...ingrained over time. To correct performance issues, new behaviors have to be introduced and consistently reinforced over the long term. This means following up programs with enough continued learning, feedback, coaching and accountability to stimulate the growth of new neuronal connections that eventually take the place of old ones. Unaware of this reality, organizations have wasted billions of dollars annually investing in learning programs that fail to change behavior. The greater challenge of the quest for this "Holy Grail" is that the solution doesn't involve fixing just one thing. A myriad of variables within an organization influence whether learning is reinforced until new behavior patterns are established. A process I call Train-to-Ingrain was designed to achieve permanent, measurable improvements in performance by optimizing aspects of training and development that impact on learning transfer: - COMMITMENT - Support follow-up reinforcement - COACHING - Prepare direct managers for their development role - FOLLOW-UP - Integrate reinforcement programs with assessment and training programs - ACCOUNTABILITY - Measure performance improvement and calculate ROI - TRAINING FOR TRANSFER - Incorporate learning strategies that promote application and reinforcement of skills - LEARNING NETWORKS - Coordinate support for reinforcement - FOCUS - Identify training needs that will have a positive impact on business results - CULTURE - Align the organization's policies...
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...Approaches to Change Management for Flexible Learning Australian Flexible Learning Framework Quick Guides series Based on the knowledge generated from the Australian Flexible Learning Framework projects and selected external literature, the Quick Guides series provides an introduction to key issues related to flexible and online delivery of Vocational Education and Training (VET). Reference as: Backroad Connections Pty Ltd 2003, Approaches to Change Management for Flexible Learning (Version 1.01), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority. Version 1.02, July 2004 This document can be accessed at: http://flexiblelearning.net.au/guides/change.pdf For a list of other Quick Guides see: http://flexiblelearning.net.au/projects/sharingknowledge.htm#guides / © 2003 Australian National Training Authority This work has been produced by the Sharing Knowledge project with the assistance of funding provided by the Commonwealth Government through the Australian National Training Authority. Copyright for this document vests in ANTA. ANTA will allow free use of the material so long as ANTA’s interest is acknowledged and the use is not for profit. The views and opinions expressed in this document are those of the authors and do not necessarily reflect the views of ANTA. ANTA does not give any warranty...
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...value 4 Assessment method Written report Written notes CPD Plan Learning outcomes: 1. Understand what is required to be an effective and efficient HR professional. 4. Be able to apply CPD techniques to construct, implement and review a personal development plan. All activities should be completed Activity 1 Write a report in which you: • Briefly explain how the CIPD HR Profession Map defines the HR profession, including the professional areas, the bands and the behaviours. • Evaluate how the two core professional areas and any two selected behaviours uphold the concept of ‘HR Professionalism’, giving examples from the knowledge and activities at band 2. • Explain, with related examples, why HR professionals need to be able to manage themselves, manage groups or teams, manage upwards and manage across the organisation. Activity 2 • Undertake a self-assessment against a specification of HR professional practice capabilities, such as the CIPD Associate Membership criteria, to identify professional development needs. • Evaluate and select at least three development options to meet your needs, explaining the advantages and disadvantages of each, and their fit with your preferred learning style and career aspirations. • Devise a personal development plan which includes your development objectives (based on the above evaluation and including achievement of your CIPD qualification) and details of your selected development activities. The plan should be for a minimum...
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... |5 | |Credit value |4 | |Assessment method |Written report | | |Written notes | | |CPD Plan | |Learning outcomes: | | | |Understand what is required to be an effective and efficient HR professional. | |Be able to apply CPD techniques to construct, implement and review a personal development plan. | |All activities should be completed |Assessment Criteria | | ...
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... and York This bibliography puts in more or less chronological order Robin Alexander’s publications on spoken language in learning and teaching up to February 2015. It starts with observational and discourse studies undertaken in the north of England during the 1980s and early 1990s. Then follows the Culture and Pedagogy international study out of which Alexander’s approach to dialogic teaching developed. Towards Dialogic Teaching presents this approach in detail, and Essays on Pedagogy extends the dialogic principle into wider aspects of education, reasserting the importance of an international perspective. Next come evaluation reports from two of the UK local authorities with whose teachers Robin Alexander has worked. The bibliography also includes relevant articles and book chapters. It ends with the 2010 final report of the Cambridge Primary Review, which gives dialogue prominence not only in pedagogy but also among education’s guiding principles; the...
