This document provides information about an insurance course and its assignments. It outlines that Assignment 1 is due on December 13th and is worth 30% of the student's grade. It emphasizes organizing a dedicated study space and resources. It also maps out the course milestones and assessments, which include two assignments worth 30% each and a final theory-based exam worth 40%. The document provides guidance on completing the assignments, including drafting work, researching, attending classes, and submitting through an online system. It discusses how the module can lead to career and education progression in the insurance industry. Contact details are provided for the course coordinator if students require assistance.
Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
This document provides information about the FETAC Level 5 Insurance module, including its structure, assessments, and deadlines. The module consists of two assignments worth 30% each (Assignment 1 due in December, Assignment 2 in March), and a final theory-based exam in April/May worth 40%. It outlines the key stages and resources for completing the assignments, including researching the topic, critical thinking, academic writing, and submission. Completing the module can lead to career progression in the insurance industry, further education, or professional exams. Contact information is provided for any assistance with the module.
This document outlines the weekly assignments for an 8-week course (MTE 532) on teaching science and mathematics. It includes individual and group assignments requiring students to write papers on topics like state standards, classroom management strategies, instructional strategies, lesson planning, and assessment. Students are asked to integrate sources, justify choices, and reflect on a teaching experience. The document provides assignment details and resources for each week's topic.
The document outlines a group project for a management science class. Students are to imagine starting a construction company with RM 1 million in capital along with 4 friends. They must:
1) Create a vision, mission statement, and goals for the short, mid, and long-term along with an organizational chart and job descriptions.
2) Develop selection criteria for 3 management trainee positions and propose at least 3 interview activities to test candidates against the criteria.
3) Suggest how the company will utilize information technology and management to gain a competitive advantage.
BS 2 Individual assignment brief question august 2016Est
The document provides guidelines for an individual assignment on building services. It states that students must attempt a building services problem question and write an essay on a specified topic. The essay must adhere to minimum and maximum word limits and include footnotes, a bibliography, and references. It must be submitted as a softcopy by the given deadline of October 12, 2016. Any deviations from the guidelines will result in penalties to the student's score. The topic requires students to critically analyze and discuss various ways that air conditioning systems can enhance green technology in line with Malaysia's National Green Technology Policy.
This document outlines a technology action plan and professional development plan for a school district. It includes:
1) An organizational chart showing the roles and responsibilities of different technology leaders in the district and on campuses, including the school board, superintendent, technology department, principals, and teachers.
2) Recommended professional development activities to help the district and campuses reach their technology goals, such as training staff on technology tools and long-range technology plans, aligning curriculum to technology standards, and creating professional learning communities.
3) A professional development action plan specifying when the activities will occur, who is responsible for them, and how they will be evaluated based on technology assessment results and feedback.
This document provides information about an insurance course and its assignments. It outlines that Assignment 1 is due on December 13th and is worth 30% of the student's grade. It emphasizes organizing a dedicated study space and resources. It also maps out the course milestones and assessments, which include two assignments worth 30% each and a final theory-based exam worth 40%. The document provides guidance on completing the assignments, including drafting work, researching, attending classes, and submitting through an online system. It discusses how the module can lead to career and education progression in the insurance industry. Contact details are provided for the course coordinator if students require assistance.
Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
This document provides information about the FETAC Level 5 Insurance module, including its structure, assessments, and deadlines. The module consists of two assignments worth 30% each (Assignment 1 due in December, Assignment 2 in March), and a final theory-based exam in April/May worth 40%. It outlines the key stages and resources for completing the assignments, including researching the topic, critical thinking, academic writing, and submission. Completing the module can lead to career progression in the insurance industry, further education, or professional exams. Contact information is provided for any assistance with the module.
This document outlines the weekly assignments for an 8-week course (MTE 532) on teaching science and mathematics. It includes individual and group assignments requiring students to write papers on topics like state standards, classroom management strategies, instructional strategies, lesson planning, and assessment. Students are asked to integrate sources, justify choices, and reflect on a teaching experience. The document provides assignment details and resources for each week's topic.
