...There are many factors impacting work and learning specifically in Canada. How workers are involved or participate can affect outcomes for the employee and employer. Social and economic are two factors that influence education, learning, training and work. In this essay, I will provide examples of why social and economic context must be considered when understanding work and learning. I will also examine assumptions frequently made by Human Resources Management (HRM) and their perspective on the purpose and outcomes of learning and the critiques that challenge these perspectives. Understanding the social context for work and learning contains many variables. Life experiences, level of education, age, ethnicity and language, gender and social class are social factors to consider when understanding work and learning. As an example, “women are less likely to be offered workplace training as part of their jobs. There is an under-investment in training of female employees; factors influencing female participation include family obligations and the concentration of women in low-wage jobs that are least likely to offer training” (Pocock et al, 2011b; Roberts and Gowan, 2007; Livingstone and Sawchuk, 2004 as quoted in Canadian Labour and Business Centre, 2005, p. 11). It’s clear that gender affects how women consider work and learning and the impact on the organization’s output and profits. Canada consists of diverse cultures and ethnicities. New immigrants face language and ethnicity...
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...this knowledge in terms of work and daily activities has become important. The question is from where and how do we keep up with this changing world? The only way is learning, keeping yourself aware and updated of these changes. One of the major sources that can lead to knowledge is how and where do we learn. The answer is schools which are an important source of knowledge. It is important that schools provide students the newest of information and keep themselves updated, only then can they help their student to do so. With the growing economical changes and job opportunities students feel that higher education had become more and more important. With a wide range of students graduating and tough competition, there is comparatively less job opportunities in the job market. Getting a job after graduation is easier stated than done. (Kiran Mirchandani, 2008). At one of my previous job I remember one of my colleagues mentioned that he had received over 150 applications for an assistant position within 3 hours after the job was posted. Employers need to weed out good applicants from dozens of students that apply for the same job. Distinguishing by degree is a quick and simple way of doing that. (Kiran Mirchandani, 2008). Schooling system has changed with the changing economy. The expectations and routines that constitute the hidden curriculum in terms of both organizational and social characteristics of schooling are heavily influenced by work. (Kiran Mirchandani, 2008)...
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...2000 words in response the following question: “Why are gender and difference issues so important in understanding the potential for skills training, and work and learning in both Canada and the ‘economic south’?” The lives of women in the recent past have changed dramatically. There are more women now who are educated than ever before, and a great percentage of them have forged ahead in the labour market. The pace of change is improving at fast rate with both developed and developing countries working towards bringing around a change. But despite the numerous developments in this area, there still exists the issue of gender gap that limits the progress of women workers in the paid workforce. This paper discusses the topic of gender differences in OECD countries and how it affects the process of work and learning of women in both Canada and the economic south. In almost all the OECD countries, women participation in the workforce has steadily increased. There are more women participating in the all kinds of jobs and they continue to enter the workforce in rising numbers. But still gender inequality continues to persist and is a topic that dominates the sad plight of women. There are OECD reports that Scandinavian countries have the lowest ratio of such issues due to well-equipped infrastructure that supports child-care and family-friendly workplaces. Though this seems like a rather outdated subject, the gendered work, wage gap, inequality are still rather the most...
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...Teacher Work Sample Performance Prompt Teaching Processes Standards and Indicators Scoring Rubrics Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itq Prompt for Teacher Work Sample THE VISION Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile...
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...Levels of Learning Single-Loop Learning Single-loop learning assumes that problems and their solutions are close to each other in time and space (thought they often aren't). In this form of learning, we are primarily considering our actions. Small changes are made to specific practices or behaviors, based on what has or has not worked in the past. This involves doing things better without necessarily examining or challenging our underlying beliefs and assumptions. The goal is improvements and fixes that often take the form of procedures or rules. Single-loop learning leads to making minor fixes or adjustments, like using a thermostat to regulate temperature. Are we doing things right? Here's what to do—procedures or rules. Double-Loop Learning Double-loop learning leads to insights about why a solution works. In this form of learning, we are considering our actions in the framework of our operating assumptions. This is the level of process analysis where people become observers of themselves, asking, “What is going on here? What are the patterns?” We need this insight to understand the pattern. We change the way we make decisions and deepen understanding of our assumptions. Double-loop learning works with major fixes or changes, like redesigning an organizational function or structure. Are we doing the right things? Here's why this works—insights and patterns. Triple-Loop Learning Triple-loop learning involves principles. The learning goes beyond insight...
