organizational goal by integrating the interests of the ... Show more content on Helpwriting.net ...
A learner's cognitive ability is undoubtedly crucial, but without an acceptable level of motivation
and adequate support from the work environment, the learner's ability simply will not be enough.
Many studies have been performed on computer–based learning, however none have been
performed on the perceived effectiveness of computer–based learning on improving workplace
performance based on the self–regulated motivation of the learner, cognitive ability to transfer what
they learned, and support resources in their work environment.
Computer training and computer skills area necessary requirement for a large amount of jobs and an
important factor in many workplaces today. The importance of computer training can be viewed in
two ways. One view is, that it is imperative for job seekers to obtain computer skills and training to
make themselves more valued to potential employers and to achieve higher–paying jobs. The
second view is, that it is important for businesses to develop their new–hire training programs and
employee performance improvement initiatives. Essentially all office positions you apply for today
will require you to have some basic typing skills, as well as a basic understanding of how to use a
computer system, and be familiar with

Global Competitive Environment Has Forced More And More...
Introduction
Since the mid–1980s, the changing global competitive environment have forced more and more
multinational corporations (MNCs) to development worldwide learning as their competitive
viability, which requires to create worldwide innovative processes and knowledge transfer (Bartlett
and Ghoshal, 1989). Knowledge from a subsidiary could be transferred to both parent company and
peer subsidiaries, helping MNCs realize worldwide learning (Miao, Choe and Song, 2011).
Knowledge flow from a subsidiary to parent firm could be considered as a critical condition to
facilitate "local–for–center" innovation processes (Bartlett and Ghoshal, 1989, cited by Miao, Choe
and Song, 2011). Traditionally, MNEs develop innovative capabilities by two classic processes,
including "center–for–global" and "local for local" innovation model. Specifically, utilize the
centralized resources and capabilities of parent company to create new products and operations and
then implement these to subsidiaries, which could be defined as the central innovation process. By
contrast, in the local innovation process, based on the local customers' needs and market
environment, subsidiaries development new products by their own resources and capabilities
(Bartlett and Beamish, 2014). Based on different strategic roles and organizational specifics, the
knowledge transfer includes two types, which are vertical and horizontal way. Horizontal
knowledge flows in the multinational enterprise are generally adopted

MANAGEMENT CONTROL SYSTEMS, TRANSFER PRICING,
AND...
CHAPTER 22
MANAGEMENT CONTROL SYSTEMS, TRANSFER PRICING, AND MULTINATIONAL
CONSIDERATIONS
LEARNING OBJECTIVES
1. Describe a management control system and its three key properties
2. Describe the benefits and costs of decentralization
3. Explain transfer prices and four criteria used to evaluate them
4. Calculate transfer prices using three different methods
5. Illustrate how market–based transfer prices promote goal congruence in perfectly competitive
markets
6. Avoid making suboptimal decisions when transfer prices are based on full cost plus a markup
7. Understand the range over which two divisions negotiate the transfer price when there is unused
capacity
8. Construct a general guideline for determining ... Show more content on Helpwriting.net ...
Motivation: desire to attain a selected goal (the goal–congruence aspect) combined with resulting
pursuit of that goal (the effort aspect)
Goal congruence: when individuals and groups work toward achieving the organization's goals–
managers working in their own best interest take actions that align with the overall goals of top
management
Effort: exertion toward achieving a goal
ii. Incentives: a variety of rewards

Do multiple choice 1. Assignment after L. O. 2.
II. Organization structure and decentralization
A. Management control system must fit organization structure
B. Decentralization raises additional set of management control issues
1. Total decentralization: minimum constraints and maximum freedom for managers at the lowest
levels of an organization to make decisions
a. Decentralization: freedom for managers at lower levels of the organization to make decisions–
empowers managers and employees of subunits to take decisive actions
b. Autonomy: the degree of freedom to make decisions–greater the freedom, greater autonomy
2. Total centralization: maximum constraints and minimum freedom for managers at the lowest
levels of an organization to make decisions
Learning Objective 2:
Describe the benefits and costs of decentralization
C. Benefits and costs of decentralization
1. Benefits of decentralization as advocated by supporters
a. Creates greater

