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Self esteem in child development Case study

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attached file

SAMPLE ANSWER

Self esteem in child development: Case study

Kate is 21 years old with very poor self-esteem and self-image. She dissents how she looks which discourages her for seeking employment. Kate’s parents are concerned about their child’s feelings and subsequent unemployment. Kate is my distant cousin. She is the second born in a family of three. She is from a privileged background, and has schooled in the best schools around the neighborhood. According to the interview conducted with her parents, Kate has struggled with her body weight. For instance, in primary school, the children used to call her ‘fatty’. Most of these children avoided playing with her, and had no friends when growing up. This taunting task continued through the high school, which made it more difficult for her to make friends and thus has made her remain excluded from social events due to low self-esteem.

Much has been reported about self-esteem and ways it affects a child’s development process. Self-esteem refers to personal’s self-image and understandings of how she or he is important in this world. During child development questions such as do people care about me? Do family members love me? Do teachers like or respect my ideas? What abilities do I have superior to others? If these questions have positive responses, the child develops positive image, which further increases the children security, trusts, and sense of self worth. This in turn improves the child’s sense of belonging and self-worth (Suzuki and Tomoda, 2015).

According to Thomson (2012), self-esteem is very important factor during child development because it shapes the child’s life. Psychology scholars associate children with high self-esteem with productive life. This is because these children grew up knowing that they are loved the way they are, and less likely to tear down a person or dominate others or view others are lesser beings. Self-esteem is shapes from home; it is more of family affair. The families are the first people that the child gets to relate with from the day they were born, parents and the siblings are powerful instruments in shaping a person’s self-esteem (Davis et al., 2012).

Child self-esteem is determined by the degree of praise of condemnation voices carried within them as they grow. This is best exemplified by the Kate’s case study. Despite of the increase support from Kate’s mother, she would face put-downs even at her home. She would face comments such as “why are you eating this, it will only make you fatter?”, “why won’t you exercise?” Her siblings did not want to be associated with at school, and would not walk with her, as they felt embarrassed. Research indicates that such negative responses from the home environment makes a child develop low self-esteem as well as self-image. Responses such as name-calling (like fatty), lack of appropriate guideline on how a child should do to get a task accomplished only makes a child feel rejected. Other responses such as threats, disinterests, overgeneralizations and violent disciplinary actions also affects child’s self esteem negatively (Liu, Wu and Ming, 2015).

Schooling also influences a child self esteem. Research indicates that preschool, kindergarten as well as grade schools plays great role in developing child’s self-esteem and self-competence. If a child feels competent by the time they are of age 7, they will have a relatively high esteem by the age of 12. As old adage puts it, success breeds success as it makes the children feel better about their abilities. The structure of the classroom and school culture influences a child’s self-esteem. This depends on whether he school instills competition versus cooperation, or diversity versus comparison. The teachers are trained that there are various approaches to correct the child’s understanding; each approach could profoundly affect the child’s esteem. The numerous teasing and bullying at the school and lack of teachers interventions made Kate believe that she is not important (Lee, Kim, Park, and Alcazar-Bejerano, 2015).

According to Morrill, friends and peer group have high influence on a child’s self-esteem during development. Acceptance among the peers improves the child’s confidence and goes ahead to improve the child sense of competence. Rejection from peers and classmates has made huge impact on Kate’s self worth. According to her mother, few months back, Kate had begun to turn around, and had even gotten a boyfriend. She had begun to practice healthy lifestyles including exercises and had lost about 8 kilograms. However, the relationship did not head the right directions and it ended. This has really crushed her spirits. She blames herself for the separation because she believes that her weight was one of the factors for the separation (Morrill, 2014).

This has her daily activities and she does not want to continue with her studies or look for a job. She thinks that her weight is the barrier towards being hired. Her few friends have stopped calling her due to her negativity and critics. She currently stays home the whole day. Her mother says that each time she looks into the mirror, she only points out how ugly she looks. From the interview analysis, it is evident that Kate’s low self-esteem was established early in life. However, it is time for Kate to understand that she is no longer a child and have to take charge of her life. This is supported by behaviorist theory proposes that child’s experiences during development shape the child’s life. This theory suggests that an infant’s minds are blank at birth and are gradually shaped by the environment either through positive or negative reinforcements. This theory encourages positive reinforcement’s approaches to develop a child’s development to the desirable direction (Thomson, 2012).

According to Erikson’s theory of child development, external factors, family, and the society influence child development processes. These factors influence a person’s personality and character. This is also supported by Arnold Gesell maturations theory, which states that as children develop, their true personalities and temperament are revealed with the help of the environment. According to research, 10-20% of children and adolescents suffer from psychological issues, lowering their self-esteem. One of the issues that contribute to low self-esteem is childhood obesity (Thomaes et al., 2010). However, very few researches have been conducted to evaluate the emotional effects of obesity on the obese children. One research study indicated that the emotional toll of obesity in children includes social stigma, bullying, and depression, all, which lowers person’s self-esteem even in adulthood (Davis et al., 2012).

Conclusion

Obesity is associated with low self-esteem at children at age of 14. The obese children should be give support and enrolled in weight control programs to help them focus on feeding on healthy foods and remaining physically active. To improve their self-esteem, they should be encouraged and supported. They should be complemented and corrected in a positive way. The best way to improve a child self esteem is showing love and trust to them.

References

Davis, E., Priest, N., Davies, B., Smyth, L., Waters, E., & Herrman, H. et al. (2012). Family day care educators: an exploration of their understanding and experiences promoting children’s social and emotional wellbeing. Early Child Development And Care, 182(9), 1193-1208. http://dx.doi.org/10.1080/03004430.2011.603420

Lee, K., Kim, M., Park, T., & Alcazar-Bejerano, I. (2015). Effects of a Ubiquitous Mentoring Program on Self-Esteem, School Adaptation, and Perceived Parental Attitude. Social Behavior And Personality: An International Journal, 43(7), 1193-1208. http://dx.doi.org/10.2224/sbp.2015.43.7.1193

Liu, M., Wu, L., & Ming, Q. (2015). How Does Physical Activity Intervention Improve Self-Esteem and Self-Concept in Children and Adolescents? Evidence from a Meta-Analysis. PLOS ONE, 10(8), e0134804. http://dx.doi.org/10.1371/journal.pone.0134804

Morrill, M. (2014). Sibling Sexual Abuse: An Exploratory Study of Long-term Consequences for Self-esteem and Counseling Considerations. J Fam Viol, 29(2), 205-213. http://dx.doi.org/10.1007/s10896-013-9571-4

Suzuki, H., & Tomoda, A. (2015). Roles of attachment and self-esteem: impact of early life stress on depressive symptoms among Japanese institutionalized children. BMC Psychiatry, 15(1), 8. http://dx.doi.org/10.1186/s12888-015-0385-1

Thomaes, S., Reijntjes, A., Orobio de Castro, B., Bushman, B., Poorthuis, A., & Telch, M. (2010). I Like Me If You Like Me: On the Interpersonal Modulation and Regulation of Preadolescentsâ€™ State Self-Esteem. Child Development, 81(3), 811-825. http://dx.doi.org/10.1111/j.1467-8624.2010.01435.x

Thomson, M. (2012). Labelling and self-esteem: does labelling exceptional students impact their self-esteem?. Support For Learning, 27(4), 158-165. http://dx.doi.org/10.1111/1467-9604.12004

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Importance of talent development; learning objectives;

Importance of talent development

Order Instructions:

Learning objectives

The rationale behind your Personal Development Portfolio (PDP) is for you to reflect on the importance of talent development in all organisations; and, in particular, how you can contribute to this concept within your own organisation.
This PDP is divided into two submissions. The first part is due in Week 6, and the final part is due in the final week of the module, Week 8.

