Week 10_Handouts
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The document is an evaluation form for a workshop or training session. It asks the participant to rate various aspects of the content and presentation on scales from 0 to 10 or excellent to needs improvement. It requests feedback on what was most beneficial, how it could be improved, and how likely the participant would be to recommend it to others.
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![Your Name:
(Extremely Unlikely) 0 1 2
Please explain why you gave this answer:
3 4 5 6 7 8 9 10 (Extremely Likely)
Content Excellent Good
Needs
Improvement
Not Applicable
Covered Useful Material [ ] [ ] [ ] [ ]
Practical to My Needs and Interests [ ] [ ] [ ] [ ]
Well Organized [ ] [ ] [ ] [ ]
Presented at the Right Level [ ] [ ] [ ] [ ]
Effective Activities [ ] [ ] [ ] [ ]
Presentation Excellent Good Needs
Improvement
Not Applicable
Instructor’s Knowledge [ ] [ ] [ ] [ ]
Instructor’s Presentation Style [ ] [ ] [ ] [ ]
Instructor Covered Material Clearly [ ] [ ] [ ] [ ]
Instructor Responded Well to Questions [ ] [ ] [ ] [ ]
How could this workshop be improved?
Overall, how would you evaluate this workshop
training session?
Excellent Good
Needs
Improvement
Not Applicable
[ ] [ ] [ ] [ ]
How likely is it that you would recommend this workshop to a colleague/peer?
For each of the following areas, please indicate your reaction:
What aspect(s) of the workshop was (were) most beneficial?
Name of Presenter(s):
Workshop Title:
BG+L Cohort | Weekly Evaluation Form](https://image.slidesharecdn.com/week10handouts-170724140328/85/Week-10_Handouts-1-320.jpg)
Recommended
Questionnaire
Official questionnaire for BATCH 2007. Hope you could answer ASAP. We really need your respond before SEPT 19.
Value-Based Purchasing Presentation - RubricValue-Based Ca.docx
Value-Based Purchasing Presentation - Rubric
Value-Based Care 16 points
Criteria Description
Value-Based Care
5. Target 16 points
The presentation explains value-based care in a substantial and thought-provoking
manner.
4. Acceptable 14.72 points
The presentation explains value-based care in a substantial manner.
3. Approaching 14.08 points
The presentation clearly explains value-based care.
2. Insufficient 12.8 points
The presentation vaguely explains value-based care.
1. Unsatisfactory 0 points
The presentation does not sufficiently explain value-based care.
Di�erences in Value-Based Care 16 points
Criteria Description
Differences in Value-Based Care
5. Target 16 points
The presentation explains how value-based care differs from a fee-for-service or a
capitated approach in a substantial and thought-provoking manner.
4. Acceptable 14.72 points
The presentation explains how value-based care differs from a fee-for-service or a
capitated approach in a substantial manner.
3. Approaching 14.08 points
Collapse All
The presentation clearly explains how value-based care differs from a fee-for-
service or a capitated approach.
2. Insufficient 12.8 points
The presentation vaguely explains how value-based care differs from a fee-for-
service or a capitated approach.
Financial Advantages to Value-Based Purchasing 16 points
Criteria Description
Financial Advantages to Value-Based Purchasing
5. Target 16 points
The presentation thoroughly and substantially describes why adopting a value-
based purchasing arrangement would be financially advantageous for the physician
groups and to the health plan.
4. Acceptable 14.72 points
The presentation thoroughly describes why adopting a value-based purchasing
arrangement would be financially advantageous for the physician groups and to the
health plan.
3. Approaching 14.08 points
The presentation clearly describes why adopting a value-based purchasing
arrangement would be financially advantageous for the physician groups and to the
health plan.
2. Insufficient 12.8 points
The presentation vaguely describes why adopting a value-based purchasing
arrangement would be financially advantageous for the physician groups and to the
health plan.
1. Unsatisfactory 0 points
Presentation of Content 8 points
Criteria Description
Presentation of Content
5. Target 8 points
The content is written clearly and concisely. Ideas universally progress and relate to
each other. The project includes motivating questions and advanced organizers.
The project gives the audience a clear sense of the main idea.
4. Acceptable 7.36 points
The content is written with a logical progression of ideas and supporting
information exhibiting a unity, coherence, and cohesiveness. Includes persuasive
information from reliable sources.