Literature Review; Training Evaluation Essay
I have focused my research for this literature review on the two topics which I will be looking at for
my project; participant reaction to training and participant learning transfer to their personal
(work/study) context.
In this literature review I will examine each topic briefly and explain the key issues I will then go on
to talk about my research in relation to the key issues that I have identified
REACTION LEARNING
Two major debates dominate the area of Reaction evaluation measures, the first how useful are
evaluation measures which measure trainee reaction to learning and the second that there are no
comprehensive evaluation measures which define learning and present a tool which is easy for
practitioners to measure reaction. ... Show more content on Helpwriting.net ...
Alliger et al (1997) argue that 'reaction' does, to some extent, predict the amount of learning and the
amount of behaviour change after learning. They go on to say however that a 'good reaction' does
not predict the amount of learning any better than poor reactions nor are they any better at
predicting the amount of behaviour change after the program.
Giagreco et al (2009) examined trainee reactions and the factors affecting overall satisfaction. The
results show that reaction was affected most strongly by the perceived usefulness of the training to
their personal development.
Although a number of studies have been carried out measuring trainee reaction (QUOTE
STUDIES), in my search I was unable to find any conclusive studies which were able to state
definitively whether or not end of course reaction evaluation measures are an effective evaluation
tool.
Reaction evaluations are also hampered by the fact that there has been little systematic academic
research carried out focusing explicitly on trainee reaction to training. Part of the reason for this lack
of academic research is because academics and practitioners disagree on what should be measured.
Whilst at least eight training evaluation models have been identified (Osbourne 1996, Eseryel
2002), the

Class 1 Reaction Participants React At Training
Level 1 Reaction Participants react to training
Level 2 Learning Participants acquire knowledge during training
Level 3 Behavior Participants apply what they learned on the job
Level 4 Results Targeted outcomes occur
Figure 2: Summary of Kirkpatrick Model
Level 1, Reaction, provides data on what the training participants thought of the training. The
district collects informal data on teacher reaction to their trainings through the use of a reflection
form. Level 2, Learning, measures the increase in skill level, knowledge, or capability of using a
new tool. TTT PT Mod 3 participants' skills are measured using a rubric to assess successful
completion of their training (Appendix C). Kirkpatrick's Level 3, Behavior, is when the ... Show
(Paradise & Patel, 2009). This study will review existing data on all levels; although the main focus
is to collect data on Kirkpatrick's Level 3 to identify transfer of learning from the TTT PT Mod 3
training.
Donald Kirkpatrick and his son, Jim, co–authored Transferring Learning Behavior (2005) which
concentrated on Kirpatrick's Level 3 Behavior. The researcher in this TTT study will obtain data on
the transfer of learning and possible changes in the teachers' behaviors as a result of completing the
TTT PT Mod 3 training. Focusing on Level 3 is so critical because as Kirkpatrick (2009), stated
"unless that training gets used on the job, it 's really worthless." The researcher of this study will
survey training participants after they have graduated from the TTT program to provide insight into
whether learning transfer has occurred by measuring the frequency of implementation of the
technology tool presented in PT Mod 3 when teacher return to their work site.
The Kirkpatrick model has been applied to evaluate numerous training programs over the past 50
years. The Lay Trainer Learning program required trainers to use their own experiences as
caregivers to train other family caregivers. (Conceição, Johaningsmeir, Colby, Gordon, 2014)

Customer Service and Training
The Verizon Wireless Corporate customer service department has been receiving poor customer
service ratings and complaints from customers at our retail stores and via the call center. Verizon
Wireless Corporate is a reputable organization that is committed to offer customers the most reliable
service on the nation's best wireless voice and data network. Because of its widely known reputation
management needs to be aware of these issues and take action immediately. In order to move
forward, we must evaluate the training process and proceed accordingly. Our first task is to conduct
a training needs assessment for Verizon Wireless Corporate. We begin with the organizational
analysis. Due to the high sensitivity of complaints, management ... Show more content on
Helpwriting.net ...
These interviews will also generate an open forum for individuals to express any concerns they have
with an underlying issue as well. It is understood this type of process is time consuming, but
pertinent information can be uncovered in these types of techniques that is beneficial to the
organization's growth. Once the interview process is completed, employees will be asked to perform
a web–based training application. This application will be supported by a resource called Skillport
that is provided through our new established relationship with NETG as it was mentioned early.
This application allows our training staff to manipulate various training modules, and target specific
areas of interest (i.e. customer service processes, procedures, managing challenges). This resource is
a critical phase in training, because it offers immediate feedback and allows the employees to work
at their pace. After completing our task needs assessment, we continue with the construction of our
lesson plan. Within this lesson plan we need to assure that the transfer of training is exchanged
accordingly. For this to take place, a cost–benefit analysis needs to be conducted. It is imperative at
this level of training and development to conduct a cost–benefit analysis for Verizon Wireless Corp.
This method/technique is designed to determine the feasibility of a training project or plan by
quantifying its costs and benefits; meaning