To prepare for this PDP assignment:
•Reflect on the readings you have encountered in the first 6 weeks of this module.

SAMPLE ANSWER

Importance of talent development

In the current knowledge economy, talent is not just crucial, it is also scarce. Even though a lot of executives report that finding and retaining talent is usually their main priority, a lot of organizations are still struggling to fill skilled positions. Senior managers of the company need to consider that an effective way of attracting and retaining talent entails creating an environment in which talented individuals can develop. Talent development is understood as building the abilities, skills and knowledge of other people and assisting them to develop and attain their potential so that the organization can succeed and grow (Popescu & Popescu 2012). This essay provides my reflection on the importance of talent development in all organizations, and the way in which I can contribute to this concept within my own company.

Retain top talent

Talent development helps organizations to retain their top talent. If employees leave a company due to a lack of talent development initiative, the company may be adversely affected. There would be the disruption of customer service, loss of company knowledge, in addition to loss of engagement and morale for the employees who remain. Offering opportunities for career development and talent development will ensure that when they desire a job shift, valuable workers are more probable to look in the company, and not somewhere else (Neves, Galvão & Pereira 2013). Talent development allows an organization to develop, retain and leverage its talent in order to realize its most important business goals. An organization should be able to envision, plan, execute and assess talent initiatives which produce real bottom-line results.

People who are talented often look for opportunities to grow, and they would move to companies which offer them sufficient opportunities to grow. Moreover, retention becomes a non-issue; if employees are developing more quickly than they could develop in any other organization, they will not leave since they have no reason to. If a business organization is really serious as regards attracting, retaining, and developing high-quality talent, then it needs to view itself as a growth platform for talent where employees could actually develop themselves much quicker than they could in any other company. In turn, this could create a self-reinforcing cycle as talent creates more growth opportunities (Castellano 2014).

Promotes lasting employee engagement and commitment and boosts productivity

Training and development of staff members starts with the process of onboarding. Typically, orientation is the initial substantive touch point for new employees. It offers an important opportunity for getting the new hires to get acquainted with the company – its policies, values, and culture. In addition, this is an opportunity to promote employee commitment and engagement by telling them how their position actually contributes to the overall business goals and mission of the organization (Holland, Sheehan & De Cieri 2010). Training is important in adding value to workers and to the company. Other than the benefits of more skilled workforce, training also promotes lasting employee engagement as well as commitment (Castellano 2014). Staff members who receive training obtain the satisfaction of mastering new skills as well as increasing their employability. Training shows the commitment of the organization to its staff members, makes employees feel valued, and promotes reciprocal commitment (Holland, Sheehan & De Cieri 2010). Workers nowadays expect to find direction and meaning in their daily work – not only tasks and jobs but meaningful careers as well as career goals. Staff members with access to talent development processes, tools and resources feel much more supported and engaged by the company. Additionally, staff members who drive their own development have a higher likelihood of being motivated and optimally productive consistently (Neves, Galvão & Pereira 2013).

More productive and profitable workers

Employees who are empowered are profitable and productive workers. Researchers have reported that employees who feel empowered by their organization’s training and development initiatives have greater innovation, higher morale, and better output. This also implies less absenteeism and turnover within the company (Downs 2012). Career development and talent development initiatives prepare workers to attain their professional objectives and align these professional goals with the objectives and needs of the organization.

Strengthens the succession pipeline

The backbone of any effectual process of succession planning is a talent pipeline which is well-prepared that could actually be drawn from at any given time. If an organization has an employee-driven talent development initiative, its top talent will have the chance of applying for major job positions which might be vacant. When the company makes such opportunities available and visible for every qualified employee, the organization would ensure that the most eligible people enter those crucial roles (Salopek 2014).

Creates a positive branding for the company

Companies which attain the most sustainable success are the ones which attract the best individuals to develop their strategies and realize their objectives and goals. Salopek (2014) reported that an effective talent development initiative will brand the company as an organization which truly cares about its staff members. In turn, this will help the company to constantly attract the best employees for the positions the company needs.

Fill internal skill and role gaps

Gaps in competency and skills, especially in crucial high-level roles, are becoming increasingly widespread as roles become more challenging and the demands of leadership become more and more intricate. Creating a process and culture which facilitates internal mobility is an effective way of filling these gaps from within the company (Neirotti 2013). It is worth mentioning that an internal mobility framework will enable workers who are qualified to find job positions that are most suited to them. It will also enable the company to fill these roles without significant expenditure associated with hiring new people from outside, training them, and onboarding them.

Own contribution to talent development

I can contribute to the concept of talent development within my own company by informing the HR manager about the talent development strategies that can be used in the organization in order to enhance talent development at the company and obtain the many advantages of talent development as described above. Some of these advantages include enhancing long-term engagement and commitment of employees, retaining top talent, and to have staffs who are more productive and profitable. I will also inform the HR manager about the importance of designing a work environment that helps workers in the company to improve their everyday performance. Since talented individuals often look for opportunities to grow, I will encourage the HR manager to create an environment wherein people who are talented can grow. For example, training programs can be used in helping employees to develop a particular knowledge or skill set.

Conclusion

To sum up, talent development is important because it brings the following advantages for the company: ensures retention of talent, improves the branding of the company, develops talented workers in areas of professional know-how, and develops guiding stars. Guiding stars refers to those star workers who can contribute to the success and growth of the company. Therefore, the key to sustained success lies in the capacity to keep these workers in the company, and in knowing, managing and developing their talents appropriately. Furthermore, talent development increases innovation as well as capacity for change in the organization.

References

Castellano, S 2014, ‘Opening Solutions to Talent Development’, TD: Talent Development, 68, 8, pp. 66-69, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

Downs, LJ 2012, ‘Integrated talent management: Building a Strategy One Block at a Time’, T+D, 66, 8, pp. 42-47, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

Holland, P, Sheehan, C, & De Cieri, H 2010, ‘Attracting and retaining talent: exploring human resources development trends in Australia’, Human Resource Development International, 10, 3, pp. 247-262, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Neves, C, Galvão, A, & Pereira, F 2013, ‘Guidelines in human resources management’, Tourism & Management Studies, 2, pp. 420-429, Hospitality & Tourism Complete, EBSCOhost, viewed 18 September 2015.

Neirotti, P 2013, ‘How do human resource development strategies influence performance? A contingency perspective’, Journal Of General Management, 39, 2, pp. 3-34, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Popescu, M, & Popescu, A 2012, ‘The development of human resources in organizations’, USV Annals Of Economics & Public Administration, 12, 2, pp. 36-42, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Salopek, JJ 2014, ‘Showstopping Learning’, TD: Talent Development, 68, 10, pp. 56-59, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

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Learning objectives Assignment Paper

Learning objectives

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Learning objectives
Depending on the module goals, learning objectives may target a range of skills or cognitive processes. Bloom and Krathwohl’s (1956) taxonomy of educational objectives differentiates between three domains of learning: cognitive, affective and psychomotor.

For this Collaboration, you suggest possible learning interventions that would fulfil the learning needs identified by your colleagues.

Reference:
Bloom, B.S. & Krathwohl, D.R. (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longmans, Green.

Noting the range of types of learning objectives presented.

Discussing ways your experiences in the creation of learning objectives are similar or different.