3. Approaching 7.04 points
The presentation slides are generally competent, but ideas may show some
inconsistency in organization or in their relationships t.
Recommended
Questionnaire
Official questionnaire for BATCH 2007. Hope you could answer ASAP. We really need your respond before SEPT 19.
Value-Based Purchasing Presentation - RubricValue-Based Ca.docx
Value-Based Purchasing Presentation - Rubric
Value-Based Care 16 points
Criteria Description
Value-Based Care
5. Target 16 points
The presentation explains value-based care in a substantial and thought-provoking
manner.
4. Acceptable 14.72 points
The presentation explains value-based care in a substantial manner.
3. Approaching 14.08 points
The presentation clearly explains value-based care.
2. Insufficient 12.8 points
The presentation vaguely explains value-based care.
1. Unsatisfactory 0 points
The presentation does not sufficiently explain value-based care.
Di�erences in Value-Based Care 16 points
Criteria Description
Differences in Value-Based Care
5. Target 16 points
The presentation explains how value-based care differs from a fee-for-service or a
capitated approach in a substantial and thought-provoking manner.
4. Acceptable 14.72 points
The presentation explains how value-based care differs from a fee-for-service or a
capitated approach in a substantial manner.
3. Approaching 14.08 points
Collapse All
The presentation clearly explains how value-based care differs from a fee-for-
service or a capitated approach.
2. Insufficient 12.8 points
The presentation vaguely explains how value-based care differs from a fee-for-
service or a capitated approach.
Financial Advantages to Value-Based Purchasing 16 points
Criteria Description
Financial Advantages to Value-Based Purchasing
5. Target 16 points
The presentation thoroughly and substantially describes why adopting a value-
based purchasing arrangement would be financially advantageous for the physician
groups and to the health plan.
4. Acceptable 14.72 points
The presentation thoroughly describes why adopting a value-based purchasing
arrangement would be financially advantageous for the physician groups and to the
health plan.
3. Approaching 14.08 points
The presentation clearly describes why adopting a value-based purchasing
arrangement would be financially advantageous for the physician groups and to the
health plan.
2. Insufficient 12.8 points
The presentation vaguely describes why adopting a value-based purchasing
arrangement would be financially advantageous for the physician groups and to the
health plan.
1. Unsatisfactory 0 points
Presentation of Content 8 points
Criteria Description
Presentation of Content
5. Target 8 points
The content is written clearly and concisely. Ideas universally progress and relate to
each other. The project includes motivating questions and advanced organizers.
The project gives the audience a clear sense of the main idea.
4. Acceptable 7.36 points
The content is written with a logical progression of ideas and supporting
information exhibiting a unity, coherence, and cohesiveness. Includes persuasive
information from reliable sources.
3. Approaching 7.04 points
The presentation slides are generally competent, but ideas may show some
inconsistency in organization or in their relationships t.
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
Develop teams and individuals(Assessment objectives ...)Questi
Develop teams and individuals
(Assessment objectives ...)
Question 1.1
Top of Form
It is necessary to systematically identify and implement learning and development needs in line with organisational requirements. To do this a training needs analysis would be conducted. Explain what a TNA is, how it would be conducted, who would be involved and how it would be used.
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.2
1.2.a
Top of Form
A learning plan that meets individual and group training and development needs will be collaboratively developed, agreed to and implemented. Draw on your own experience and that of others, plus independent research, to determine why prospective learners should be consulted about the type of learning to be delivered and the structure of the learning process.
Attach filesSave
Bottom of Form
1.2.b
Top of Form
What are the likely repercussions if employees are not consulted and involved in the design, development and targeting of training or learning opportunities?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.3
Top of Form
What advantages are there when an individual self-evaluates their competence and identifies what is needed to learn, grow and improve knowledge and skills?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.4
Top of Form
How does collecting regular feedback on the performance of team members, from relevant sources assist managers in identifying the learning needs of individuals and teams?
Question 2.1
2.1.a
Top of Form
Explain how trainers can identify career pathways and competency standards relevant to the industry and why it is necessary for them to do this.
Attach filesSave
Bottom of Form
2.1.b
Top of Form
Why is it important to clearly identify learning and development program goals and objectives?
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.2
2.2.a
Top of Form
Why is it beneficial to identify learning styles?