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...evaluation of training and learning These instruments for training and learning evaluation and follow-up were developed by W Leslie Rae MPhil, FITOL, Chartered FCIPD, who is an expert in this field, and author of over 30 books about training and learning. These materials are free for personal and organizational use subject to the terms stated (basically, retain the copyright notice, accept liability for any issues arising, and don't sell or publish the materials). This document contains the essential end-of-programme validation, feedback and follow-up instruments: most ready for use, others for you to develop to suit your own situation. You will make better use of these systems if you read the section on training and learning evaluation on www.businessballs.com. Instruments such as the ones included here are the most effective way of: a) determining what the participants have learned b) giving the learners time to reflect on their learning during the programme prior to their completion of their post-training personal action plan c) getting useful feedback in an organized manner, to help with future training planning, and d) ensuring trainees and learners follow-up their training with relevant actions to apply, improve, develop and reinforce learning attained. The document contains two alternative learning evaluation instruments; two suggested approaches to post-training personal action planning, and four types of 'reactionnaire' for post-training...
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...CASE: Comprehension Learning Objective: 1 - How are information systems transforming business, and what is their relationship to globalization? 2) A business model describes how a company produces, delivers, and sells a product or service to create wealth. Answer: TRUE Diff: 1 Page Ref: 11 AACSB: Application of knowledge CASE: Comprehension Learning Objective: 2 - Why are information systems so essential for running and managing a business today? 3) Information systems consists of all the hardware and software that a firm needs to use in order to achieve its business objectives. Answer: FALSE Diff: 2 Page Ref: 13 AACSB: Information technology CASE: Comprehension Learning Objective: 3 - What exactly is an information system? How does it work? What are its people, organizational, and technology components? 4) An extranet is a private intranet extended to authorized users outside the organization. Answer: TRUE Diff: 1 Page Ref: 17 AACSB: Information technology CASE: Comprehension Learning Objective: 3 - What exactly is an information system? How does it work? What are its people, organizational, and technology components? 5) Information systems literacy describes the behavioral approach to information systems, while computer literacy describes the technical approach. Answer: FALSE Diff: 1 Page Ref: 15 AACSB: Information technology CASE: Comprehension Learning Objective: 3 - What exactly is an information system? How does it work? What are its people,...
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...My Learning Style? What's my learning style? Why is it important? Every day we interact with the world around us, and as we do we are constantly learning. Recently I have begun to pursue my Bachelors Degree. Our first college course is designed to help us achieve that goal by providing us insight to the type of student we are and how we learn best. We have been focusing on learning styles and our motivation to learn. Using examples in the next few paragraphs I will attempt to show what I have identified to be my motivation and learning style for pursuing my degree. First lets cover motivation. "Motivation is the force that draws us to move towards something" (Connor 2004). Motivation can play a very large part on how we learn. If you are motivated, you are more likely to learn faster because you find the subject fun or interesting. There are many reasons on why someone might be motivated to learn. For example my motivation to learn is to change my life and the type of work I do, while still providing for my family. Recently I have come to the realization that I am bored in my current career. My parents always taught me that since we have to work most of our lives, choose something you enjoy and if you no longer enjoy it make changes because doing what you enjoy leads to a more happy fulfilling life. So I have decided to change career fields. In order to enter my new chosen field I must have the basic knowledge and understanding of that field, therefore I must learn. This...
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...Does Class Size Affect Learning Success? Rosemarie Antonelli AIU Online December 6th, 2014 Abstract While it is hard to find experts that are inclined to side against smaller class sizes, there are plenty of people who wonder the effectiveness of the school programs currently in place. In the state of Florida, classes were reduced to see the effectiveness it had on the students and their academics. After the classroom sizes were reduced, there was no significant benefits shown statistically for students of these school districts throughout a number of areas. The academic areas that were looked at were exam scores, attendance, and violence within the schools. California also made efforts to lower class sizes and they also did not succeed in making any connections to gains in achievement to class size. It is very important to realize that improving the quality of the teachers is far more beneficial than decreasing the size of the classroom. When thought is really put into students learning abilities, a great teacher with forty students will have a much higher success rate than a very poor teacher that educates fifteen students. Does Class Size Affect Learning Success? When talking about class sizes and how it affects students learning outcomes, there are many things that should be considered. This is a subject that is not a one size fits all situation. Teachers, students, and the classroom environment all play a role when it comes to learning and a student’s success. Although...