SAMPLE ANSWER

Introduction

Taxonomy involves the classification of different learning objectives that students are expected to achieve as set by educators. The three major categories are cognitive, affective and psychomotor. To provide a holistic form of education, educators insist on attainment of all the three objectives (Anderson & Krathwohl, 2001).

Cognitive domain of education objective revolves around attainment of knowledge and critical thinking. The recipient of knowledge must demonstrate understanding and application of the acquired knowledge to analyze and remember the concepts taught. Different individuals have varying aspects and affinity to grasp what is taught in class. Some individuals may display outstanding abilities in cognitive skills as demonstrated in academic performance and general analytic skills (Bloom & Krathwohl, 1956). Others may be excellent in physical abilities like driving, running and other sporting activities that require a different form of training. Psychomotor domain is applicable to this group of persons. It involves the physical attribute that an individual posses and the ability to manipulate tools or other instruments in an effort to develop or excel in the production or organization of an event, sport or any other activity that requires someone’s presence.

Affective domain is the response or the description of individual reaction mostly emotional. The objectives of affective domain aim at developing growth in feelings, attitudes and emotions. For effective achievement of these objectives, students must demonstrate minimum abilities to pay attention to recognize and memorize the concepts taught by attaching some value to the knowledge acquired. The students must be able to apply what they have learnt by accommodating, comparing, elaborating and relating the concepts learnt with their environment.

My colleagues mostly in college and work place have demonstrated strong cognitive skills compared with the other two domains. To develop effective cognitive skills that are applicable to the current corporate market setup, the best learning intervention that would provide a holistic development would be available in corporate universities (Simpson, 1966). These institutions provide accredited learning programs that are complete with case studies that simulate particular job demands and training requirements (Reid & Barrington, 1999). To provide the needs of the affective domain most colleges offer elementary psychology classes for overall growth in attitudes and emotional development. The need for effective interpersonal skills especially when dealing with clients and other stakeholders in the same industry is an essential part of the affective domain objective (Goleman, 2006). The learning strategies that can be applied in a job setup include on the job training, planned internal or external organization experience, internal or external courses or even personal self managed learning programs. The intervention methods would include coaching and action learning mostly for psychomotor needs and other relevant cognitive and Affective needs required (Grant, 2006). Mentoring, education partnerships and E-learning interventions are also suitable for both college students and employees.

For my colleagues to learn, they must have the desire to learn and accomplish their targets. Their perception or ability to apply individual cues to guide and control their motor activities as adduced by the psychomotor concept determines their eventual ability to change or develop their skills or behaviors. The abilities to assemble, dismantle, construct, organize or play successful indicate whether one’s performance is better, quicker or effective. Other skills like estimating where a ball would land or determine the condition and problems of a motor car by its engine sound or determine the quality of wine or coffee by its smell or taste are all good pointers to perception in psychomotor domain.

References

Anderson, L. W. & Krathwohl, D. R. (eds.) (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. https://www.jstor.org/stable/42926529

Bloom, B.S. & Krathwohl, D.R. (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longmans, Green.

Goleman, D. (2006). Emotional intelligence. New York: Random House.

Simpson, E.J. (1966) ‘The classification of educational objectives: psychomotor domain’, Illinois Journal of Home Economics, 10 (4), pp.110-144.

Reid, M.A. & Barrington, H.A. (1999) Training Interventions: promoting learning opportunities. London: CIPD.

Grant, A. M. (2006). Workplace and executive coaching: A bibliography from the scholarly business literature. In R. Stober & A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients (pp. 367-398). Hoboken, NJ: Wiley.

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Learning interventions Research Assignment

Learning interventions

Order Instructions:

For this Key Concept Exercise, you will create learning objectives used in organisational learning interventions.

To prepare for this Key Concept Exercise:

Consider the definition of learning objectives.

To complete this Key Concept Exercise:

In an approximately 550-word response, address the following issues/questions:

•Create or find three learning objectives used in organisational learning interventions.

•Propose learning interventions that would meet these objectives and show how they are underpinned by a sound knowledge of learning theory.

•In formulating your Key Concept Exercise, consider the following issues/questions:

o What is the purpose of the intervention?

o What learning needs have been identified?

o What are the objectives and learning outcomes of the intervention?

When writing your responses, synthesize the theory with real-world experience and use examples of the theories in action in a real organisation about which you have read or one in which you have worked.

SAMPLE ANSWER

Learning interventions are important as it provides a base for learning events such as self-managed learning, external courses, on-the-job training and planned organization experience among others. The primary goal of a learning event is to achieve specified learning objectives. In many organizations, people learn naturally and in some instances incidentally each and every day (Conole, 2012). However, these events can be formalized by asking the learners to internalize what they have experienced, done and learned by linking them to a set of objectives. Learning objectives refers to a statement that outlines the expected goal of a lesson, course, curriculum, or it defines the knowledge and demonstrable skills that will be acquired by students as a result of learning events.

When employees working in the human resource department of an organization who undergoes On-the-job training, for instance, the learning objectives will be

Identify business issues considering legal, economic, political, quantitative and psychological perspectives.
Apply knowledge and management skills in work environment
Create and implement human resource system for training and development, compensation, labor relation and employment.

Some of the learning interventions that would help meet these objectives include;

Action Learning: Action learning encompasses working on a real project (Boud & Molloy, 2013). The Human resource developer can be put in a small group to work on a real project. The students will learn about the methodology as they work. For instance, to learn about competency-based interviewing, the learners can be grouped to form an action learning team. The mentors can then give them an opportunity to decide on a common approach then start working using competency-based interviewing. The learning objectives are attained when they meet to discuss their duties and the method that worked best.

Coaching and Mentoring: The primary goal of coaching and mentoring will be to teach about team performance and help the employees working in the Human Resource department build strong team relations. And finally align performance with the organization goals. The coaching can be done by line managers and use of external coaches to help the employees identify business issues relating to the organization.

Education partnerships: This refers to varying collaborative relationship for diverse partnership (Beetham & Sharpe, 2013). The organization can form a college company partnership to educate their human resource employees on some of the core issues relating to human resource management. The core output of the program would be to improve learner’s management and leadership skills through education programs. Therefore enabling the human resource stakeholders to create and implement human resource system for training and development, compensation, labor relation and employment.

In conclusion, learning and talent development is a continuing process. Many organization help in nurturing talents by developing learning interventions designed to improve talents within the organization (Bonk & Graham, 2012). Training programs are designed to aid in improving employee skills and abilities and develop an all rounded workforce that will be able to work towards achieving organization goals and objectives.

References

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer Science & Business Media.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

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Learning theories Research Paper Available

Learning theories

Order Instructions:

This Key Concept Exercise asks you to consider how learning theory can be used practically to help organisations design effective learning interventions.

For this Key Concept Exercise, you begin to analyse a number of definitions of learning and evaluate and critique theories of learning.
To prepare for this Key Concept Exercise:

•Consider the specific examples of theories and definitions of learning.

•Consider the and ragogical perspective in this discussion (as opposed to a child-focused, pedagogical approach) and the emphasis on learning that makes employees and their organisations more effective.

To complete this Key Concept Exercise:

In an approximately 550-word response, address the following issues/questions:

•Analyse at least two learning theories.

•Use specific examples of theories and definitions of learning and how they can be applied in an organisational context.

•In formulating your Key Concept Exercise, consider the following issues questions:

o How can learning theory help us to understand how organisations can design learning that maximises employee performance and adds value to the business?

o Which learning theory or theories connect most closely with your own personal views of how learning occurs?

o How is learning viewed in your organisation? How does this view connect with learning theory?

o How does theory help shape and influence practice in general?

o What elements of learning theory would you recommend your organisation draw on in order to make learning and development more effective?