The document outlines a group project for a management science class. Students are to imagine starting a construction company with RM 1 million in capital along with 4 friends. They must:
1) Create a vision, mission statement, and goals for the short, mid, and long-term along with an organizational chart and job descriptions.
2) Develop selection criteria for 3 management trainee positions and propose at least 3 interview activities to test candidates against the criteria.
3) Suggest how the company will utilize information technology and management to gain a competitive advantage.
BS 2 Individual assignment brief question august 2016Est
The document provides guidelines for an individual assignment on building services. It states that students must attempt a building services problem question and write an essay on a specified topic. The essay must adhere to minimum and maximum word limits and include footnotes, a bibliography, and references. It must be submitted as a softcopy by the given deadline of October 12, 2016. Any deviations from the guidelines will result in penalties to the student's score. The topic requires students to critically analyze and discuss various ways that air conditioning systems can enhance green technology in line with Malaysia's National Green Technology Policy.
This document outlines a technology action plan and professional development plan for a school district. It includes:
1) An organizational chart showing the roles and responsibilities of different technology leaders in the district and on campuses, including the school board, superintendent, technology department, principals, and teachers.
2) Recommended professional development activities to help the district and campuses reach their technology goals, such as training staff on technology tools and long-range technology plans, aligning curriculum to technology standards, and creating professional learning communities.
3) A professional development action plan specifying when the activities will occur, who is responsible for them, and how they will be evaluated based on technology assessment results and feedback.
Student Content Evaluation UC & R April 2009Kaye Towlson
Power point presentation detailing research to develop student content evaluation tool for use with online communities. Presented at U C & R meeting at De Montfort University 28th April 2009
The ADDIE model is a systematic instructional design model that consists of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, the learning problem and audience are identified. In Design, the learning objectives and delivery methods are determined. Development involves creating the instructional materials. Implementation delivers the materials to learners. Formative evaluation occurs throughout the process, and summative evaluation assesses the effectiveness of the instruction.
Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beeve...Blackboard APAC
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.
Blue Cross Blue Shield of IL, TX, NM, OK Career Opportunities WebinarMilt Haynes
The document summarizes an IT college recruiting program that aims to recruit recent college graduates for entry-level positions within the IT group. Key aspects of the program include identifying positions and budgets, recruiting through college fairs, partnerships, and an internship program. The recruiting process involves identifying needs, approval for headcount and salaries, and recruiting through various channels. The program has been in place since 2010 and partners with the college internship program.
The Department of Instructional Technology at Bloom University offers a year-long graduate program focused on instructional design and creating online learning. The program has two tracks, education and corporate, and prepares students for careers in instructional design, e-learning development, and business through hands-on learning of software skills, instructional design theory, and business knowledge. Successful graduates have a 97% employment rate within 3 months of graduation working for companies, hospitals, businesses, and government organizations.
The document summarizes Heather Bloodworth's project exploring assessment strategies for a new MOOC on study skills being developed at her university. The project will involve scoping current MOOC assessment methods, evaluating their strengths and weaknesses, and presenting findings to the course design team. The goal is to incorporate an effective assessment and feedback strategy to support learning for students taking the MOOC, including those looking to improve their study skills for postgraduate health programs.
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
OHECC Session - Learning Systems -- A Strategic Guide for the next Decadepaul foster
Learning systems are mature platforms that are core to institutional operations but bring challenges around accountability, regulation, and data management. While once transformative, they are now sophisticated delivery mechanisms tightly integrated into academic plans. Increased scrutiny requires the same governance approach as other institutional systems. Continued evolution of the market and emerging tools from other vendors will impact long term platform choices, despite high costs of switching.
The document discusses EBSCO's Curriculum Builder tool, which allows librarians and faculty to easily create reading lists and integrate them into learning management systems. It describes how the authors' university piloted the tool, gathered faculty feedback, and surveyed other libraries about their experiences. Other libraries reported little faculty usage of the tool despite marketing efforts. It concluded that gaining faculty adoption of new tools can be a long process requiring support, training, and changing entrenched practices.