Attach filesSave
Bottom of Form
2.2.b
Top of Form
Why is it necessary to consider, when designing a program, the physical resources that might be needed? Use examples where appropriate.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.3
2.3.a
Top of Form
Describe three facilitation techniques that will encourage team development and improvement.
Attach filesSave
Bottom of Form
2.3.b
Top of Form
List six reasons why it is beneficial for management to provide workplace learning, coaching or mentoring opportunities.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.4
2.4.a
Top of Form
Effective training will incorporate a range of activities and support materials appropriate to the achievement of identified competencies. Explain what this means.
Attach filesSave
Bottom of Form
2.4.b
Top of Form
Choose a topic around which you could create a development opportunity. For example:
a. A procedure that you need team members to follow.
b. A p ...
1Instructions Save this form to Word file and submit with.docx
1
Instructions: Save this form to Word file and submit with each journal article analysis
Assignment Cover Sheet
School of Professional and Career Education
Course, section & applied
ADM 553 ML
Case Study # & Title:
Submitted by:
Date of Submission:
CERTIFICATION OF AUTHORSHIP: By including this cover sheet I certify that I am the author of this submittal and that any assistance I received in its preparation is fully acknowledged and disclosed. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. I have read the PACE Academic Dishonesty Policy regarding cheating and plagiarism and understand its consequences and penalties
Student Signature: __________________________________
1) Write a one full page paper on leadership. Please discuss leadership in depth.
Note must provide a separate document
2) Students will go to Google scholor and find a most recent journal article critiques* on business ethics and values or ethics in business using the article evaluation rubic form below These critiques are intended to be cumulative in your understanding of the material and it is expected that as we progress through the material the evaluation will become more complete. A link to the article must be provided for instructor to read. APA fromat is required must not be less than two full page. Additional References: (not to be included as part of the 3-page maximum) NB. Teacher dont want direct quote use from article teacher wants what every quote use must be in own words and sited appropriately in APA format. Please see journal article valuation rubic below.
Format for Journal Article Evaluations
Format for Journal Article Evaluations
DATE:
NAME:
Title of your Journal Article
COMPLETE APA REFERENCE
(in correct form):
SUMMARY (not to exceed 50% of review):
[Enter text here]
CRITICAL ANALYSIS:
[Enter text here]
PRACTICAL APPLICATIONS/IMPLICATIONS:
[Enter text here]
Additional References: (not to be included as part of the 3-page maximum)
Rubric for Leadership Journal Article Evaluation
Criterion
4
3
2
1
0 - 1
1. Overall quality of the preparation, clarity, structure, content, journal article used.
Truly exceptional: well prepared, very clear, very well structured, compelling content
Strong: prepared, clear, structured, interesting or useful content
Satisfactory: prepared, relatively clear, fair structure, somewhat interesting content
Barely adequate: somewhat clear, somewhat structured, adequate content
Very weak: demonstrating lack of preparation, lack of clarity, lack of structure, and minimal content
2. Critique of journal article
Truly exceptional: very responsive, incisive, informative
Strong: responsive, direct, generally informative
Satisfactory: somewhat responsive, generally direct, somewhat informative
Barely adequate: weak or short responses, somew ...
Training design document - Template 2
A design document is like a training plan contract. A design document should be used as a tool to capture and refine your initial thoughts, align them with stakeholders and to get sign off on the plan in order to avoid unnecessary re-work. Use this template, customize it to your needs and good luck with your training initiative!
This template is beneficial for especially for trainers, instructional designers and anyone who needs to align a training plan with stakeholders.
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Man...
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Man...dr m m bagali, phd in hr
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Management......HRM, HR, HRD, IHRM..... fellowship certificateDevelopment of Substantive Instructor Gu
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
HDIAU Lab A - Building the service desk training plan
Whether you are a manager looking to train your team or an individual looking for ways to expand your skills, this session is for you. It identifies ways to overcome the challenge of training service desk personnel. Finding the time, money and the “right training” is a constant struggle. This session will walk you through building an effective training plan.
Participants will:
Learn a systematic way to Identify training needs
Discuss various training delivery methods
Understand the importance of defining expected results or goals BEFORE the training
Discuss ways to measure success
Worksheets will be provided that can be used to customize your own training plan. This method for planning allows you to involve your team, peers, and sponsors so that there is buy-in at all levels. This lays the foundation for creating a continuous learning culture, not just a one-time training project.