SAMPLE ANSWER

Learning theories

Cognitive apprenticeship theorizes a process in which a skilled master teaches an apprentice to acquire the skill in question. The theory was developed upon recognition that most skill masters often overlook the implicit process necessary for learners to carry out the skills taught (Rosenheck, 2010, p. 18). Cognitive apprenticeships thereby aim at opening up the tacit processes by allowing students to observe, perform and practice as guided by the teacher in order for them to reproduce the skill accurately. To promote this, the learner is required to have access to skills, maintain attention and have learning motivation (Chan, Miller and Monroe, 2009, p. 37).

In a work environment, cognitive apprenticeship is likely to yield positive income in terms of skill execution. This is more so where learning is done in the work setting to allow learners to exercise the skills acquired practically. Rosenheck (2010, p. 18) notes that on-job training yields better results because best practices can be taught and exercised, while poor practices can be corrected real time. The practical experience ensures that individuals can repeat the tasks easily and thus creates better outcome.

The theory of transformative learning is highly popular in matters related to adult education, with users emphasizing the need to make frames of reference more inclusive, reflective and open in order to promote learning-induced change. Transformational learning involves expansion of the learners’ frame of mind from basic world view to more critical assessment of issues and underlying premises (Hodge, 2014, p. 165-166)

Transformational learning has great potential in improving productivity at the work place. In order for this theory to be effective in the work place, Sammut (2014, p. 39-40) suggests the use of work integrated learning; which creates social cultural experiences that trigger interpretation, knowledge formation and meanings. Transformation based on teams is further considered more effective, due to their ability to transform frames of reference.

In my view, the theory that closely connects to how I view learning is cognitive apprenticeship. I believe that learning is a process and that knowledge acquired can only be translated into practical outcomes once it has been assimilated. This theory is realistic in that it recognizes that practical learning is more effective than theoretical learning because it helps an individual learn in the work settings (Rosenheck, 2010, p. 20).

In my organization, learning is considered as highly individualized; in that each person has a different learning capability. Depending on the strengths and weaknesses of individuals, measures are taken to ensure that each individual acquires the required skills. Connecting this to the learning theory, cognitive apprenticeship has constantly been used to ensure that staff learn from the leader through observation, ratification and practice.

Recommendations

In order to make learning and development more effective, it is important for the management to identify the perspective of learning adopted in order to determine the possible impact. Various perspectives including the behaviorist, social learning, cognitive and human perspectives yield different results and based on the need of the organization, the management should choose a perspective that best suits the situation (Sammut, 2014, p. 51). Behaviorist perspectives for example focus on individual response to environmental stimuli and would be most relevant for reward-based motivational settings. Cognitive perspectives on the other hand are more applicable where skill development is the focus of the organization.

Choosing the right mode of learning determines the outcome of the organization’s learning goals, hence the need to choose a method that assures effective transfer and internalization of skills. This is best achieved through practical and on-job training as in cognitive apprenticeship. It is argued that where learners are taught away from the real work context, cognitive apprenticeship would not be as effective; hence the need to create real situational learning to promote outcome (Chan, Miller and Monroe, 2009, p. 36).

References

Chan, P, Miller, R, & Monroe, E 2009, ‘Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges’, Techtrends: Linking Research & Practice To Improve Learning, 53, 6, pp. 35-41, Academic Search Premier, EBSCOhost, viewed 10 September 2015. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=a8c383f8-a67b-4ace-8af8-b86fff50e5a4%40sessionmgr4002&vid=1&hid=4202

Hodge, S 2014, ‘Transformative Learning as an “Inter-Practice” Phenomenon’, Adult Education Quarterly, 64, 2, pp. 165-181, Professional Development Collection, EBSCOhost, viewed 10 September 2015. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1ae47ae3-9cc0-4972-b8c1-8f461e5dcaf1%40sessionmgr4005&vid=1&hid=4202

Rosenheck, M 2010, ‘Navigating the Interactive Workplace’, Chief Learning Officer, 9, 5, pp. 18-21, Business Source Complete, EBSCOhost, viewed 10 September 2015. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=4666d363-5663-4f9a-8c67-15e2452523a8%40sessionmgr4001&vid=1&hid=4202

Sammut, K 2014, ‘Transformative learning theory and coaching: Application in practice’, International Journal Of Evidence Based Coaching & Mentoring, pp. 39-53, Business Source Complete, EBSCOhost, viewed 10 September 2015. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e19db7bd-1ede-4cf0-a283-ed29943fe7a2%40sessionmgr4005&vid=1&hid=4202

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Identifying and Performing Rules for Assessing Students

Identifying and Performing Rules for Assessing Students Order Instructions: Doctoral Study Rubric

As you know, rubrics are used in this program to evaluate each learner’s performance on course assignments. The doctoral study, and each element that constitutes it will also be assessed according to a rubric. Using a rubric allows for maximum transparency in what is expected of you and in the evaluation process itself.

By reviewing the rubric at the very outset of your doctoral study, you will be able to ensure you have a plan in place to systematically address each area on which you will be assessed. Beginning this week, we will examine rubrics from different institutions in the U.S to see how they differ from institution to institution.
For this paper, we will start by reviewing the Doctoral Study Rubric from an institution call Walden University of which many of you know of. After reviewing the entire Rubric of the above institution, address the following:

• Identify three challenges that might pose a problem on your project.

• Classify a plan of action for demonstrating competency in each area of assessment.

• Consider the characteristics of a successful student-doctoral study chair relationship.

I will email the Doc with the Rubric

Identifying and Performing Rules for Assessing Students Sample Answer

Doctoral Study Rubric

Identifying and implementing an effective method when assessing students is one of the challenges that educators often face. The faculty and students often ask questions about grading and assessment of their projects. Questions about assessment and grading appear when instructions are not clear, or the rationale for the awarding of grades is not well articulated (Howell, 2014).

Some of the challenges that I may face while working on my project include; Lack of the specific information about features of the performance that need attention. This is because of less performance level. Another challenge is describing the study validity and identifying the threats to external validity. Finally, I find it a bit challenging developing interview questions or focus group questions. The grading rubric has not provided explicit information to guide in developing interview questions.

A plan of action helps to address area needing improvement in order to satisfactorily complete a project. To effectively develop a plan of action, I will state all the problems in a list, Write SMART learning objectives and finally verify the achievement of the outcome measurement. This plan of action will help me to demonstrate competency in my area of study.

Some of the characteristics of a successful student-doctoral study chair relationship is accessibility. A chair must be accessible to other students through email, phone among other means of communication (Howell, 2014). A chair should also be understandable, to enable the students to understand him/her and also learn the preferred way of communicating on how to receive drafts of the doctoral study chapters and abstract of the project at hand. Finally, a chair should be creative and full of ideas so as to help students in providing guides, plans, and suggested readings to enable a student to conceptualize ideas about their projects.

In conclusion, a grading rubric is important in the education system as it provides both the student and the tutor a preset way of tackling their projects. However, some students may find challenges when using the grading rubric. But to be successful in following the rubric, it is important to develop a plan of action to help in solving the challenges. Finally, it is good that students have a good relationship with their student doctoral study chair.

Identifying and Performing Rules for Assessing Students References

Howell, R. J. (2014). Grading rubrics: hoopla or help?. Innovations in education and teaching international, 51(4), 400-410.