The document discusses the key areas and process of educational technology planning. The basic areas of educational technology are instructional technology, hardware and software, administrative systems, communication systems, and staff development. It outlines the steps to develop a technology plan, including creating a needs assessment, analyzing survey results, drafting the plan, and getting stakeholder input. An effective technology plan should address curricular and non-curricular issues, have goals and action plans, and be regularly reviewed.
The document outlines an agenda for a presentation on the Texas STaR Chart tool. It discusses the four key areas the STaR Chart assesses: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Support, and Infrastructure. It provides details on each area and shares results from WAMS' STaR Chart, which found Teaching and Learning as developing and the other areas as advanced. Attendees will work in teams to develop goals and strategies in their content areas to further develop the STaR Chart assessment.
Env 101 module four worksheet guidelines and rubricAsma Wasim
This document provides guidelines and a rubric for an assignment in ENV 101 that requires students to analyze a peer-reviewed journal article relating to their final course project topic. To complete the assignment, students must select a peer-reviewed article, address questions in a worksheet about the article's citation, purpose, methods, results and additional features, and cite another related article. The rubric evaluates students' responses on correctly citing the article, thoroughly describing its various components, and explaining how a second article connects, in order to practice skills needed for analyzing research for their final projects.
Concept: Refining RTI: A systems approach to unifying scores by Team: The Ble...SLC is now inBloom!
This document proposes a system to unify student assessment scores from multiple sources to create relevant student cohorts and maximize teaching and growth. The system would normalize assessment data, use research-based teaching targets to set student learning goals, and place students in dynamic cohorts based on performance, allowing teachers to spend less time analyzing data and more time providing targeted instruction. It describes validating the problem through research and teacher experience, and leveraging an existing student information system to analyze data, create cohorts, and continuously update student placement.
The document proposes a project to utilize iPads and math applications to promote student engagement and problem solving skills in mathematics at Maple Middle School. The project would be funded by a grant from the District 30 Education Foundation. An implementation timeline is outlined that involves stakeholder meetings in spring and summer 2010 to plan differentiated lessons and model teaching. Evaluation of the project's impact on students and teachers would occur through surveys, discussions, and assessment to help improve the program.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
This slidedeck is from a 12/17/13 webinar.
Description: Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
Objectives:
-Define macro and micro instructional design
-Explore a micro instructional design model
-Consider how game-based learning can come from problem-based learning
The document outlines a plan to implement an online intervention program called Odesseyware to remediate students in identified academic areas. Teachers will be trained on administering benchmark assessments, analyzing assessment data to identify student weaknesses, and using the data to drive instruction. The training will involve introductory sessions, breakout groups for application and practice, and ongoing support throughout the year. Effectiveness will be evaluated based on teachers' ability to develop benchmarks, analyze student performance data, and implement targeted instruction based on results.
Presenter: Joseph Gliddon
Organisation: Bristol University
Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online.
The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses.
This work was done to address key challenges in this area, including:
-meeting complex requirements in a consistent way
-needing a standard approach which is scalable across multiple courses
-ownership of the process by Schools to ensure sustainability
-easily updating content across many courses with minimum editing
Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.
Rickey Warner's presentation outlined the key components required for a quality online course, including standards, recommendations, annotations, course evidence, and characteristics. It discussed the Quality Matters rubric which contains 8 general and 43 specific review standards. Annotations provide explanations of each standard along with examples from courses. Course evidence shows how standards are implemented, with location details and quotes. Characteristics include constructive, specific, measurable, and balanced feedback to help learners improve. The goal is to train reviewers to thoroughly evaluate courses based on these components and determine if learners' work meets expectations.
1. The document provides details for an assignment involving analyzing organizational learning issues and proposing recommendations. As VP of HR, the student must research a major issue preventing individual learning from transitioning to organizational learning.
2. In a paper, the student must assess the culture regarding knowledge sharing, identify issues using examples of mystifications, critique current learning mechanisms with an example, and evaluate norms applying two examples.
