Suppose that you are attending a conference for physical therapists. You listen to a speech by Dr. John Russell, an orthopedic surgeon. Dr. Russell is speaking about a new, experimental procedure to repair torn ligaments in the knee. After listening to the 30 min. conference talk, one of the attendees sitting next to you, Harold, tells you, “Dr. Russell claims that the procedure is effective at reducing pain 3 months post-surgery. Dr. Russell would, of course, hold a favorable view of this new procedure because he only recently finished his orthopedic surgery fellowship, and plus he went to medical school on the West Coast. Therefore, this procedure could not be as effective as Dr. Russell claims it is.”
This is a two-part assignment:
A. Identify the type of logical fallacy in the argument that Harold just made. Justify your selection.
B. Respond to Harold with a different set of statements containing a separate fallacy. State the type of fallacy that you committed in responding. Then, justify why the fallacy you made is of the type that you purport it to be.
SAMPLE ANSWER
Medicine critical thinking
Question 1
The type of logical fallacy that Harold made was a fallacy of Hasty Generalization. In this type of fallacy, the individual makes a conclusion that is advised by insufficient evidence or evidence that is biased. The first sign of hastiness in his argument is the fact that he makes his comment after only 30 minutes of listening to the doctor speak. It is impossible for Harold to have gathered all the information about the doctor’s bias in favor of the procedure being discussed within 30 minutes which is such a short time. While it is possible that Harold may have known the doctor from outside the seminar, the statement he made is being discussed with respect to context. His confiding in me is an indication that he is basing his assessment of the doctor’s point of view on the events that have taken place in the seminar (Facione and Gittens, 2015).
The originator of a statement will be said to have made a logical fallacy of hasty generalization by concluding a matter too soon without taking into consideration the relevant facts. Harold’s statement fits in well with the description of this fallacy. Half an hour is clearly not adequate to appraise a person’s point of view or the entire collection of his knowledge. Furthermore, this is a medical conference and any support for a point made or opposition to a point made, needs to be based on medical facts and not mere opinions. Harold believes that the doctor’s estimation of the healing process is inaccurate. So far there is no problem with this; however his justification for his point of view is in no way related. He does raise facts such as the doctor being recently back from an orthopedic fellowship and also that the university the Doctor studied in being in the West Coast (Fisher, 2011).
Harold’s reference to the doctor’s has studied in the West Coast introduces another fallacy in his argument. This argument is known as the Straw Man. It is so called because the speaker acts by overly simplifying the viewpoint that the opponent has. Their contradicting points of view makes the doctor his opponent, Harold refers to the location of the doctor’s previous learning institution as sufficient grounds to disqualify the experimental procedure being advocated for. The West Coast may not be perfect and there may be very real and tangible reasons why Harold has problems with the place but the fact that he does not mention them greatly weakens his argument. The ambiguity leaves it completely open and this means that Harold’s qualms with the West Coast are related to weather or culture. He does not clearly state what the problem is with the West Coast leading to the Doctor’s inaccuracy
Question 2
Response: I disagree with you on that matter, the fact that he has the title ‘Doctor’ before his name and his presenting this information before a panel of medical experts is proof that he knows what he is talking about with respect to the post-operation recovery process.
I have used two fallacies in the above statement. The first fallacy that I have used is the Genetic Fallacy. This type of fallacy is manifested in a statement when the originator makes use of the institution a person belongs to as a means of determining the character they have. In this case I have used the prefix of ‘Doctor’ as a justification for my belief that he has to be an expert in medicine. This statement is fallacious because while medical doctors do have the suffix, they tend to be either specialists or general doctors. There are also people who have the title by virtue of a PhD being awarded to them. The title does signify the qualification that a doctor has but if it is to be considered, it needs to be considered in full as even for medical doctors, there are several categories. There are those who are general practitioners, there are others who are surgeons and others may have specialized in dentistry. As such, it is not sensible to simply use his title to appraise the content of his presentation, which greatly waters down the significance of the discussion and shifts the focus from what he has worked on to a general image of the profession. The argument may have been stronger if I mentioned a title that was relevant to the work that he has done in orthopedic surgery or the position he holds within the organization of physical therapists (Bowell and Kemp, 2014).