Proposed Plan for a Teaching Project

Order Instructions:

Proposed Plan for a Teaching Project
Develop a teaching project that could be delivered to your community.
Identify your outcomes.
Outcomes must be SMART
• Specific
• Measurable
• Achievable
• Realistic
• Timely
Address the cultural competent care issues for the population.
Address any budget, cost or financial issue.
please use Prince Georges County for the paper

please use Prince Georges county for paper

SAMPLE ANSWER

Proposed Plan for a Teaching Project

Community requires information on various issues that affect them to take precautionary measures. This paper develops a teaching project that will be delivered to the people/community of Prince Georges County.

The teaching project aims to educate/teach the people of Prince Georges County about infant mortality and ways to avoid these deaths. The population of the county is estimated to be around 863, 420 people, and continues to increase (Prince George County, 2015). The county has people from different races including whites, Hispanics, African Americans, and others. The rate of infant mortality is high especially among African Americans hence, the need for this teaching project. Infant deaths are considered as an important indicator of the community health; hence, it is an issue that require urgent measure to adders it (Prince George County, 2015).

This teaching project is designed to achieve specific, measurable, achievable, realistic, and timely outcomes. The project intends to teach local communities, especially African Americans in Prince Georges County on health of infants (Prince George County, 2015). This training targets fathers and mothers in the community to inform them about health care of infants. The outcomes of the projects will be measured based on the number of infant deaths after training. It is expected that after training, the death rates should go down. If this does not go down, then it means that the training will not have attained the ultimate goal.

The training goals must also be achievable (Day & Tosey, 2011). This project is achievable because there are enough resources to facilitate the training. The training personnel will be recruited from the existing pool of health workers in the county. There is also enough transportation services for these personnels.

The teaching project is also realistic in the sense that it aims at filling a gap that has been researched. Studies have indicated that indeed the level of infant mortality in the county is higher hence, requiring urgent measures (Prince George County, 2015). This training project is therefore, realistic. Various women and men will be taught on infant health care in different centers in the county.

The project is also timely. It comes at the time that the cases of infant mortality are high in the county. This therefore, will make the project success, as it will trigger attention from the target audience. The teaching will take two months to educate the parents in the County.

This teaching plan has also put into consideration the cultural competent care issues of the target population (Lewisson, Hellgren & Johansson, 2013). Cultures do vary and it is important for training or teaching plan and methods to be receptive to the cultures of the people. The people target has more or less the same cultural orientation, and therefore, this teaching plan has factored this. The teachers must use the language that the population understands. They must also respect beliefs, values, and norms of the target population.

Budget is another important issue that this teaching plan has considered. The training will require financial resources to ensure that the goals and objectives set are met. The budget for teaching is estimated at US $ 50,000. This budget will cover for various expenses, including, recruiting trainers, paying the trainers, and operating expenses covering, transportation, food and accommodation of the trainers and other sundry expenses.

References

Day, T., & Tosey, P. (2011). Beyond SMART? A new framework for goal setting. Curriculum Journal, 22(4), 515-534.

Lewisson, N., Hellgren, L., & Johansson, J. (2013). Quality improvement in clinical teaching through student evaluations of rotations and feedback to departments. Medical Teacher, 35(10), 820-825.

Prince George County. (2015). About us. Retrieved from: http://www.princegeorgeva.org/

Prince George County. (2015). Maryland Health Improvement Ppan 2000-2010. Retrieved form: http://hsia.dhmh.maryland.gov/opca/docs/PrinceGeorges.pdf

We can write this or a similar paper for you! Simply fill the order form!

Linear programming Paper Available

Linear programming

Order Instructions:

Just need to finish 4 simple question of linear programming of max/min problem.
you need to use excel (solver) in order to finish this.

ps i need to send you the question and some of the tut which similar to the assignment.

SAMPLE ANSWER

QUESTION 1

Let:

X₁ = number of large aircrafts

X₂ = number of medium aircrafts

X₃ = number of small aircrafts

Max z: 8×1 + 5×2 + 2×3

Purchasing LP model: 8×1 + 5×2 + 2×3 120

Number of aircrafts serviced

Capacity of aircrafts in tone-miles

Fixed operating costs:

The Excel solver screenshot:

QUESTION 2

Max:

St.LP with optimal solutions

Value of objective function

QUESTION 3

Let x₁ = Number of beds to produce

And x₂ = Number of desks to produce

The LP model for the problem is:

Max z: 30x₁ + 40x₂

Subject to: 6x₁ + 4x₂ 36

4x₁ + 8x₂ 40

x₁, x₂ 0

QUESTION 4

Because values of zero (0) in the “Allowable Increase” or “Allowable Decrease” columns for the Changing Cells indicate that an alternate optimal solution exists.

Initial R.H.S. = 15

Increased R.H.S. = 20

Allowable Increase = 45

This mainly because increasing the RHS value would definitely lead to increased optimal function value within the feasible region on basis of the allowable increase value provided.

Initial R.H.S. = 15

Decreased R.H.S. = 12

Allowable Decrease = 5

This mainly because decreasing the RHS value would definitely lead to decreased optimal function value within the feasible region on basis of the allowable decrease value provided.

Initial R.H.S. = 20

Increased R.H.S. = 32

Allowable Increase = 10

This mainly because increasing the RHS value would definitely lead to increased optimal function value within the feasible region on basis of the allowable increase value provided.

This is due to the fact that there would be an reduction in resources utilization leading to increased productivity.

x1	const 1	const 2
0	8	5
1	6	4
2	4	3
3	1	1

References

Anderson D., Sweeney D., & Williams T (2007). An Introduction to Management Science. London: West Publisher.

Arsham H. (2007). An Artificial-Free Simplex Algorithm for General LP Models, Mathematical and Computer Modelling, 25(1), 107-123.

Arsham H. (2012). Foundation of Linear Programming: A Managerial Perspective from Solving System of Inequalities to Software Implementation, International Journal of Strategic Decision Sciences, 3(3), 40-60.

Chvatal, V. (2013). Linear Programming. New York, NY: W. H. Freeman and Company.

Lawrence J., Jr., & Pasternack, B. (2012). Applied Management Science: Modeling, Spreadsheet Analysis, and Communication for Decision Making. Hoboken, NJ: John Wiley and Sons.

Roos C., Terlaky, T. & Vial, J. (2009). Theory and Algorithms for Linear Optimization: An Interior Point Approach. Hoboken, NJ: John Wiley & Sons.

Shenoy G.V. (2010). Linear Programming: Methods and Applications. Hoboken, NJ: John Wiley & Sons.

We can write this or a similar paper for you! Simply fill the order form!

Draft Doctoral Study Proposal Paper

Draft Doctoral Study Proposal

Order Instructions:

It is critical that the writer read and closely follow the instructions on the template as this particular paper is worth lots of points with very little time to be doing revisions. The writer must also clearly use the template to include all the parts listed in the instructions on the order form hear below. where the instruct not to delete, the writer should not do so and also the writer must not change the templates. he can add to the templates the require information but not delete where not require.