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...Education Act 1998 9 Primary School Curriculum (1999) 10 Developments in assessment since 1990 10 Context and purpose of an overarching statement on assessment 10 The structure of the document 11 2. Recent developments in assessment 13 Assessment for teaching and learning 16 Assessment across the curriculum 16 A range of modes of assessment 17 Assessment and the early identification of learning difficulties 18 Recording and reporting the results of assessment 19 Assessment competencies 19 Professional development for teachers 20 2 3. Re-envisioning assessment 21 What is assessment? 23 Assessment for learning and assessment of learning 23 Assessment and Information and Communications Technology (ICT) 28 Access to assessment information 29 4. General considerations in developing an overarching statement on assessment in primary schools 33 5. Developing a school policy on assessment 37 The use of assessment results for the purposes of assessment for learning 39 The use of assessment results for the purposes of assessment of learning 40 The different dimensions of the child’s learning and development that should be assessed 40 The assessment of children at different stages throughout their primary school education 42 Diagnostic assessment and the early identification of learning difficulties 42 Recording the results of assessments ...
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...course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin. A hard copy will need to be submitted to BESS by Friday 14th November at 4:30pm. introduction For many aspects of life, accurate self-assessment is an important and valuable skill...
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...course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin. A hard copy will need to be submitted to BESS by Friday 14th November at 4:30pm. introduction For many aspects of life, accurate self-assessment is an important and valuable skill...
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...theoretical approaches. 2. To understand how to plan for and design a career learning programme within an educational institution , training or guidance organisation and evaluate good practice 3. To enable students to develop an awareness of the online tools available to use within career coaching practice, how to critically evaluate their effectiveness and an understanding of the learning theories as applied to online interventions 2. TEACHING/ LEARNING EXPERIENCES To enable the achievement of learning outcomes we offer the following: * Teaching sessions/ seminars * On-line learning through Moodle * Undertaking independent study and group work * Practice days with a range of clients Main Topics of Study 1 Delivery of group work in the guidance context, including competing theoretical approaches and skills and methods required for competent workshop facilitation in career coaching 2 Group theories including group dynamics, peer to peer coaching and learning and teaching theories 3 Career Learning Theory & frameworks and their relevance to development of learning programmes in educational and other career coaching contexts. 4 Critical understanding of approaches to evaluation of careers learning programmes. 5 Critical review of contemporary approaches to using ICT within career learning Programmes and online learning theories. 4. Timetable: Sem. A 2012-13: 10 am start | | Tutor...
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...An Analytical Review on Training and Development Issues at The Bay Annesha Shiraj Student Number: A001531155 Subject: Strategic Human Resource Management (711SHRM) AQF Level: 8 Number of words: 2574 Table of contents Executive summary…………………………………………………………….……………………………3 1.0 Introduction………………………………………...………………………………………….......4 2.0 Analysis…….………………………….………….……………...................................................4-6 3.1 Formal training……………………………………..………………………………….4-5 3.2 Informal Training………….................………………………………………………..5-6 3.3 Development...............................................................……………………………………6 3.0 Recommendations……………………………………………………………………………….7-8 4.4 Formal Training…………….……………………………………………………………7 4.5 Informal Training………………………………………………………………….......7-8 4.6 Development …………………………………………………………………………......8 4.0 Conclusion………………………….…………………………………………………………….8-9 References…………………………………………………………………………………………………..10 Executive Summary The following report will discuss the training and development aspect of The Bay; how it works and how it could improve for better performance of the employees at the store. The Bay is a huge departmental store where customers come to shop starting from clothes to jewllery to appliances and to many more. Hence, it is very necessary for the employees of the store to serve at its best for customer satisfaction. Employees need to give the customers...