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...MDCC Cooperative Learning: A Successful Approach Learning constantly takes place in the real world all around us. Social interaction is the key element that plays an enormous role in our daily knowledge acquisition. Not surprisingly, intrapersonal relations the one factor being currently used to promote learning in school classrooms. Not just any kind of social interaction, but a ‘cooperative’ one. Interestingly, John Dewey described education “as a vehicle for teaching citizens to live cooperatively in a social democracy” (Cooper, Robinson, McKinney). And to live in just that kind of society requires cooperative learning at a younger age. In just the right circumstances, cooperative learning inside our classrooms today contributes to an even better education for our children tomorrow. In Cooperative Learning, students learn from each other in small groups through a variety of techniques towards a common goal (Dahley, 1994). Given the appropriate maturity level, students can thrive in this learning environment because they take advantages from each other’s strengths and knowledge to gain insight. In fact, Cooperative Learning is proven to produce increased academic results when compared to traditional, more individualized teaching styles (Dahley, 1994). According to Slavin, there was a 63% rise in achievement from the cooperative learning groups studied (Dahley, 1994). This evidence lends to the fact that low scoring students are pushed to work harder while working...
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...Learning and Assessment Basics Marsha Jameson EDU 510: Assignment 1 Summer 2012 Describe the characteristics of the learners in your current (or future) role as an educator. The characteristics of my learners are as follows: males between the ages of 18-34 from single family homes; with some high school and with less than 8th grade education. Why choose people that have these particular characteristics? It is because they make-up a large part of the prison population in the United States. In 2002, it was reported that 2,019, 234 were incarcerated in United State Prisons (United Nations Survey, 2002). In 2012, it was reported by the U.S. Justice Department that seven (7) million people or one in every thirty-two (32) adults were behind bars; on probation; or on parole. Of the total, 2.2 million were in jail or in prison. According to the International Center for Prison Studies at King’s College in London, the United States has more people behind bars than any other county. The U.S. incarceration rate is 737 per 100,000 people (Vicini, 2012). Why so many incarcerated? It is my belief that it is due to recidivism. What is recidivism? Recidivism is a tendency to relapse into a previous condition or mode of behavior, especially relapsing into criminal behavior. In the prison system, recidivism refers to released inmates who are re-convicted and re-incarcerated. The rates of recidivism have been known to be as high as fifty-percent (50%) (Reducing...
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...[pic] John Sperling School of Business Course Design Guide ACC/280 Principles of Accounting Copyright Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Final exams contain third-party copyrighted materials. Portions are: Copyright © 2010 University of Phoenix. All rights reserved. Copyright © 2010 Wiley & Sons. All rights reserved. Edited in accordance with University of Phoenix® editorial standards and practices. |Course Prefix and Number: |ACC 280 | |Credits: |3 | |Course Title: |Principles of Accounting ...
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...|Syllabus | | |College of Humanities | | |GEN/105 Version 10 | | |Skills for Learning in an Information Age | Copyright © 2012, 2011, 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces students to learning in an information-rich society. Students develop strategies for successful distance learning, time management, and for managing the abundance of information available in today’s society. Students also explore the appropriate use of information in an academic environment. Specific topics for the course include computing skills for distance learning, online library use, academic honesty, and the development of effective study skills. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change...
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...BENEFITS OF ACTIVE AND COOPERATIVE LEARNING 1. Provides opportunities for higher order thinking as opposed to passive listening. Reinforces listening to others and gives opportunity for immediate feedback and adjustment of thought. Students talking together provide for input and listening. Students often have to assess the thoughts/ideas of peers, determine whether they “fit” their own, whether they disagree, or partially agree. Students have an opportunity to speak their ideas/thoughts for better formulation. Some often say, “I didn’t think of that” or “That’s a different slant.” 2. Promotes greater student-faculty and student-student interaction. Students assist each other in understanding material/content. This may even help students broaden their perspectives on issues or problems. Professors have an opportunity to move from group to group, listen and if appropriate add comments. For some students this is the only personalization with a professor that ever occurs. Professors may answer questions that might never be asked without the closer interaction. Problems or misunderstandings can quickly and quietly be handled. 3. Increases student retention and limits anxiety. Students are not overloaded with information. Students actually get time to think about, to talk about, and process information. Improves interaction and “talk” (Vygotskian Constructivism) and provides opportunities for students to think about and process the...
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...Syllabus Course Description This course provides an overview of basic psychological principles that underlie human behavior and reactions to everyday life. Students are provided an opportunity to apply critical-thinking skills to psychological problems and issues. The basic tenets of psychology are presented from a historical perspective, with attention to research-based behavioral science. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: · University policies: You must be logged into the student website to view this document. · Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carpenter, S., & Huffman, K. (2010). Visualizing psychology (2nd ed.). Hoboken, NJ: Wiley. All electronic materials are available on the student website. Week One: Introduction to Psychology Details Due Points Objectives 1.1 Describe the development of the discipline of psychology. 1.2 Compare and contrast research methods used to examine psychological phenomena. 1.3 Explain biological influences on the human brain. Readings...
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