Mental Practice
Learning is a hypothetical construct where practice and experience is vital to perform a skill that has
a permanent change in an individual's capabilities. Whereas performance is the implementation of a
skill at a specific time, situation and context that is also observable. Performance variables are
important in allowing accurate inferences about learning and affect a person's performance, such as
the alertness of the person and the anxiety created by the situation.
Firstly, performance of the skill displays improvement over a period of time meaning that the person
performs at a higher level of skill. They are measured by performance curves. For example, there is
a major improvement from Trial 1 to Trial 10 in the lab activity.
Secondly, as ... Show more content on Helpwriting.net ...
Mental practice activates many of the neural components in the brain that are responsible for
directing movement. The more accurately a learner can imagine a particular movement pattern, the
more effectively they can mentally practice and reduce the errors in the movement.
Our findings do match this research as mental practice combined with physical practice establishes
optimal learning of motor skills. Many sports such as golf, tennis and skating not only require
physical skills, but a strong mental game as well. Most coaches believe that sports are 90% mental
and only 10% physical. Especially in sports where hundredths of a second or tenths of an inch
determine the winner, an extra edge can be extremely crucial. Imagery can be useful in improving
confidence and positive thinking and maintaining mental freshness during injury.
Mental practice and imagery can be used to familiarise athletes with the competition site, such as a
football field; motivate athletes as it helps them go over their aims or goals for the game, such as
beating an opponent or simply just scoring a goal; it helps them focus on positive outcomes rather
than negative so that their strengths can outweigh their weaknesses and also refocus back on the
game if the athlete is losing concentration, such as remembering their best performance; and
imagery is also beneficial to assist with healing an injured or fatigued athlete when training is not

Is Spanish Useful
Spanish is useful
Learning Spanish is very useful, it's almost as useful as learning to cook. Spanish is used in a variety
of places, it's so common that almost everyone knows some. You can use it as a transfer student if
you're going somewhere that they speak Spanish. Also when living in a border state, you can talk to
Mexican immigrants. Spanish is useful to learn.
Spanish is useful in so many different countries, everyone knows a little bit. 21 countries use
Spanish as an official language, meeting that's what mostly spoken. 400 million natives users native
meaning that Spanish is their first and only language used. You can talk to a stranger somewhere in
the world. Spanish is useful in our country as well like how you can find Farm Workers in
California. ... Show more content on Helpwriting.net ...
26% of people in California speak Spanish. 11.7 million Mexican immigrants come in each year that
is a lot. Two–thirds of Arizona residence or Mexican immigrants meeting is not a lot of people.
When you're the Border you can do many different things like being a transfer

The Semiotic Principle : The Principles Of A Classroom By...
Gee (2007) covers 36 learning principles in his book. Some of these principles can be incorporated
into traditional classroom. One of the principles that Gee discusses is the semiotic principle. The
semiotic principle focuses on images, symbols, graphs, words, which are often integrated. In books,
words are not the only focus in understanding the meaning of the text. When looking at the whole
text, students will notice that there are images as well as symbols that can have different meanings.
Graphs can provide students with factual information such as the amount or a percentage of
something. All these signs are interrelated and can help students understand and identify with the
games better when they are able to understand it's functions. The games can have different focuses
such as science, mathematics, social studies, art, and etc...Fisrt, students learn a subject in a
classroom, and then play a game with similar information that was learned in the classroom. The
information that is received becomes a great learning method and the student will learn the
information more effectively.
Another leaning principle that can be applied into a traditional classroom is the achievement
principle. This is applied to learners of different skill levels. It begins with rewarding the learners
from the beginning and continuing to reward the learners as they reach their goals and
achievements. The achievement principle is customized to each learner's level. In order for this type
of