3. For a memorandum, the student must identify issues discovered, barriers impacting learning, justify a suitable learning mechanism, and suggest actions to increase trust and safety. A proposal must then be created summarizing findings and recommendations to address the transition issues.
For more classes visit
www.snaptutorial.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has
Student Content Evaluation UC & R April 2009Kaye Towlson
Power point presentation detailing research to develop student content evaluation tool for use with online communities. Presented at U C & R meeting at De Montfort University 28th April 2009
The ADDIE model is a systematic instructional design model that consists of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, the learning problem and audience are identified. In Design, the learning objectives and delivery methods are determined. Development involves creating the instructional materials. Implementation delivers the materials to learners. Formative evaluation occurs throughout the process, and summative evaluation assesses the effectiveness of the instruction.
Efficiency in teaching using these 5 Moodlerooms tools and tips | Grant Beeve...Blackboard APAC
Leave the administration burden behind and focus on great teaching. We’ll cover how you can get grading done faster, automate tasks and notifications, and generate awesome reporting, among others.
Blue Cross Blue Shield of IL, TX, NM, OK Career Opportunities WebinarMilt Haynes
The document summarizes an IT college recruiting program that aims to recruit recent college graduates for entry-level positions within the IT group. Key aspects of the program include identifying positions and budgets, recruiting through college fairs, partnerships, and an internship program. The recruiting process involves identifying needs, approval for headcount and salaries, and recruiting through various channels. The program has been in place since 2010 and partners with the college internship program.
The Department of Instructional Technology at Bloom University offers a year-long graduate program focused on instructional design and creating online learning. The program has two tracks, education and corporate, and prepares students for careers in instructional design, e-learning development, and business through hands-on learning of software skills, instructional design theory, and business knowledge. Successful graduates have a 97% employment rate within 3 months of graduation working for companies, hospitals, businesses, and government organizations.
The document summarizes Heather Bloodworth's project exploring assessment strategies for a new MOOC on study skills being developed at her university. The project will involve scoping current MOOC assessment methods, evaluating their strengths and weaknesses, and presenting findings to the course design team. The goal is to incorporate an effective assessment and feedback strategy to support learning for students taking the MOOC, including those looking to improve their study skills for postgraduate health programs.
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
OHECC Session - Learning Systems -- A Strategic Guide for the next Decadepaul foster
Learning systems are mature platforms that are core to institutional operations but bring challenges around accountability, regulation, and data management. While once transformative, they are now sophisticated delivery mechanisms tightly integrated into academic plans. Increased scrutiny requires the same governance approach as other institutional systems. Continued evolution of the market and emerging tools from other vendors will impact long term platform choices, despite high costs of switching.
The document discusses EBSCO's Curriculum Builder tool, which allows librarians and faculty to easily create reading lists and integrate them into learning management systems. It describes how the authors' university piloted the tool, gathered faculty feedback, and surveyed other libraries about their experiences. Other libraries reported little faculty usage of the tool despite marketing efforts. It concluded that gaining faculty adoption of new tools can be a long process requiring support, training, and changing entrenched practices.
The document discusses the key areas and process of educational technology planning. The basic areas of educational technology are instructional technology, hardware and software, administrative systems, communication systems, and staff development. It outlines the steps to develop a technology plan, including creating a needs assessment, analyzing survey results, drafting the plan, and getting stakeholder input. An effective technology plan should address curricular and non-curricular issues, have goals and action plans, and be regularly reviewed.
The document outlines an agenda for a presentation on the Texas STaR Chart tool. It discusses the four key areas the STaR Chart assesses: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Support, and Infrastructure. It provides details on each area and shares results from WAMS' STaR Chart, which found Teaching and Learning as developing and the other areas as advanced. Attendees will work in teams to develop goals and strategies in their content areas to further develop the STaR Chart assessment.
