Integrating Adult Learning Principles
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Integrating Adult Learning Principles
The instructor is more interested in your own arguments and your ability to defend and support them logically and analytically using the course, or other, readings. Each initial posting should be at least 200 words, with at least 2 references and written in APA format. Grading criteria on page 3
Week 2 Discussion:
Based on the readings, answer the following questions. Original post due Thursday, Midnight and two responses by Sunday, Midnight.
- How could the sample assessment and evaluation questions found in table 2 in the article ‘Integrating Adult Learning Principles’ be incorporated into an organizations training offerings?
- Based on the adult learning principles, how can those inform your development and delivery of training in an organizational context?
- How can you ensure that learning not only takes place but is transferred back to the employee’s job?
- What does distant learning or self-paced learning using technology need in order for employee’s to learning and apply their new knowledge?
- How do you ensure that employee’s understand and are aware of the relevance of the training (learning) they’re involved in? What measures can be put in place to ensure that the purpose of learning is known?
Week 3 Discussion:
Based on this week’s reading, answer the following questions. Your post is due Thursday, Midnight and two responses Sunday, Midnight.
- How can the Universal Principles guide us in developing training that leads to the transfer of learning?
- How does the 5 Step Training Model help to develop a training session that supports organizational objectives?
- How does Metacognition factor in to effective training and the transfer of learning?
- What strategies can you take from the Biology focused metacognitive article and implement in organizational training to improve employee metacognitive skills?
Week 4 Discussion:
Based on the summary slides and readings, answer the following questions. Original post is due Thursday, Midnight and two responses by Sunday, Midnight.
- Which of the four types of learning would you most likely use most often and why?
- State your argument for or against using lectures in a learning situation?
- What is one way that you can ensure self-directed learning is being effective?
- How will technology play an important part in effective training?
Week 5 Discussion:
Answer the following questions based on the readings from this week. Your first post is due Thursday, midnight and 2 response Sunday, midnight.
- Why are reaction measures (Ruona, Leimbach, Holton & Bates, 2002) no sufficient for determining learning impact?
- Why is transfer or learning important to organizations?
- How would you determine if the transfer climate of an organization (Hatala, 2007) will facilitate the transfer of learning?
- What do you consider to be the most important factors for learning transfer (Bates, Holton & Hatala, 2012)?
Week 6 Discussion:
Using the chapter Learning through Immersive Virtual Environments- An Organizational Context, answer the following questions. Original posts are due, Thursday, midnight and two responses, Sunday, midnight.
- What impact can IVE have on organizations?
- What are some subject areas that may not be conducive to IVE? Why?
- How would IVE facilitate the transfer of learning back to the job?
Week 7 Discussion:
Watch both video’s under Media and answer the following questions.
Poor Coaching / Performance Conversation
Best coaching conversation
- For the poor coaching video, what issues did you identify that were more demotivating than motivating?
- For the great coaching conversation video, what was revealed through the conversation?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Integrating Adult Learning Principles
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