E Learning : Using Electronic Learning Essay
E–Learning Better known as electronic learning, e–learning is defined as a "wide set of applications
and processes, such as web–based learning, computer–based learning, virtual classrooms, and
digital collaboration. It includes delivery of content via internet, intranet/extranet, LAN/WAN (local
area network/ wide area network) audio/videotape, satellite broadcast, interactive TV, and CD–
ROM" (Paul, 2014). E–learning is a developing method to administer education that was adopted,
first by institutions of higher education before being used to educate adults in corporations. Today,
e–learning is viewed as a cost–effective method to train employees in the corporate world. In the
corporate world, administering e–learning content to employees means companies do not have to
fund travel costs to employees to travel to training conferences, employees can schedule training
around their own schedule, and if desired complete training at home. That is to say, a company can
capitalize on an employee's time on the clock by giving them more flexibility to complete training
while at work or on their own time at home.
E–learning Design and Transfer of Training While, e–learning can be administered in many
different forms as previously described whether through an online interface such as Blackboard or
through virtual classrooms. The way these mediums are structured to administer training can have
an effect on a learner's ability to; in fact learn something from the training content to

Juggling Motor Skill
Introduction
To better understand learning, the research and experimentation was conducted by a student. The
purpose of this study was to examine a novice learner performing a skill, in which improvement,
retention, consistency, adaptability and stages of learning would be tested. The individual chose
juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three
beanbags at once using both hands. Practice was completed in one way to keep consistency; this
included throwing small beanbags standing up in the same room. Hypothesis of the experimenter
suggested greatest improvement of skill in the beginning to middle of testing. Learning would be
accomplished. An increase in practice time and ... Show more content on Helpwriting.net ...
Although the scores were very low, after the eight weeks, the number or score increased
dramatically with more practice. The dependent variables were the catches and errors made.
Baseline session, no practice of skill prior to session, was first recorded to observe students' ability
before practice. Juggling practice consisted of fifteen and thirty minute daily practice sessions
depending on learner's daily schedule. Eight hours of practice were to be completed by end of motor
learning experiment. Practice was conducted in one certain way to better show the learning
evidence. Standing in the same room, facing the same way, closed doors and windows. After
practice completion of one full hour, student waited fifteen minutes before conducting a
performance session. Total of eight performance sessions were collected throughout experiment.
Retention session was tested five days after eighth performance session to measure persistence of
learning. Transfer session was also conducted to measure adaptability of skill to other versions of
skill.
Data from baseline, performance, retention, and transfer sessions was recorded on paper by the
learner, and then transferred into Microsoft Excel and Microsoft Word for further analysis. Results
were put into a formula and answers were plotted on graphs to observe student learner. Standard
deviation was also calculated to observe consistency of student learning.
Results
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For This Assignment, I Visited The Veteran’S Museum On
For this assignment, I visited the Veteran's Museum on Mifflin Street. Admission is free to this
museum and the only employees there are a gift shop/front desk employee and one security guard.
The museum is self–guided, with the option to use headphones to hear recorded explanations about
the exhibits. Most patrons walk around and view the exhibits at their leisure. The museum has
exhibits about all of the wars the United States has been actively involved in since the United States
became a country and highlights the contributions Wisconsin natives have made in these wars. The
special exhibit at the museum when I visited was an expansion of their World War I exhibit.
Information at the museum was mainly conveyed through displays of ... Show more content on
Helpwriting.net ...
Transfer, however, does not always occur subconsciously. There are multiple types of transfer, all of
which could be experienced when viewing the exhibits at the Veteran's Museum. Vertical transfer
occurs when knowledge of a previous topic is essential to gain new knowledge. One would need to
know that tensions over legal slavery was a major catalyst for the Civil War in order to understand
why this war began. Lateral transfer occurs when previous knowledge is not essential, but can be
helpful. Knowledge of the state of the economy in the United States between World War I and
World War II is not essential to understanding the basics of either war, but it can help give insight
into the attitudes of Americans about U.S. participation in both wars. When learning in one setting
enhances learning in a different context, it is called positive transfer. Learning about the types of
weapons that were used in the Civil War would help one recognize the technological advancements
in weaponry after learning about the types of weapons used in World War I. Negative transfer is the
opposite: learning that occurs in one context interferes with learning in another. Students who
learned about the Korean and Vietnam Wars in the same history class may get the facts of both wars
confused. Near transfer occurs when the context of old learning overlaps with the context of new
learning. Reading some of the plaques or viewing pictures at the