The second fallacy that I have used is the circular argument. In this fallacy, the speaker restates an argument instead of proceeding to prove it. In this case I have stated that the information he is giving has to be accurate and medically sound because his audience is made up of doctors who are giving him attention. Circular fallacies are so called because they tend to go back and forth with the first part justifying the second part and the second part justifying the first part yet there is no significant substance being discussed or elaborated upon. The argument is circular because the content and its quality are determined by taking into consideration only the speaker and the audience while leaving out the particulars about the findings that doctor has presented. His expertise cannot be solely judged on the fact that he is speaking to doctors at the seminar. While this was definitely taken into account in his selection as a keynote speaker, this cannot justify my point of view. I essentially stated that their being doctors makes it impossible for them to get the wrong information in a forum or his being the speaker in a medical forum made it impossible for him to give inaccurate information. What I essentially did was peg my thoughts on his being correct about the experimental procedure because of the existence of the seminar where the talk took place. The presentation he gave being a part of this project, does not in any way automatically translate to it being accurate (Admanti et al, 2011).
The statements that Harold made as well as my hypothetical response are all fallacies because they demonstrate a mistake or mistakes that were made in the thinking process followed during the making of our respective opinions about the doctor’s presentation on the experimental procedure. They are all errors in reasoning because the originator of the statements circumvents or avoids the most important facts that can be used to validate the conclusions that are being made. The authors of the statements instead pick on irrelevant aspects of the subject and use them to support the conclusions given (Gardner, 2012).
References
Admati, A. R., DeMarzo, P. M., Hellwig, M. F., & Pfleiderer, P. C. (2011). Fallacies, irrelevant facts, and myths in the discussion of capital regulation: Why bank equity is not expensive. MPI Collective Goods Preprint, (2010/42).
Bowell, T., & Kemp, G. (2014). Critical thinking: A concise guide. Routledge.
Facione, P., & Gittens, C. A. (2015). Think critically. Pearson.
Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press.
Obtaining Services within Washington DC; people with disabilities
Obtaining Services within Washington DC; people with disabilities
Order Instructions:
For this paper, the chosen community to research and write on is Washington DC . The writer must research base on this City and must thoroughly address all the 4 points raise in the questions. The writer must also read carefully the instructions before responding and must follow proper APA rules to complete this paper.
Obtaining Services within Washington DC.
The purpose of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act) as described in the current law, is to “assure that individuals with developmental disabilities and their families participate in the design of and have access to needed community services, individualized supports, and other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life…”
Investigate resources within your chosen community (Washington DC.) that assist individuals with developmental disabilities and their families with assuming self-management and support for daily living.
Discuss:
• What is the availability and eligibility of these resources and services?
• How do these services assist with developing their competencies and talents and help them gain control over life circumstances?
• Choose a disability and discuss services offered in your area that helps to improve the life circumstances of these individuals
• Explain the importance of these services to the family as a whole and how these services aid with care for these individuals
The Developmental Disabilities Assistance and Bill of Rights Act of 2000. (2000). United States Government, Public Law 106–402106th Congress
Assignment Requirements
The finished Assignment should be a 5-page exploratory essay, excluding the title page and references. The viewpoint and purpose of this Assignment should be clearly established and sustained.
Before finalizing your work, you should:
• be sure to read the Assignment description carefully (as displayed above)
• consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;
• utilize spelling and grammar check to minimize errors; and
• review APA formatting and citation information found online, or elsewhere in the course.
Your Assignment should:
• follow the conventions of Standard American English (correct grammar, punctuation, etc.);
• be well ordered, logical, and unified, as well as original and insightful;
• display superior
content, organization, style, and mechanics; and
• use APA 6th edition format for organization, style, and crediting sources including:
• properly formatted header
• 12-point, double-spaced, Times New Roman font
• use of in-text citations
• title page and reference page
• use of headings (if applicable)
SAMPLE ANSWER
Introduction
Developmental disabilities refer to broad ranges of condition that causes cognitive and physical impairments, often diagnosed during childhood. Disabilities include autism spectrum disorders, Down syndrome, cerebral palsy, vision impairment, and hearing loss. These disabilities are long-term/ lifelong disabilities. These disorders affect their daily activities such as mobility, learning ability, independence, self-care, and communication. However, the disability can be severe, mild, and moderate and support needs. The Developmental disabilities prevalence rate is high in America. Research estimates that about 5.4 million Americans suffer from developmental disability. Approximately, 17% of children below 18 years suffer from development disability. Intervention includes education for the child and the family to understand the disease, and ways to manage it effectively. Individualized support can help improve the functioning of the body, self-determination and strengthen the community (Durham, Brolan, & Mukandi, 2014).