• Draft Doctoral Study Proposal

During the past seven weeks of this course, you have proposed quantitative and qualitative studies. However, these assignments did not require you to follow the Doctoral Study Rubric requirements. This assignment will require you to develop major components of section one of the doc study according to the DDBA Doctoral Study rubric standards.
Be sure to use the mandatory Week 8 Application Assignment Template Rubric file for this assignment (located in the Rubrics area of the course navigation menu). The template/rubric contains helpful notes that you will remove and replace with your content. The scoring rubric is directly below the application content area. You will submit the entire document, which includes the Application Assignment and rubric. Your Instructor will enter your score in the rubric. You will be able to map your score for each Application criterion directly to the Application.
Your Instructor is required to give you embedded feedback for any areas where you did not receive full credit! Please contact your Instructor regarding “any” criteria from which points were deducted and for which you were not provided embedded feedback in the Application Assignment portion of the graded document.
This final draft must include the following main elements (use the template to ensure you are in compliance):
1. Background
2. Problem Statement
3. Purpose Statement
4. Central research question (qualitative) or research question(s) (quantitative)
5. Theoretical/Conceptual Framework
6. Significance of the Study
7. Minimum of 10 peer-reviewed references
Using the doctoral study rubric, Week 8 Application Assignment Template Rubric (located in the Rubrics area of the course navigation menu), write a draft of your own proposal and submit to the assignment area.
It is strongly recommended you review the Week 8 Application Rubric (located at the bottom of the Week 8 Application Assignment Template Rubric document) prior to starting the assignment. Reviewing the rubric requirements will aid you in understanding the content and grading requirements for this assignment.
Note: You must have at least 10 peer-reviewed references listed in proper APA format.
This assignment is worth 150 points. And I will send the template via email. It is important that writer take into consideration the topic we have been working on in the past papers which talks about Employee job satisfaction and productivity

SAMPLE ANSWER

Abstract

The declining education standards in the US has contributed marginally to the shifting and outsourcing of most of technical and operational functions of most US multinational companies to foreign countries. The relocation of operation units of large companies like Nike Inc to Asian countries and other countries globally can be attributed largely to the expensive labor market in the US, favorable taxation concessions in foreign countries and the availability of skilled manpower in foreign markets.

[Full Doctoral Study Title]

[your official name]

MS, [university], 200X

BS, [university], 200X

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Business Administration

[last month of quarter you plan to graduate] 20

Background

The education standards in the US have been for many years below the average of most European education standards. The Office of Educational Accountability that operates under the Department of Public Instruction (DPI) coordinates all the testing programs that are administered on all elementary and high school pupils in the US through various assessment tests. DPI has for several years registered dissatisfaction with the declining education standards in the US (Bradley, 2010).

Most companies in US are relocating to countries where labor is cheap and efficient. Despite the low standards of education in the US, the government spends almost twice the cost of education per pupil than in an average Asian country.

Education reforms in the US have targeted improvement in pupil assessment programs as a response to the reduction of academic standards especially in areas that need critical thinking. There is evidence however that large disparities exists between the performance standards of males and females, whites and the minorities and also between families that are economically advantaged.

A lot of research work has been carried out to determine the nature of assessment required to demonstrate the real abilities of pupil’s performance in schools. The current structure of standardized tests that allow pupil comparisons in schools and states has been largely criticized as culturally biased and its emphasis is on less significant factual knowledge. The standardized tests rate memorization skills higher than critical aspects of complex in-depth thinking. To address the shortfalls of standardized, performance based assessment were introduced to provide better information on pupil’s academic abilities.

The performance was however below average for most of the pupils in grade 4 and 8 as elaborated in table 1 (Merrifield, 2009, pg 2). This research paper seeks to determine the relationship between performance of pupils in schools and the performance of corporate managers in US multinational companies.

Problem Statement

According to the The Atlantic (2013, December) American Education Standards are mediocre compared to the rest of the world especially in mathematics and science. The international rankings of OECD states placed the US at number 17 among the 34 OECD in mathematics scores while in science and reading it’s ranked at number 21 and 17 respectively.

The falling education standards reflect poorly on US research policies and the continuing role as the leading country in digital technology and in other scientific and medical research fields. The reasons behind the mediocre performance in international assessment on all OECD countries must be analyzed and evaluated despite heavy funding of education in all the states by the federal government.

The research question is the need to identify the reasons why majority of US companies are relocating to other countries abroad. This could be because the availability of cheap human capital that is also efficient. Children and teenagers continue performing poorly in mathematics and science subjects (Hawkes, 2015). The research should include past pupils performance in the current job market and it should be inclusive of all pupils from diverse backgrounds including races and ethnicities. Regions that are more populated with Caucasian communities perform better than regions that are more populated with African American population, Hispanics or Asian communities. The research should identify the specific performance of each race and ethnicity in a sampled region within the US that would represent the general population in the US.

The future of the US multi-national companies can only be assured if the current generation can replace the outgoing generation with competent and skilled managers who are innovative and capable of venturing into the future with confidence and vigor.

The education standards remain the biggest challenge to human capital development in the US today. The academic background and experience of new staff determines their productivity to organizations.

The general business problem is that most companies have a problem identifying the right people for senior positions. A number of recruitment agencies have increased due to the existing gap in human capital development in the US. Most companies lack innovative leadership hence have specific problems of growth and expansion after a few years of growth and development (Mills, 2011).

Purpose Statement

The purpose of the research study is to identify the reasons why US companies are relocating to foreign countries thus denying the local population employment opportunities.

Majority of top management technocrats in most multi-nationals are targeting foreigners who are well educated and skilled in advanced disciplines. The case study would reveal the extent of education standards in the country and the comparisons to former years. The performance of US corporate managers would also be scrutinized to analyze the impact of low education standards in their productivity.

The study would be conducted in Wisconsin but the performance of specific pupils would be traced to their job location in the market and their current productivity compared to their past performance in school. The nature of the research would be mixed. The interviews would be carried out intensively and individual performance extensively compared with others from the same classroom and their performance compared on the job market (Migiro & Magangi, 2011).

Research Question

The effect of low education standards in business innovation and productivity in business management. The study would also determine the future impact of low education standards in US business environments and the performance of future American companies.

Theoretical or Conceptual Framework

Disruptive innovation is a concept that assists in creation of value network and new market by disrupting the existing markets either by introduction of new innovations or cost reductions. Sustaining or maintaining innovation creates no value for competiting companies (Manyika, 2013).

This study undertakes to establish the role of education in business regarding the impact of strategic innovation in business expansion and growth. High technology led to the invention of the smart phones that displaced the original mobile phones and now the advanced iPads are replacing laptop computers and mobile phones. Clayton and Overdorf (2000) introduced the concept of disruptive technologies which tilted the balance in favor of the current innovations that reinvented business models like in most American multi-national companies today. For example, the introduction of digital technology has revolutionized all the sectors of the economy including banking, insurance and entertainment industry.

Significance of the Study

The significance of the study is to reveal the reasons why US multinational companies are relocating to overseas countries. The study would also reveal if there is a connection between the low standards of education in the US and the relocation of companies to foreign countries (Sekaram & Bougle, 2009).

The competitive nature of the global business requires CEO’s who are equally competitive universally. The best companies survive when the companies adopt the best policies from the best CEO’s. The current high unemployment rates that continue to rise in the US can only be countered effectively by ensuring competent education standards in the US are maintained (Clayton, 2003). Skilled and professional manpower is a useful asset in any country including the US and full dependency on foreign nationals to manage American companies would certainly result in more outsourcing of talents outside the country hence the unemployment rates would continue to rise.

References

Bradley, N. (2010) Marketing Research. Tools and Techniques. Oxford University Press, Oxford,

Clayton, C.M. & Overdorf, M. (2000). “Meeting the Challenge of Disruptive Change” Harvard Business Review, March–April 2000.

Clayton, C.M. (2003). The innovator’s solution: creating and sustaining successful growth. Harvard Business Press.