Env 101 module four worksheet guidelines and rubricAsma Wasim
This document provides guidelines and a rubric for an assignment in ENV 101 that requires students to analyze a peer-reviewed journal article relating to their final course project topic. To complete the assignment, students must select a peer-reviewed article, address questions in a worksheet about the article's citation, purpose, methods, results and additional features, and cite another related article. The rubric evaluates students' responses on correctly citing the article, thoroughly describing its various components, and explaining how a second article connects, in order to practice skills needed for analyzing research for their final projects.
Concept: Refining RTI: A systems approach to unifying scores by Team: The Ble...SLC is now inBloom!
This document proposes a system to unify student assessment scores from multiple sources to create relevant student cohorts and maximize teaching and growth. The system would normalize assessment data, use research-based teaching targets to set student learning goals, and place students in dynamic cohorts based on performance, allowing teachers to spend less time analyzing data and more time providing targeted instruction. It describes validating the problem through research and teacher experience, and leveraging an existing student information system to analyze data, create cohorts, and continuously update student placement.
The document proposes a project to utilize iPads and math applications to promote student engagement and problem solving skills in mathematics at Maple Middle School. The project would be funded by a grant from the District 30 Education Foundation. An implementation timeline is outlined that involves stakeholder meetings in spring and summer 2010 to plan differentiated lessons and model teaching. Evaluation of the project's impact on students and teachers would occur through surveys, discussions, and assessment to help improve the program.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
This slidedeck is from a 12/17/13 webinar.
Description: Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
Objectives:
-Define macro and micro instructional design
-Explore a micro instructional design model
-Consider how game-based learning can come from problem-based learning
The document outlines a plan to implement an online intervention program called Odesseyware to remediate students in identified academic areas. Teachers will be trained on administering benchmark assessments, analyzing assessment data to identify student weaknesses, and using the data to drive instruction. The training will involve introductory sessions, breakout groups for application and practice, and ongoing support throughout the year. Effectiveness will be evaluated based on teachers' ability to develop benchmarks, analyze student performance data, and implement targeted instruction based on results.
Presenter: Joseph Gliddon
Organisation: Bristol University
Description: This session explores work implemented over several years at the University of Bristol to develop a scalable workflow for coursework assessment and feedback online.
The workflow combines technical and pedagogic planning to support lasting cultural change. This uses Blackboard packages, which can also support consistent provision of other activities across multiple courses.
This work was done to address key challenges in this area, including:
-meeting complex requirements in a consistent way
-needing a standard approach which is scalable across multiple courses
-ownership of the process by Schools to ensure sustainability
-easily updating content across many courses with minimum editing
Session covers policy, pedagogic approaches, engaging academic & administrative leads, and the process.
Rickey Warner's presentation outlined the key components required for a quality online course, including standards, recommendations, annotations, course evidence, and characteristics. It discussed the Quality Matters rubric which contains 8 general and 43 specific review standards. Annotations provide explanations of each standard along with examples from courses. Course evidence shows how standards are implemented, with location details and quotes. Characteristics include constructive, specific, measurable, and balanced feedback to help learners improve. The goal is to train reviewers to thoroughly evaluate courses based on these components and determine if learners' work meets expectations.
1. The document provides details for an assignment involving analyzing organizational learning issues and proposing recommendations. As VP of HR, the student must research a major issue preventing individual learning from transitioning to organizational learning.
2. In a paper, the student must assess the culture regarding knowledge sharing, identify issues using examples of mystifications, critique current learning mechanisms with an example, and evaluate norms applying two examples.
3. For a memorandum, the student must identify issues discovered, barriers impacting learning, justify a suitable learning mechanism, and suggest actions to increase trust and safety. A proposal must then be created summarizing findings and recommendations to address the transition issues.
For more classes visit
www.snaptutorial.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has asked you, as the Vice President of Human Resources, to assist with the issue and to help the organization transition its culture to this new way of learning. Before you provide any recommendations to address the issue, you must first research the root of the problem and the resistance to this transition.