Theories Of Latent Learning
Latent learning: Latent learning is the one which occurs but it is not evident in behaviour until later,
when the situation for its appearance are favourable/relevant. Latent learning is said to occur
without any reinforcement for particular response and seems to involve change in ways information
is processed. This process can be further explained by an experiment made by Tolman in which
three groups of rats were left in a maze where these groups were treated in a different way to each
other in order to evaluate the end results.
Group 1– It was reinforced with some kind of reward from day one, as a result of which, it
completed the maze fastly.
Group 2– No reinforcement was given to it. Hence, it did not show any sign of improvement and
wandered ... Show more content on Helpwriting.net ...
The basic concept is that, learning Latin would expand our mind and the mind once stretched would
remain more receptive to other new ideas.
Although, the idea of transfer of learning seems to work logically, many psychologists are doubtful
about its usefulness. Apparently, pretty much depends on there being similarity at some point
between two different learning experiences, It also depends on the kind of outcome that is required.
In a nutshell, what has been learnt later is somehow similar to what has been learnt in the past. It
may be possible to reach the end point through different routes.
Hence a proper distinction must be made between positive and negative transfer of learning.
Positive transfer of learning is the one which occurs when the first learning experience makes the
first learning experience quicker. Whereas, the negative transfer of learning is when it gets in the
way of the second learning experience.
This can be tested by following model:
Experimental group– Learns A and Learns B then tested on B.
Control group– Learns B and tested on

Metacognition and Transfer of Learning
Suppose that a student learns a mathematical procedure such as how to find the area of a
parallelogram. Later, when the student is given a parallelogram problem like the one he or she has
studied, he or she is able to find its area correctly. In short, the student shows that she can perform
well on a retention test. However, when this student is asked to find the area of an unusually shaped
parallelogram, he or she looks confused and answers "We haven't had this yet". In short, the student
shows that she cannot perform well on a transfer test, which is applying what she has learned to a
new situation (Mayer, 2001) Unfortunately, mastering a component skill is not enough to support
non routine problem solving. Students need to know not ... Show more content on Helpwriting.net
...
In contrast, backward reaching transfer occurs when one is faced with a problem and looks back on
what he or she has learned in other situations to help in this new situation.
Factors that contribute to transfer of learning
Initial Learning
Without an adequate level of initial learning, transfer cannot be expected (Mestre, 2002). The
importance of initial learning was illustrated by a series of studies designed to access the effects of
learning to program in the computer language LOGO. When initial learning was accessed, it was
found that students often had not learned enough about LOGO to provide a basis for transfer
(Bransford, Brown, and Cocking, 1999). Many studies that have failed to produce transfer have
resulted from insufficient opportunities for students to learn efficiently in the first place (Mestre,
2002). Understanding
Transfer is also affected by the degree to which people learn with understanding rather than merely
memorizing. Judd's classic studies of learning to throw darts at underwater targets would be a
perfect exampled of how understanding is positively correlated with transfer. In sum, Judd's studies
demonstrated the value of learning with understanding rather than simply mimicking a set of fixed
procedures (Bransford

Emerging Theories Of Adult Learning Essay
"Emerging theories of adult learning are based on unique characteristics of adults as learners"
(Knowles, 1970, section 1, para 1). As the theoretical framework for my research, adult learning
theory incorporates the basic concepts of behavioral change and experience in learning.
The theory of adult learning is divided into two categories: how an adult processes knowledge in
turn producing change for them, and how an adult processes knowledge to become a change agent
in an organization. Merriam (2014) links these principles with Knowles' andragogy theory.
The world of adult learning was changed by Knowles' (1973) when he identified four assumptions
about andragogy: self–concept, experience, readiness and orientation. Knowles later added two
more assumptions; critical need to know and motivation (Holton & Swanson, 1998; Knowles, 1980;
Knowles,). The term andragogy is defined by Knowles as "the art and science of helping adults
learn" (1970, p. 42). I will search for evidence on how the elements of Knowles' theory align with
the knowledge retention and engagement. Knowles' second assumption, experience, plays a
significant role for individuals to create, retain and transfer knowledge based upon prior knowledge
and skill, (Argote, McEvily & Reagans, 2003).
Additionally, the goal of adult learning is intended to advance knowledge, proficiency, and enhance
performance by transfer of knowledge directly to work applications. (Ritter, Baxter, Kim &
Srinivasmurthy, 2010). A key

