current immigration debate including the current state of the laws and executive orders and perhaps some that address the impact on homeland security. Discuss
Assessment Criteria 1. Application of advanced business knowledge, including the key business theories and concepts. Frames business problems comprehensively and accurately. (Please use course-related business theories and concepts.) 2. Evidence of critical thinking applied to applies to the case-related organisational problems and challenges, including material from lectures 3. Frame business problems accurately and comprehensively, Effective application of business analysis and problem-solving skills. 4. Exhibit an awareness of the ethical and social contexts as they apply to the case under consideration (please use course-related business theories and concepts, CSR, ethics school)
EVALUATING TRAINING; TALENT DEVELOPMENT Assignment Overview Final Section-Evaluation You are just about to complete the four part assignments in this class. Congratulations on preparing, section by section, one large project. You are practicing what you have learned by planning and conducting a training program following the ADDIE model. Section 4Evaluation ( Assignment Continue with the training topic FROM ASSIGNMENT 82146956. (ATTACHED) (The ADDIE steps are explained in the Gardner videos presented on each of the Background pages). Walk through, step by step, the Evaluation phase of the ADDIE model, covering everything in detail. Be as specific as possible. If there is unknown information, make logical assumptions to fill in the information needed and include a section in your paper showing the assumptions you made. Bring in at least one source found outside of your course materials to help build your paper (be sure to cite sources). Phase: Evaluation a. Formative Evaluation b. Summative Evaluation o Apply the four steps of the Kirkpatrick model. o Figure and discuss the components of ROI of your training program. Background EVALUATING TRAINING; TALENT DEVELOPMENT Measuring Effectiveness: Kirkpatrick’s Four-Level Evaluation Model After we have completed the training, we want to make sure our training objectives were met. One model to measure effectiveness of training is the Kirkpatrick model developed in the 1950s. While most people refer to the four criteria for evaluating learning processes as levels, Kirkpatrick never used that term, he normally called them steps. In addition, he did not call it a model, but used words such as, techniques for conducting the evaluation (Craig, 1996). Kirkpatricks evaluation process has four levels: 1. Reaction: 2. Learning: To what extent did participants improve knowledge and skills? 3. Behavior: Did behavior change as a result of the training? 4. Results: What benefits to the organization resulted from the training? Each of the levels can be assessed using a variety of methods. We will discuss those next. Figure 1: Kirkpatricks Four Levels of Training Evaluation Review the performance of the employees who received the training, and if possible review the performance of those who did not receive the training. For example, in your orientation training, if one of the learning objectives was to be able to request time off using the company intranet, and several employees who attended the training come back and ask for clarification on how to perform this task, it may mean the training didnt work as well as you might have thought. In this case, it is important to go back and review the learning objectives and content of your training to ensure it can be more effective in the future. Many trainers also ask people to take informal, anonymous surveys after the training to gauge the training. These types of surveys can be developed quickly and easily through websites such as SurveyMonkey. Another option is to require a quiz at the end of the training to see how well the employees understand what you were trying to teach them. The quiz should be developed based on the learning objective you set for the training. For example, if a learning objective was to be able to follow OSHA standards, then a quiz might be developed specifically related to those standards. There are a number of online tools, some free, to develop quizzes and send them to people attending your training. Once developed by the trainer, the quiz can be e-mailed to each participant and the manager can see how each trainee did on the final quiz. After you see how participants do on the quiz, you can modify the training for next time to highlight areas where participants needed improvement. Kirkpatrick’s concept is quite important as it makes an excellent planning, evaluating, and troubling-shooting tool. However, with all the new technology advances, these evaluation steps are sometimes criticized for being too old and simple. Yet, almost six decades after its introduction, there has not been a viable option to replace it. It can be easy to forget about the evaluation step in the training process because usually we are so involved with the next task to complete. We sometimes forget to ask questions about how something went and then take steps to improve it. One way to improve effectiveness of a training program is to offer rewards when employees meet training goals. For example, if budget allows, a person might receive a pay increase or other reward for each level of training completed. Phase 5 of the ADDIE Model: Evaluation Click on the video for an overview of the Evaluation phase. Gardner, J. [jclarkgardner]. (2011, October 8). The ADDIE evaluation phase [Video file]. Retrieved from https://www.youtube.com/watch?v=CBoI0wBo4vw. Standard YouTube license. As discussed in the video, evaluation is the process of examining what’s working, what’s not, and why. Evaluations are normally divided into two categories: formative and summative. Formative A formative evaluation is a method for judging the worth of a program while the program activities are forming (in progress). This evaluation can be conducted at any phase of the ADDIE process. Formative evaluation focuses on the process and are basically done on the fly. In this type of evaluation learning materials, student learning and achievements, and instructor effectiveness are all under examination. This permits the designers, learners, instructors, and managers to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies ASAP so that the proper learning interventions can take place that allow the learners to master the required skills and knowledge. Summative A summative evaluation is a method of judging the worth of a program at the end of the program activities. The focus is on the outcome. All assessments can be summative but only some have the additional capability of serving formative functions. Data are collected via questionnaires, surveys, interviews, observations, and testing. The data collection method should be a carefully designed and executed step-by-step procedure. Questionnaires are the least expensive procedure for summative evaluations and can be used to collect large samples. The questionnaires should be tested before use to ensure the recipients understand their operation the way the designer intended. In designing questionnaires, the most important feature is the guidance given for its completion. All instructions should be clearly stated. Kirkpatricks model of training course evaluation, first introduced in 1959) and discussed above is an excellent example of summative evaluation. Figuring the Return on Investment