Hawkes, C. (2015) An Example with Qualitative and Quantitative research http://www.streetdirectory.com/travel_guide/29170/site_promotion/an_example_with_qualitative_and_quantitative__research.html

Merrifield, L. (2009) Pupil Assessment, Wisconsin Legislative Fiscal Bureau, Informational Paper 32 Retrieved August 18, 2015 from http://legis.wisconsin.gov/lfb/publications/Informational-Papers/Documents/2009/32_pupil%20assessment.pdf

Migiro, S.O. & Magangi, B.A. (2011). Mixed methods: A review of literature and the future of the new research paradigm. African Journal of Business Management, Academic Journals Review.
5(10), 3757-3764. Retrieved from: http://www.academicjournals.org/AJBM

Mills, G. E. (2011). Action research – A guide for the teacher researcher. Boston, MA:
>>>>Pearson Education, Inc.

Manyika, J. (2013). Disruptive technologies; Advances that Transform Life, Businesses and the Global Economy, McKinsey Global Institute.

Ryan, J. (2013) American Schools vs. the World: Expensive, Unequal, Bad at Math, The Atlantic, December Issue Retrieved August 20, 2015 from http://www.theatlantic.com/education/archive/2013/12/american-schools-vs-the-world-expensive-unequal-bad-at-math/281983/

Sekaram, U. & Bougle, R. (2009) Research Methods for Business; A Skill Building Approach, 5^th Edition. West Sussex, UK. John Wiley & sons.

Week 8 Application Assignment Rubric

Important:Substantive feedback is scritical success.Your instructor will enter your score in the rubric. You will be able to map your score for each application criterion directly to the application. Your instructor is required to give you embedded feedback for any areas where you did not receive full credit! Please contact your instructor regarding “any” criterion area where you were deducted points and there was no embedded feedback for that area in the application assignment portion of the document.

Criteria

Exemplary
(13-15 pts.)

Needs Improvement
(10-12 pts.)

Unsatisfactory
(0 – 9 pts.)

Points

Score

Background

Clearly provides an overview of the context or background of the study. The background is based upon applied business research and does not address a non-business problem. Accurately sets the stage for the problem statement. Clearly states and justifies why the problem deserves new research.

Provides a vague overview of the context or background of the study. The background is based upon a questionable applied business research and/or non-business problem. Does not accurately sets the stage for the problem statement. Does not clearly state and justify why the problem deserves new research.

Fails at providing an overview of the context or background of the study. The background presents information that is not applicable for the background component. The background is not based upon an applied business research problem. Does not set the stage for the problem statement. Does not state and justify why the problem deserves new research.

Problem Statement

Business problem contains a data driven hook and anchor (with recent citations) along with a general and specific business problem. Specific business problem addresses a business process that the organization’s managers or leaders need to, and can address, in order to effectively meet elements of their strategic plan or the organization’s mission (critical criteria). All required elements are present.

Specific business problem is vague and/or questionable regarding addressing an applied business process that the organization’s managers or leaders need to address in order to effectively meet elements of their strategic plan or the organization’s mission (critical criteria). Some of the key elements (hook, anchor, general business problem, and specific business problem)are missing. Problem statement can become a viable business problem with some modification.

All required elements are missing. Completely fails at identifying a viable applied business problem.

Specific business problem does notdeal with an applied business process that the organization’s managers or leaders need to address in order to effectively meet elements of their strategic plan or the organization’s mission. Problem statement must be addressed before moving forward.

Criteria

Exemplary
(13-15 pts.)

Needs Improvement
(10-12 pts.)

Unsatisfactory
(0 – 9 pts.)

Points

Score

Purpose Statement

The purpose statement containsthe (a) method, (b) design, (c) independent and dependent variables (quantitative studies only) (d) target population/justification, (e) geographical location, and (f) social change statement. These elements are accurate, appropriate, and logically align with theapplied business problem statement. There is no superfluous information included.

The purpose statement does not contain all of the required elements: (a) method, (b) design, (c) independent and dependent variables (quantitative studies only), (d) target population/justification, (e) geographical location, and (f) social change statement.One or more of the elements are missing. There is questionable alignment with the problem statement. The statement can be improved with modification.

The purpose statement does not contain any of the required elements: (a) method, (b) design, (c) independentand dependent variables (quantitative studies only), (d) target population/justification, (e) geographical location, and (f) social change statement. There is no logical alignment with the problem statement. Purpose statement must be addressed before moving forward.

Research Question

The central research question is explicitly clear and logically aligns with the specific business problem and purpose. It is recommended the question is encoded with words that foreshadow the design. For example, the case study design included the word “how” or “why” and the phenomenological design includes the word(s) experiences, perceptions, etc. Note: It is a great practice to review previous research to develop sharper and more insightful research questions appropriate for the design.

The central research question is not explicitly clear and renders it difficult to ascertain appropriate and logical alignment with the specific business problem and purpose. It is recommended the question is encoded with words that foreshadow the design. For example, the case study design included the word “how” or “why” and the phenomenological design includes the word(s) experiences, perceptions, etc. Note: It is a great practice to review previous research to develop sharper and more insightful research questions appropriate for the design.

The central research question is pronouncedly unclear and clearly inappropriate for the business problem and purpose. It is recommended the question is encoded with words that foreshadow the design. For example, the case study design included the word “how” or “why” and the phenomenological design includes the word(s) experiences, perceptions, etc. Note: It is a great practice to review previous research to develop sharper and more insightful research questions appropriate for the design.

Criteria

Exemplary
(13-15 pts.)

Needs Improvement
(10-12 pts.)

Unsatisfactory
(0 – 9 pts.)

Points

Score

Theoretical/

Conceptual Framework

The theoretical/conceptual framework contains the following elements: (a) name or identify the theoretical/conceptual framework, (b) name the theorist (if applicable), (c) list key concepts of the theoretical/conceptual framework (d) Identify propositions, hypotheses, tenets, etc., and (e) identify application to the proposed study. The information is accurate and is conducive to developing appropriate interview questions.

The theoretical/conceptual framework does not contain all of the required elements: (a) name or identify the theoretical/conceptual framework, (b) name the theorist (if applicable), (c) list key concepts of the theoretical/conceptual framework (d) Identify propositions, hypotheses, tenets, etc., and (e) identify application to the proposed study. The information is partially accurate but does not clearly present the overall concepts of the theoretical/conceptual framework; rendering it a challenge to develop appropriate interview questions.

The theoretical/conceptual framework does not contain any of the required elements: (a) name or identify the theoretical/conceptual framework, (b) name the theorist (if applicable), (c) list key concepts of the theoretical/conceptual framework (d) Identify propositions, tenets, etc., and (e) identify application to the proposed study. The information is totally inaccurate and does not present an accurate depiction of the overall concepts of the theoretical/conceptual framework; rendering it a severe challenge to develop appropriate interview questions.

Significance of the Study

Clearly explains: (a) why the study is of value to business/social impact, (b) how the study will contribute to the effective practice of business, and (c) how the results might contribute to positive social changeand improvement of business
practice.

Does not clearly explains: (a) why the study is of value to
business/social impact, (b) how the study will contribute to the
effective practice of business, and (c) how the results might
contribute to positive social change and improvement of business
practice.

Does not explain: (a) why the study is of value to
business/social impact, (b) how the study will contribute to the effective practice of business, and (c) how the results might contribute to positive social change and improvement of business practice. These elements are missing or poorly presented. They do not meet the objective and the reader does not understand the significance of the study in terms of the broader knowledge on the
topic.