HRM 562 help A Guide to career/Snaptutorialwilliamtrumpzx
The organization is facing issues transitioning from individual learning to organizational learning. The Vice President of Human Resources was asked to research the problem and make recommendations. They discovered disconnects between the culture and organizational learning based on three mystifications. They also found that current organizational learning mechanisms hinder learning. A proposal will be made recommending replacing the mechanisms with an offline/internal mechanism, suggesting strategies to address risks, and introducing a new approach to learning.
HRM 562 help Successful Learning/Snaptutorialwilliamtrumpz4m
The organization is facing issues transitioning from individual learning to organizational learning. The Vice President of Human Resources was asked to research the problem and make recommendations. They discovered disconnects between the culture and organizational learning based on three mystifications. They also found that current organizational learning mechanisms hinder learning. A proposal will be made recommending replacing the mechanisms with an offline/internal mechanism, suggesting strategies to address risks, and training employees on the new approach.
For more classes visit
www.snaptutorial.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has
For more course tutorials visit
www.tutorialrank.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has asked you, as the Vice President of Human Resources, to assist with the issue and to help the organization
For more course tutorials visit
www.newtonhelp.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has asked you, as the Vice President of Human Resources, to assist with the issue and to help the organization transition its culture to this new way of learning. Before you provide any recommendations to address the issue,
HRM 562 Possible Is Everything/newtonhelp.comlechenau63
For more course tutorials visit
www.newtonhelp.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.)
For more course tutorials visit
www.newtonhelp.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team,
For more course tutorials visit
www.newtonhelp.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team,
Please following the directions listed below…..Ass.docxjanekahananbw
Please following the directions listed below…..
Assignment 2: Proposal for Organizational Learning Issues
Due Week 8 and worth 300 points
Using the information from Assignment 1 and the supporting documents, you must create a proposal for your CEO explaining the issue and implementation recommendations in transitioning the individual learning to organizational learning. Refer to the Project Proposal template, located in Week 8 of the online course shell for additional information on the content of each section of the proposal.
Write a five to seven (5-7) page proposal in which you:
Section 1: Project Summary
Summarize your findings along with the implementation recommendations.
Section 2: Project Background
Determine the issue that has disconnected the culture and organizational learning based on the three (3) selected mystifications from Assignment 1.
Critique the current OLM(s)’ hindrance to organizational learning and provide your recommendation(s) for the organization to address the issue.
Section 3: Project Goals and Methodology
Defend the one (1) OLM that is suitable (i.e., the OLM identified in Assignment 1) for the organization’s training and / or learning circumstances then suggest three (3) pros and three (3) cons of implementing the selected OLM. Next, diagnose the possible source that has prevented productive learning within the organization then support your recommendation(s) for a permanent change.
Suggest two (2) talent management strategies designed to prepare the organization for its readiness to share knowledge and maintain a learning environment.
Section 4: Project Risk Management
Elaborate on two (2) high resistance risks to this transition. Outline a plan for managing each resistance risk.
Generate a high quality After-Action Review (AAR) to monitor the effectiveness of the transition from individual to organization learning.
Specify one (1) training technique for the organization to introduce this new way of learning to the workforce. Next, examine whether or not the current organizational structure and processes can support transition from individual learning to organizational learning.
Use at least five (5) quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.
Use the Project Proposal template located
here
.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the processes of how organizations learn and organizat.
Ash edu 645 week 2 assignment instructional plan design analysis (2 papers) newNoahliamwilliam
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Ash edu 645 week 2 assignment instructional plan design analysis (2 papers) newchrishjennies
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1. The document provides an assignment for a course on software project management strategies. It asks students to analyze challenges an organization may face transitioning to internal software development and provide recommendations to address those challenges.
2. It provides 7 specific tasks for the assignment, including describing project management methodologies, selecting an optimal strategy, analyzing constraints, discussing organizational structure and roles, comparing project management frameworks, and using quality resources.