The Business Concept of Training Transfer
Throughout the world organizations are developing strategies and putting long hours and effort in
training the individuals on the job. Firms are attempting to improve interests in professional
development to increase employee performance through training. About $100 billion is spent a year
to train employees around the world to improve corporate performance in topics such as
communication, sales, performance management, operations, and technology with much little
impact (Jaidev & Chirayath, 2012). The concept of transfer training used in organizations is
commonly used in firms today. This paper will discuss the concept of transfer training strengths and
weakness and how trainers can utilize it in the workplace in a more efficient manner. ... Show more
Data should be used to drive training. Training courses and materials should be in accordance with
job requirements and teaching online content. The outcomes of the training should be established
based on discussion with departmental supervisors. The materials also need to be current and
relevant to industry, job, and interesting. Providing guidance and assistance to solve job–related
problems using knowledge and skills through training can help employees become more efficient
and make fewer mistakes (Gegenfurtner, Festner, Gallenberger, Lehtinen, & Gruber, 2009). Trainees
see the manager and trainer as a role model, coach, and reinforcement (Laker & Powell, 2011). If
the manager or trainer is unfamiliar with the content of the training, the trainee will probably find
the training ineffective. It is therefore inevitable for the trainer to be knowledgeable with the
resources presented in the training to demonstrate technical, interpersonal, and intrapersonal skills to
motivate the trainee to continue the learning process. Individuals are motivated to accept training
when they have the support from management. Motivation is the central component for drawing
training transfer (Gegenfurtner et al., 2009). Motivation can be enhanced with training sessions,
seminars, and applying newly acquired knowledge and skills on the job to improve employee job
performance and organizational commitment (Chun–Chieh &

Student Affairs : Student And Student
Being that student affairs is still somewhat new to me, only having experience as a student and
student worker, I was really excited to begin reading and learning more about student affairs. Out of
the first three chapters, the chapter that I found the most interesting was chapter three about the
student enrollment patterns. Having been a transfer student myself, it was interesting to me to learn
how there is a variety of types and classifications of enrollment patterns emerging such as reverse
transferring, swirling and double dipping, and distance learning. I learned that the type of transfer
that I completed would be considered an upward transfer since I started with earning my associates
degree at a community college and then transferred to a four–year institution to complete my
bachelor's degree. It was also interesting to me that the text wrote that "the current story of college
enrollment patterns is one of student mobility and the portability of college credits" (Renn &
Reason, 46). I found this to not be the opposite of what I experienced as an undergraduate student
since I was only part of a handful of other transfer students.
During the latter part of my undergraduate experience when I was completing my bachelor's degree,
I often felt like being a transfer student or having course credit from another institution was seen as
a hindrance. From an academic perspective, I felt like I was always seen as a special case when it
came to things like registering for

The Job Learning And The Transfer Of Knowledge Occurs When...
organizational context.
Design and Methods Using a modified survey by Engelbrecht and Mahembe (2013), the following
hypotheses were addressed:
Hypothesis 1: The facilitation of on–the–job learning and the transfer of knowledge occurs when
employees perceive leader support.
Hypothesis 2: Organizational learning was conducive to employee growth and development.
Hypothesis 3: Servant leadership environments aid the transfer of knowledge by building a culture
of learning whereby employees perceived the value of learning.
Hypothesis 4: Employee growth and development was positively associated with organizational
performance.
Hypothesis 5: Leading by example or mentoring resulted in employees mimicking positive
organizational citizenship ... Show more content on Helpwriting.net ...
These individuals are employees of Chick–fil–A, Freehold Raceway Mall, Freehold, New Jersey, an
organization whose leadership style is that of servant leaders. The second part of this investigation
focused on training as an antecedent of organizational performance in a servant leadership
environment. Dr. Herb Shaffer (Institute for Servant Leadership), Dr. Bill Jones (Area Director for
the Church of God in Michigan) and Dr. Rebecca New–Edson (Area Director for the Church of God
in Western Pennsylvania), professional trainers were also interviewed. These interviews were
comprised of questions focusing on training in a servant leadership environment and the impact on
organizational performance. Discussions and Results section of this research paper outline the
findings.
Limitations
A limitation of this research may be the length of time on the job and the relationship of trust
demonstrated by followers based on the trustworthy behaviors of the leader. The measurement of
emotional intelligence, which leads to trust, may be another factor that influenced the trust rating.
Analysis and Discussion Voluntary and anonymous surveys completed by eight out of twelve
Chick–fil–A employees focused on four areas that have a strong relationship with and evidence of
employee engagement and creating an organizational culture that is conducive to exciting
organizational citizenship behaviors. The results are as follows.
Section B:

The Importance Of Drama In Educational Drama
Research on dramatization activity may not always positively reported. In a non – classroom setting,
Milburn and McGrail (1992) , conducted an experimental study to find whether a dramatic
presentations of news stories on TV influence the audiences' ability and accuracy in receiving news.
They found that the exposure to the dramatized news stories significantly decreased participants'
ability to recall the information from the stories and reduced the complexity of the news. The term
of "drama" or "dramatization" in this context of study is used in negative sense . That is,
dramatization is used in reference to the ways TV stations exaggerate the presentation of the news
for political or rating benefits. Unlike Milburn and McGrail's study, this study will take the stance of
drama or dramatization activity as an intervention strategy in education that aims to foster students'
learning.
In 1934, John Dewey called for the urgency of involving creative expression and exploration in U. S
educational curriculum. Gallagher, et.al. (2017) noted that in and after that period of time, literature
in the United States started to emphasize the insertion of dramatic play or play–based improvisation
as a key technique to situate students to express themselves creatively and develop language and
thinking skills, as well as for teachers to "see the child's real self" Gallagher, et.al., ( 2017) .
Moving forward to 1982, Brian Way (in Dillon and Way , 1981) , stated that

Intergenerational Workplace: A Case Study
Multigenerational differences, informal learning, and knowledge transfer in the workplace are three
topics that have always been of interest to me. As a professional training specialist in the utility
industry, I took notice of a few organizational trends, which spearheaded my decision to focus on
informal intergenerational learning and its influence on knowledge transfer. The first noticeable
trend was the constant demand for formal learning solutions designed to meet the needs of a
multigenerational workforce. I assume that the intent is to ensure that all employees regardless of
the generational group they belong to, would have an opportunity to learn new knowledge and or a
new skill. For the record, in a typical utility organization, the design and development of ... Show
These differences in work values and skills among generational groups have prompted the desire
and need for organizations to examine the dynamics of managing a multigenerational workforce.
For most organizations, gaining a better understanding of each generation regarding attitudes,
behaviors, and work expectations is imperative to attract and retain qualified professional people,
while maintaining a certain level of intellectual capacity within the organization. The overall intent
is knowledge sustainability. In other words, gaining a competitive advantage by storing knowledge
assets within the organization to help drive success. It is my firm belief that informal
intergenerational learning influences knowledge transfer. However, there is limited empirical
research available on the study of the relationship between informal intergenerational learning and
knowledge

Questions On Learning And Learning
Education goal is to help learner to apply the knowledge and skills learnt in a situation to facilitate
achieve or solve other situation. For instance, in abstract learning, students who have been taught
how to solve the addition problems in Math should be able to apply that learning in multiplication
problems. The ability to apply previous learning in new situation defines as Transfer of learning.
More general definition is "carrying over knowledge, skills, understandings, attitudes, and habits of
thinking from one learning situation to another" (Johri, 2005, p. 145).
The Transfer of Learning occurs in different situations; educational scientists classified the
differences depending on the quality of transfer to; Positive, occurs when learning in one situation
improve learning in another situation. Negative, occurs when learning in one situation prohibited the
learning in another situation. Lateral, occurs when learning in one situation employed at the same
level in new situation. Vertical, occurs when learning at one level improve the learning at a higher
level. Near, occur when previous learning is transferred to a situation similar to the previous one but
not identical. Far, occurs when skills and knowledge needed to achieve a situation is different from
the previous one. Low, occurs spontaneously when practice a learning in different situation. High,
occurs when learning needs lots of critical thinking, abstracting ideas and connecting principles to
be applied. Many

Negative Transfer

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