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...PERSONAL DEVELOPMENT PLANNING REPORT BUSN07020 ACADEMIC SKILLS FOR BUSINESS DIANNE LYLE - B00259359 BRENDA HUGHES WORD COUNT: 2170 30 NOVEMBER 2013 TABLE OF CONTENT 1. Introduction ……………………………………………………………………………………………………………. 3 2. Personal Development Planning ………………………………………………………………………………… 4 3. SWOT Analysis ………………………………………………………………………………………………………… 5 4. The Benefits of Personal Development Planning …………………………………………………………. 6 4.1 Benefits of PDP to Academic Performance ……………………………………………………….. 6 4.2 Benefits of PDP to Professional Life …………………………………………………………………. 6 4.3 Benefits of PDP to Personal Life ………………………………………………………………………. 6 5. Personal SMART Goals ……………………………………………………………………………………………… 7 6. Developing Learning, Academic & Business Skills ………………………………………………………… 8 6.1 Learning Styles ………………………………………………………………..……………………………. 8 6.2 Active Learning ……………………………..………………………………………………………………. 8 6.3 Effective Business Skills ……………………………..…………………………………………………… 9 7. Conclusion ………………………………….………………………….…………………………………………….. 10 References ………………………………….…………………………………………………………………………………. 11 Appendix ………………………………………………………………………………………………………………………… 12 1. INTRODUCTION This report on Personal Development Planning (PDP) is being written to outline how important PDP is in both an academic and professional environment and also how it affects University students during their time at University and also as they progress into their future careers. Within the...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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...Professional Development Handbook (Oman) February 2014 © University of Bedfordshire 2014 Published by the University of Bedfordshire Business School Luton Campus, Vicarage Street, Luton LU1 3JU, United Kingdom Unit Handbook © University of Bedfordshire 2014 Contents Contents 2 Welcome 3 Learning resources at the University of Bedfordshire 3 1 Introduction to the unit 4 2 Overall aims of the unit 4 3 Overview of unit content 4 4 Prerequisite knowledge or skills 4 5 Learning outcomes of the unit in more detail 5 6 Programme of Workshops 6 7 Study resources for this unit 7 Recommended additional resources 7 Recommended journals and other periodicals 7 Recommended websites and online content 8 8 How to study this unit 8 9 Assessment 9 The Reflective Journal 9 Welcome Welcome to the Personal and Professional Development unit of the University of Bedfordshire MBA Programme. This handbook contains advice and information you will need to successfully complete your work on this unit. It should be read in conjunction with the overall Programme Handbook, which you should have already received. The handbook serves two main purposes: * It summarises the key concepts and provides you with a framework and a map for this unit. * It provides you with information about learning resources, infrastructure and virtual learning environments for studying the MBA at the University of Bedfordshire. If you have any queries about any aspect of this...
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...6PM DR. PAYYAZHI JAYASHREE 1 SUBJECT DESCRIPTION This subject addresses performance management, which is defined as an ongoing communication process that involves both the performance manager and employee. Key aspects of this process are examined. Topics include: identifying and describing essential job functions and relating them to the mission and goals of the organization; developing performance standards; giving and receiving feedback about performance; writing and communicating constructive performance evaluations, and planning education and development activities to maintain and improve employee work performance. 2 LEARNING OUTCOMES On successful completion of this subject students will be able to : 1. Describe the key concepts and techniques of performance management. 2. Explain the development of performance management as an area of growing importance for managers and employees. 3. Critically assess the significance of rewards in managing performance. Subject Outline Template F-ACD-DB-01.04.03 V11 12 Aug 2012 (Add Subject Code and Name) 4. Analyse and wherever relevant, propose justified solutions to performance management problems. 5. Examine and evaluate contemporary issues in performance management. 6. Actively participate in team based learning situations and class...
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...as the students desire to be good speakers and as much as the teacher wants to help them but certain aspects need to be addressed properly. The outcome of individual or societal integration cannot be achieved unless the student has acquired a command of the language he learns in school. It is through this that his personality adjustment and social life participation are achieved, relevant to his future professional and preparatory years in elementary school. In addition to formal instruction, the use of English shall be encouraged as a language of interaction in school. There is a deteriorating factor that affects so much in the interest in learning a particular language – and that is English. Some reasons are, perhaps, overloaded with subject offerings within the educational system of CHED. The answer lies in us as Filipinos who are stagnant about the intellectual skills and linguistic developments – both verbal and non-verbal. Language mastery requires on the part of the teacher skill in noting the difficulties of the learners in oral communication in English, presuming that the secondary freshmen students of a public school has mastered the listening skills while still in their elementary years. But this does not mean that listening should e done away with. Much as the teacher wants to perfect language learning in speaking and writing, he can still require his students to practice in the open air where sounds...
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