More Related Content
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1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
Develop teams and individuals(Assessment objectives ...)Questi
Develop teams and individuals
(Assessment objectives ...)
Question 1.1
Top of Form
It is necessary to systematically identify and implement learning and development needs in line with organisational requirements. To do this a training needs analysis would be conducted. Explain what a TNA is, how it would be conducted, who would be involved and how it would be used.
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.2
1.2.a
Top of Form
A learning plan that meets individual and group training and development needs will be collaboratively developed, agreed to and implemented. Draw on your own experience and that of others, plus independent research, to determine why prospective learners should be consulted about the type of learning to be delivered and the structure of the learning process.
Attach filesSave
Bottom of Form
1.2.b
Top of Form
What are the likely repercussions if employees are not consulted and involved in the design, development and targeting of training or learning opportunities?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.3
Top of Form
What advantages are there when an individual self-evaluates their competence and identifies what is needed to learn, grow and improve knowledge and skills?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.4
Top of Form
How does collecting regular feedback on the performance of team members, from relevant sources assist managers in identifying the learning needs of individuals and teams?
Question 2.1
2.1.a
Top of Form
Explain how trainers can identify career pathways and competency standards relevant to the industry and why it is necessary for them to do this.
Attach filesSave
Bottom of Form
2.1.b
Top of Form
Why is it important to clearly identify learning and development program goals and objectives?
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.2
2.2.a
Top of Form
Why is it beneficial to identify learning styles?
Attach filesSave
Bottom of Form
2.2.b
Top of Form
Why is it necessary to consider, when designing a program, the physical resources that might be needed? Use examples where appropriate.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.3
2.3.a
Top of Form
Describe three facilitation techniques that will encourage team development and improvement.
Attach filesSave
Bottom of Form
2.3.b
Top of Form
List six reasons why it is beneficial for management to provide workplace learning, coaching or mentoring opportunities.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.4
2.4.a
Top of Form
Effective training will incorporate a range of activities and support materials appropriate to the achievement of identified competencies. Explain what this means.
Attach filesSave
Bottom of Form
2.4.b
Top of Form
Choose a topic around which you could create a development opportunity. For example:
a. A procedure that you need team members to follow.
b. A p ...
1Instructions Save this form to Word file and submit with.docx
1
Instructions: Save this form to Word file and submit with each journal article analysis
Assignment Cover Sheet
School of Professional and Career Education
Course, section & applied
ADM 553 ML
Case Study # & Title:
Submitted by:
Date of Submission:
CERTIFICATION OF AUTHORSHIP: By including this cover sheet I certify that I am the author of this submittal and that any assistance I received in its preparation is fully acknowledged and disclosed. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. I have read the PACE Academic Dishonesty Policy regarding cheating and plagiarism and understand its consequences and penalties
Student Signature: __________________________________
1) Write a one full page paper on leadership. Please discuss leadership in depth.
Note must provide a separate document
2) Students will go to Google scholor and find a most recent journal article critiques* on business ethics and values or ethics in business using the article evaluation rubic form below These critiques are intended to be cumulative in your understanding of the material and it is expected that as we progress through the material the evaluation will become more complete. A link to the article must be provided for instructor to read. APA fromat is required must not be less than two full page. Additional References: (not to be included as part of the 3-page maximum) NB. Teacher dont want direct quote use from article teacher wants what every quote use must be in own words and sited appropriately in APA format. Please see journal article valuation rubic below.
Format for Journal Article Evaluations
Format for Journal Article Evaluations
DATE:
NAME:
Title of your Journal Article
COMPLETE APA REFERENCE
(in correct form):
SUMMARY (not to exceed 50% of review):
[Enter text here]
CRITICAL ANALYSIS:
[Enter text here]
PRACTICAL APPLICATIONS/IMPLICATIONS:
[Enter text here]
Additional References: (not to be included as part of the 3-page maximum)
Rubric for Leadership Journal Article Evaluation
Criterion
4
3
2
1
0 - 1
1. Overall quality of the preparation, clarity, structure, content, journal article used.
Truly exceptional: well prepared, very clear, very well structured, compelling content
Strong: prepared, clear, structured, interesting or useful content
Satisfactory: prepared, relatively clear, fair structure, somewhat interesting content
Barely adequate: somewhat clear, somewhat structured, adequate content
Very weak: demonstrating lack of preparation, lack of clarity, lack of structure, and minimal content
2. Critique of journal article
Truly exceptional: very responsive, incisive, informative
Strong: responsive, direct, generally informative
Satisfactory: somewhat responsive, generally direct, somewhat informative
Barely adequate: weak or short responses, somew ...