Criteria	Exemplary (13-15 pts.)	Needs Improvement (10-12 pts.)	Unsatisfactory (0 – 9 pts.)	Points	Score
References	Provided minimum of 10 references.	Provided 7-9 references	Provided less that 7 references	15
Criteria	Exemplary (40-45 pts.)	Needs Improvement (32-39 pts.)	Unsatisfactory (0 – 310 pts.)	Points	Score
Writing/ Grammar/ APA	Clear, unambiguous writing that includes proper sentence structure, idea development, paragraph development, and grammar. No APA Style and Format errors.	Relatively clear writing that includes proper sentence structure, reasonable idea and paragraph development, and few grammatical errors. Few APA style and Format errors (i.e. no more than 3 identified anomalies). Moderate corrections are required.	Unclear, poorly developed writing that lacks proper sentence structure and idea and paragraph development. Numerous grammatical errors (more than 3). Significant corrections are required.	45
Total Score				150

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Applying Self-Regulated Learning

Order Instructions:

Relying on information learned and read in this course and at least two (4) outside references, write a three to five (3-5) page report that reflects on how to incorporate self-regulated learning as a motivational approach and answers the following:
1. Describe one (1) topic that you are currently attempting to learn. Explore your motivation for learning about the chosen topic.
2. Describe each phase of the self-regulated learning (SRL) approach to learning.
3. Describe two (2) benefits and two (2) challenges that may be associated with self-regulated learning.
4. Apply self-regulated learning to the topic you want to learn. Outline a strategy to apply self-regulated learning to improve this learning situation. Include the main activities that you would use in each phase (i.e., forethought, performance, and self-reflection). Note: Refer to Table 9.3 on page 330 of the textbook for further clarification.

The format of the report is to be as follows:

Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.
Use headers for each of the subjects being covered, followed by your response.
In addition to the three to five (3-5) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.

Assessment Outcome:
• Analyze the basic principles of learning theories.
• Analyze the biological bases of learning and memory
• Explain the roles of motivation and self-regulation in the learning process
• Use technology and information resources to research issues in learning theory.

SAMPLE ANSWER

Applying Self-Regulated Learning

One (1) topic that you are currently attempting to learn and my motivation for learning

I have been trying to learn developmentally appropriate practice. The motivation for learning this topic is to enhance my knowledge on proper teaching techniques for my future career so that I may ensure that children can achieve optimal learning and development. Particularly, I am interested in determining the points of personal connections that I can make in order to enhance the learning of children. I believe that proper learning and development of children is greatly influenced by the teaching techniques employed by teachers, and therefore I am collecting as much information as possible in order to test my hypothesis. At the end of the study, I would like to have understood in totality the aspects of developmentally appropriate practice and their impact on my teaching practice. I would like to understand the practices that will help me have an optimal impact on every child in regards to his or her learning and development at an individual as well as group level.

Phases of the self-regulated learning (SRL) approach to learning

There are three basic phases of self-regulated learning. The first phase is forethought and planning, whereby a student makes an analysis of the learning task presented before him or her and sets specific goals in regards to the completion of the task. When a student learns an unfamiliar topic, he may be confronted with the inability to understand the best manner in which to approach the task or the goals that might appropriately apply in the given instance. In such a case, a teacher and/or a more experienced peer is in a better position of instructing the student on effective approaches (Schunk & Ertmer, 2000).

The second phase is the performance monitoring phase, whereby the student employs strategies to help him/her in progressing on the learning task and monitoring the effectiveness of these strategies. The student also evaluates the motivational factors that may enhance his progress towards the achievement of the set goals. Through intrinsic motivation and volition, the student becomes more determined and persistent to complete the learning task and to use other self-regulation strategies. Nevertheless, in most cases where new strategies are employed, students prefer to use more familiar and probably ineffective strategies. For instance, flash cards may be taken by students as a better strategy for achieving their learning task than new, effective strategies presented by their teacher. Although meaningful learning could be achieved if students took time in practicing and learning the new strategies, their use of fall-back strategy could only present them with significantly less effective ways of learning. Thus, students can effectively use new strategies to achieve their learning goals through close monitoring by their teachers and specific feedback (Zimmerman, 2000).

The third and final phase is the reflection on performance phase, whereby the student evaluates performance on the task in line with the effectiveness of the chosen strategies. In this phase, students are required to ensure that their emotions on the outcomes of the learning experience are monitored. Accordingly, these self-reflections become influential on the manner in which the student plans and sets goals, and initiates the cycle to start again. The attributes that students place on the specific learning task in regards to success or failure significantly impact them in their reflection on performance phase. This is because these attributes will influence the decisions of students in regards to their potential to engage in a learning activity and employ self-regulated strategies for similar future activities. Generally, self-regulation and motivation are interrelated in the sense that they explain the outcomes of learning in the classroom. Motivated students tend to dedicate most of their time and energy in learning and applying appropriate self-regulation learning skills.

Two (2) benefits and two (2) challenges that may be associated with self-regulated learning

Self-regulated learning presents both benefits and challenges. With regards to benefits, self-regulated learning has the potential of improving learning habits and strengthening the study skills of students. According to a meta-analysis study conducted by Hattie, Biggs and Purdie (1996) on the effects of strategy instruction on the learning of students, it was found that strategy instruction was significantly effective in promoting the academic performance of students. Furthermore, it was found that better learning outcomes are found in more complex interventions than simple strategy instructions. This implies that for students to get the best outcomes from learning, they need to have the will and motivation to allow teachers and peers to instruct them on better ways of achieving their learning objectives.

Another benefit of self-regulated learning is that it helps students in applying learning strategies for purposes of enhancing their academic outcomes. Through self-regulated learning, students can try implementing several learning strategies in their learning tasks and adjusting these strategies in an appropriate manner purposes of facilitating their progress towards the desired academic outcomes. With the help of teachers, students can apply new strategies in order to effectively achieve their goals.

There are also challenges presented by self-regulated learning. First, it is a challenge to develop lessons for purposes of preparing students to engage in self-regulated learning practices and preparing effective support as well as implementation objectives. It is difficult to find the rime for teaching students on the way in which they should use specific strategies.

The second challenge arises from the aspect of understanding the fact that external factors away from control by teachers can significantly affect the development students’ ability to self-regulate. For instance, social identity remarkably affects the manner in which a student approaches and monitors his or her learning, and this is beyond the teacher’s instruction. Thus, the social identity of a student has the potential of influencing his academic behaviors and educational goals (Zimmerman, 2000).

Applying self-regulated learning to the topic I want to learn

With regards to my topic of study, developmentally appropriate practice, it is important that I define the goals for my study and set out the strategies for using to achieve these goals. Accordingly, the most appropriate strategy that I can employ is a combination of guided and independent practice. Through guided practice from my teachers, I will be able to improve my self-regulated learning and motivation. For instance, I will practice implementing my own research techniques on the topic while the teacher carefully monitors my work and provides necessary assistance and guidance. Through guided practice, I will be able to increase task engagement, improve my motivation to read, and increase reading skill test scores. Accordingly, independent practice will naturally follow guided practice. The teacher should give me an opportunity to practice this strategy on my own because this will eventually reinforce my autonomy (Zumbrum, 2011).

With regards to activities involved in the first phase of self-regulation, I will define goals to achieve in the specific learning task. Some of the goals include attainment of a good grade and understanding how to apply my study in my career as an educator. The activity in the second phase involves planning. This will help me outline the strategies for achieving my goals. In the third phase, I will employ self-motivation as an activity to help me independently use one or more strategies for purposes of keeping myself on track towards the achievement of my learning goal.

References

Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39 (3), 145-156.

Hattie, J, Biggs, J., & Purdie, N. (1996), Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.

Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). San Diego, CA: Academic Press.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

Zumbrum, S. et al (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Metropolitan Research Consortium, Virginia Commonwealth University. Retrieved from: http://www.mehritcentre.com/assets/documents/Self%20Regulated%20Learning.pdf

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