of Training Read the following to learn what is involved in evaluating the ROI of training efforts: Shepherd, C. (2017). Assessing the ROI of training. Retrieved from https://www.fastrak-consulting.co.uk/tactix/Features/tngroi/tngroi.htm#Making%20ROI%20work%20for%20you Bullen, D. (2014). How top companies make the ROI case for employee training. Talent Development Career Development Programs Another important aspect to developing talent is career development programs. A career development program is a process developed to help an individual employee manage his/her career, learn new things, and take steps to improve personally and professionally. Sometimes career development programs are called professional development plans. Aspects of this planning include employee goal setting, identifying training needs and training costs, completion date expected, and supervisors or managers notes and suggestions. Figure 2: Career Development Planning Process Career development programs are necessary in todays organizations for a variety of reasons. First, with a maturing baby-boomer population, newer employees must be trained to step in. Second, if an employee knows a particular path to career development is in place, this can increase motivation. A career development plan usually includes a list of short- and long-term goals that employees have pertaining to their current and future jobs and a planned sequence of formal and informal training and experiences needed to help them reach the goals. The organization can and should be instrumental in defining what types of training, both in-house and external, can be used to help develop employees. To help develop this type of program, managers should consider the steps outlined in the following reading: Heathfield, S. (2016). Steps to create a career development plan. Retrieved from There are many tools on the web, including templates to help employees develop their own career development plans. Many organizations, in fact, ask employees to develop their own plans and use those as a starting point for understanding long-term career goals. Then hopefully the organization can provide them with the opportunities to meet these career goals. Meet individually with employees to identify their long-term career interests (this may be done by human resources or the direct manager). Identifying and developing a planning process not only helps the employee but also can assist the managers in supporting employees in gaining new skills, adding value, and motivating employees. Fortune 500 Focus It takes a lot of training for the Walt Disney Company to produce the best Mickey Mouse, Snow White, Aladdin, or Peter Pan. In Orlando at Disneyworld, most of this training takes place at Disney University. Disney University provides training to its 42,000 cast members (this is what Disney calls employees) in areas such as culinary arts, computer applications, and specific job components. Once hired, all cast members go through a two-day Disney training program called Traditions, where they learn the basics of being a good cast member and the history of the company. For all practical purposes, Traditions is a new employee orientation. Training doesnt stop at orientation, though. While all positions receive extensive training, one of the most extensive is especially for Disney characters, since their presence at the theme parks is a major part of the customer experience. To become a character cast member, a character performer audition is required. The auditions require dancing and acting, and once hired, the individual is given the job of several characters to play. After a two-week intensive training process on character history, personalities, and ability to sign the names of the characters (for the autograph books sold at the parks for kids), an exam is given. The exam tests competency in character understanding, and passing the exam is required to be hired. While Disney University trains people for specific positions, it also offers an array of continuing development courses called Disney Development Connection. Disney says in 2010, more than 3,254,596 hours were spent training a variety of employees from characters to management. The training doesnt stop at in-house training, either. Disney offers tuition reimbursement up to $700 per credit and pays for 100 percent of books and $100 per course for cost of other materials. In 2010, Disney paid over $8 million in tuition expenses for cast members. Disney consistently ranks in Americas Most Admired Companies by Fortune Magazine, and its excellent training could be one of the many reasons. Wrap-Up: In this final assignment of HRM402, we examined the importance of taking the time to evaluate the training we have implemented. Why offer training if it is not going to benefit the organization? Sources used to develop this section: Chapter 8: Training and development. In Beginning of Human Resources (). Retrieved from CC BY license. Craig, R. L. (1996). The ASTD Training: Development Handbook. New York: McGraw-Hill, p. 294. Kirkpatrick D. L. (1959). Techniques for evaluating training programs. Journal of American Society of Training Directors. 13(3): 2126. Kirkpatrick, D. L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc. The Walt Disney Company. (2011). Disney workplaces: Training and development. In 2010 Corporate citizenship report. Retrieved from
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Assessment Information This assignment is designed to assess learning outcomes: 1 Review and critically evaluate major contemporary research and debates in the fields of human resource management (HRM) and human resource development (HRD). 2 Evaluate major theories relating to motivation, commitment and engagement at work and how these are put into practice by organisations. 5 Critically discuss the aims and objectives of the HRM and HRD function in organisations and how these are met in practice. 6 Assess the contribution made by HRM and HRD specialists in different types of organisation. 7 Promote professionalism and an ethical approach to HRM and HRD practice in organisations. This assignment is an individual assignment. This assignment requires you to:- Coursework topic HR Directors in UK Boardrooms Read the paper:- Caldwell, R. HR directors in UK boardrooms-A search for strategic influence or symbolic capital? (2011) Employee Relations Vol 33, No 1 pp 40-63 Emerald Group Publishing Ltd After reading the article write an assignment that addresses the following: 1. Provide a critical review of the paper and the main issues and themes discussed. (40%)2. Drawing on wider literature on the role of HRM and the challenges the function faces critically evaluate the implications of the key arguments and points made by Caldwell for the HRM function. (40%) 3. Provide conclusions and recommendations which address the practical implications of Caldwells discussion. (20%) Criteria for Assessment 1. Identify the issues within the context of the question 2. Apply research skills to examine and analyse the literature appropriate to the issues 3. Discuss the implications of the analysis, supported by practical examples 4. Frame appropriate conclusions and recommendations based upon the research, analysis and understanding of the assignment. 5. Support your arguments through approved academic referencing
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Identify the qualities of a change leader. Explain how leaders can serve as role models for change.