Training design document - Template 2
A design document is like a training plan contract. A design document should be used as a tool to capture and refine your initial thoughts, align them with stakeholders and to get sign off on the plan in order to avoid unnecessary re-work. Use this template, customize it to your needs and good luck with your training initiative!
This template is beneficial for especially for trainers, instructional designers and anyone who needs to align a training plan with stakeholders.
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Man...
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Man...dr m m bagali, phd in hr
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Management......HRM, HR, HRD, IHRM..... fellowship certificateDevelopment of Substantive Instructor Gu
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
HDIAU Lab A - Building the service desk training plan
Whether you are a manager looking to train your team or an individual looking for ways to expand your skills, this session is for you. It identifies ways to overcome the challenge of training service desk personnel. Finding the time, money and the “right training” is a constant struggle. This session will walk you through building an effective training plan.
Participants will:
Learn a systematic way to Identify training needs
Discuss various training delivery methods
Understand the importance of defining expected results or goals BEFORE the training
Discuss ways to measure success
Worksheets will be provided that can be used to customize your own training plan. This method for planning allows you to involve your team, peers, and sponsors so that there is buy-in at all levels. This lays the foundation for creating a continuous learning culture, not just a one-time training project.
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Develop teams and individuals(Assessment objectives ...)Questi
Develop teams and individuals(Assessment objectives ...)Questi
1Instructions Save this form to Word file and submit with.docx
1Instructions Save this form to Word file and submit with.docx
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Man...
MM Bagali...... CV 2017...... Bio Data......Academic work.....PhD work in Man...
HDIAU Lab A - Building the service desk training plan
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20240425_ TJ Communications Credentials_compressed.pdf
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
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𝐓𝐉 𝐂𝐨𝐦𝐬 provides unlimited package services including such as Event organizing, Event planning, Event production, Manpower, PR marketing, Design 2D/3D, VIP protocols, Interpreter agency, etc.
Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
⭐ 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐝 𝐩𝐫𝐨𝐣𝐞𝐜𝐭𝐬:
➢ 2024 BAEKHYUN [Lonsdaleite] IN HO CHI MINH
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➢FreenBecky 1st Fan Meeting in Vietnam
➢CHILDREN ART EXHIBITION 2024: BEYOND BARRIERS
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➢ Winner [CROSS] Tour in HCM
➢ Super Show 9 in HCM with Super Junior
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➢ Vietnam Food Expo with Lotte Wellfood
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【q/微:1954292140】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【q/微:1954292140】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Week 10_Handouts
- 1. Your Name: (Extremely Unlikely) 0 1 2 Please explain why you gave this answer: 3 4 5 6 7 8 9 10 (Extremely Likely) Content Excellent Good Needs Improvement Not Applicable Covered Useful Material [ ] [ ] [ ] [ ] Practical to My Needs and Interests [ ] [ ] [ ] [ ] Well Organized [ ] [ ] [ ] [ ] Presented at the Right Level [ ] [ ] [ ] [ ] Effective Activities [ ] [ ] [ ] [ ] Presentation Excellent Good Needs Improvement Not Applicable Instructor’s Knowledge [ ] [ ] [ ] [ ] Instructor’s Presentation Style [ ] [ ] [ ] [ ] Instructor Covered Material Clearly [ ] [ ] [ ] [ ] Instructor Responded Well to Questions [ ] [ ] [ ] [ ] How could this workshop be improved? Overall, how would you evaluate this workshop training session? Excellent Good Needs Improvement Not Applicable [ ] [ ] [ ] [ ] How likely is it that you would recommend this workshop to a colleague/peer? For each of the following areas, please indicate your reaction: What aspect(s) of the workshop was (were) most beneficial? Name of Presenter(s): Workshop Title: BG+L Cohort | Weekly Evaluation Form