3. The assignment must be 3-5 pages following APA or other specified formatting and citation guidelines.
The Johari Window emphasizes that we may not be aware of everything that there is to know about
ourselves. Others may know things about us that we just cannot see or are unwilling to admit. One way to
improve our personal relationships is to increase what we know about ourselves and what others know
about us. The following two (2) behaviors are key to improving personal and professional relationships:
• Openness to Feedback – we have to recognize that others see things in us that we may not be
aware of and accept information they provide.
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
Total Reviews(0)
·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
Total Reviews(0)
EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
This document contains instructions for a final assignment in an Instrumentation and Measurement Techniques course, as well as questions that students must answer as part of the assignment. The assignment involves answering 10 questions about instrumentation topics such as suitable meters for measuring electrical quantities, display devices, temperature sensors, pressure mats, bridge circuits, and characteristics of meters. Students must submit typewritten answers in Word format with figures/diagrams added as images, and cite at least 3 peer-reviewed sources per question. Answers will be submitted through a Turnitin link and are due by a specified deadline.
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Strayer hrm 562 week 8 assignment 2 proposal for organizational learning issues new
1. STRAYER HRM 562 Week 8 Assignment 2 Proposal
for Organizational Learning Issues NEW
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Assignment 2: Proposal for Organizational
Learning Issues
Due Week 8 and worth 300 points
Using the information from Assignment 1 and the
supporting documents, you must create a proposal
for your CEO explaining the issue and
implementation recommendations in
transitioning the individual learning to
2. organizational learning. Refer to the Project
Proposal template, located in Week 8 of the online
course shell for additional information on the
content of each section of the proposal.
Write a five to seven (5-7) page proposal in which
you:
Section 1: Project Summary
1.Summarize your findings along with the
implementation recommendations.
Section 2: Project Background
2.Determine the issue that has disconnected the
culture and organizational learning based on the
three (3) selected mystifications from Assignment
1.
3.Critique the current OLM(s)’ hindrance to
organizational learning and provide your
recommendation(s) for the organization to
address the issue.
Section 3: Project Goals and Methodology
4.Defend the one (1) OLM that is suitable (i.e., the
OLM identified in Assignment 1) for the
organization’s training and / or learning
circumstances then suggest three (3) pros and
3. three (3) cons of implementing the selected OLM.
Next, diagnose the possible source that has
prevented productive learning within the
organization then support your
recommendation(s) for a permanent change.
5.Suggest two (2) talent management strategies
designed to prepare the organization for its
readiness to share knowledge and maintain a
learning environment.
Section 4: Project Risk Management
6.Elaborate on two (2) high resistance risks to this
transition. Outline a plan for managing each
resistance risk.
7.Generate a high quality After-Action Review
(AAR) to monitor the effectiveness of the
transition from individual to organization
learning.
8.Specify one (1) training technique for the
organization to introduce this new way of learning
to the workforce. Next, examine whether or not
the current organizational structure and processes
can support transition from individual learning to
organizational learning.
4. 9.Use at least five (5) quality academic references
in this assignment. Note: Wikipedia does not
qualify as an academic resource.
10.Use the Project Proposal template located here.
Your assignment must follow these formatting
requirements:
•Be typed, double spaced, using Times New Roman
font (size 12), with one-inch margins on all sides;
citations and references must follow APA or
school-specific format. Check with your professor
for any additional instructions.
•Include a cover page containing the title of the
assignment, the student’s name, the professor’s
name, the course title, and the date. The cover
page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated
with this assignment are:
•Examine the processes of how organizations learn
and organizational barriers that impact the
process.
5. •Examine the concepts of personal mastery and
mental models and their related importance in a
learning organization.
•Examine the driving forces related to
organizational learning.
•Analyze the key components of a learning
organization and the role of a chief learning
officer.
•Evaluate strategies for creating a learning
organization.
•Evaluate management behaviors that influence
organizational learning.
•Analyze the shifts in organizational structure and
processes to create a learning organization.
•Examine talent management as an essential
element of the learning organization.
•Use technology and information resources to
research issues in developing a learning
organization
.
•Write clearly and concisely about developing a
learning organization using proper writing
mechanic.