Museum Papers Language of World Art Visual Analysis This assignment requires analysis of the chosen work; research on its history and context, and personal assessment. The key component of this assignment is the visual or formal analysis of your chosen work. Visual/Formal analysis refers to how the image looks (color, line, light, and the arrangement of color, line, light, etc.) and principles of design: unity, rhythm and repetition, balance. The second part of the project will address meaning, the paintings context, its location in the museum, and finally a personal assessment of the work and project. Subject matter refers to what the image represents, the story it tells. Context the meaning of each work of art also depends upon its context, meaning the moment in which it was made. Getting Started: While standing in front of the work of art, note its orientation (horizontal or vertical) and describe the subject matter: portrait, landscape, et cetera. Note your observations about the visual elements that you notice immediately. *observe space and depth – how the artist created, or ignored, the sense of three-dimensional space is there perspective *consider the use of light, balance, repetition of form *what colors are included and how are they handled are they more saturated or less saturated * notice the material and how the artist handled it (for example, is the paint applied thickly or thinly?). Does the material appeal to the tactile (surface quality) as well as the visual sense? * how do these visual elements guide your eye through the painting The above are examples to aid your looking and thinking and you should discuss what interests you. The vocabulary that you have learned in class will help you articulate what you are seeing. **Try to incorporate as many of the following words and phrases into the paper as you can: Repetition of Shapes; Sense of Movement; Balance; Depth; Unifying Shapes; Atmospheric Perspective/Aerial Perspective; Implied Light; Chiaroscuro; Rhythm; Color(s); Lines; Gesture(s); Linear Perspective; Vanishing Point; Hue; Value; Chroma; and Saturation What you should include in your paper: The introduction includes the image/s, each artists name, the title of the work of art (underline or italicize it), the date for each work of art, and the period/culture to which it belongs. You must follow this order for the information. A 500-750 word formal analysis of your work This is the opening section The second and final part of the project will include the formal analysis and the following: 1.A discussion of the subject of the painting. Is it religious; is it a portrait; a landscape of a particular place or an imaginary place? Is it a depiction of ordinary life (a genre scene) or a historic event or a scene from literature, a play, or a sacred text like the Bible? 2.Your research will provide information on the work, its history, where it was seen and/or who owned or commissioned the work. 3.Following the analysis of your research, what do you believe the artist was trying to convey (is it a political, religious, historical, personal identity, remember the functions of art but dont say: it is an example of religious or ritual art explain how it fits a particular function). 4.Where is the work located; what other works are in the gallery? Why do you think the curators placed it with these other works? ** Incorporate: It is located among other landscape paintings 5. Lastly, why did you choose this work? What about it drew your attention? ** Incorporate: I choose this work because I felt that the still water along with the mountainous peaks shrouded by cloud cover conveyed a sense of serenity. In the discussion of your choice of work and your assessment of the works location are the ONLY areas of the paper where you can use the first person singular. The discussion of the subject, its history and other relevant information based on your research MUST be conveyed in the third person. I deduct points for this mistake. What you should not include in your paper: You should not use other peoples ideas, writing, or research without properly citing it. To cite properly, see below. You should not use personal references.
Of the five elements that help people change (positive emotional attractor, supportive relationships, repetition of new behaviors, participation and involvement and after-action reviews), which do you think leaders are most likely to overlook and why?
How does the UK bicycle company Brompton break through its competitors by designing innovation in the segmentation market?
Why does Kindle grow up more stably than its competitors?
Translational research is one of the key components of the DNP prepared practitioners skill set. Based on the readings for this week and any additional materials obtained, engage in a scholarly discussion on how translational research will facilitate some of the changes required to bring about health care reform. The reading material is chapter 10 from The Doctor of Nursing Practice Essentials (Zaccagnini)