Availability and eligibility of the resources
Support of developmental disabilities in Washington aims at assisting people with developmental disabilities to empower them so that they can remain independent, integrated, and productive. The services are funded by the State to ensure that the services provided are comprehensive and coordinated to enhance the lives of people with disabilities to the maximum potential, and to protect their legal as well as human rights. In Washington DC, the supportive services occur in varying form including a) community support, which helps in independent living. This helps these people with assistance on how to manage their self-care, b) residential support which involves independent housing support in individuals home, c) support for education and for employment services, d) support for communication, including sign interpreters and e)community access which includes day care. These support services are adequate for about 79,000 people, most of whom receive services in the community and not in an institution. The services available in Washington by age group are as follows (Ward, Amanda, & Freedman, 2010):
From birth to 3 years: These children are diagnosed with developmental disabilities and are eligible for Infant Toddler Early Intervention Program (ITEIP) services, which provides the family with such kids with Individualized Family Services Plan (IFSP) aimed at educating parents regarding the developmental stages of their children to equip them with the relevant assistance necessary for particular age. Eligibility criteria include that children must have measurable delayed developmental growth, which is performed by Family resource coordinators of IFSP. From age 3 to 21: the services available for this age group aims at improving the education. The services provided includes an individualized Education Plan (IEP), which are integrated in their education system as early as during the Preschool. These include services that will improve their communication skills such as speech therapy, psychological services, physical therapy, and audiology (Kelley, 2013).
After 21 years: trained individuals are integrated in the community to build their self-esteem and self-confidence. These include services such as the DDD employment program that offers support through training, and seeking employment to those who can manage. Alternative services include special assistance to the elderly. Other services eligible for people with developmental disabilities includes medical cover and support through Medicaid such as Medicaid personal Care provided mainly to people leaving with disability where the individuals live with their families. Other services include assistance is the State’s Individual and Family Services Program, which offers lifetime support on medical costs, therapy, transportation, behavior management and recreational opportunities (Durham, Brolan, & Mukandi, 2014).
How they help increase their competencies’
People with developmental disabilities often have trouble during communication. This is because the disability could affect their hearing, sight, and speech which often-effective communication. The services help communication by helping patients with auxiliary aid, Braille materials simplified, and computer assisted real time text (CART) which would increase their communication skill (Kelley, 2013).
These services help people with developmental disability with various life enhancing skills. These includes skills that enable them complete household task, attend to their personal hygiene and financial transactions. These activities range from shaving, making calls, to loading dishwasher and making calls. The programs assess their age, mental capacity, preferences, and physical capabilities. Taking into account these factors into account, the instructors are able to design a training skill that benefits individual ability. Other skills taught by these services include dressing, meal, positioning in bed, self-administration of medicine and use if assistive devices. These activities are vital daily activities (Ward, Amanda, & Freedman, 2010).
These services also train caregivers and families with people diagnosed with DD. This enables the family to identify the most effective communication and strategic approaches that will improve their relationship. The services also improve the ability of individuals to access quality care such as dentists, psychiatrists, and ob-gyns. The services enable the individual access specific care in specialized institutions. They do so by providing interpreter services, and sign language protocols to enable them communicate through expressions. They also facilitate medical covers, thus improving patient’s quality of life (Durham, Brolan, & Mukandi, 2014).
Identify a disability within a community
Autism spectrum disorder (ASD), is a type of developmental disorder, which is, defined following diagnostic criteria such a social communication, interaction, repetitive behavior and other activities. The disease symptoms are appearing during early developmental stages. The prevalence of autism has increased by 20% globally. Some of the resources available include Autism society of Washington, (www.autismsocietyofwa.org) which is a non-profit organization that offers support and information on autism related issues. The organization manages forums where people discuss their experience, learn from one another, and gets support. Early support for Infants and Toddlers (ESIT) (www.del.wa.gov/esit) is a State program helps get the families manage their children who suffer from developmental disability. Center for Autism Spectrum Disorders (CASD) (http://childrensnational.org/departments/center-for-autism-spectrum-disorderscasd) is a state program that offers assessment and treatment services for children suffering from developmental disability. The program has a multidisciplinary clinical staff that assesses children and recommends medication. The program also fund research on Autism Spectrum Disorders, especially those involved in behavioral, genetic and neuro-cognitive factors associated with autism. The centre also trains families with children suffering from Autism Spectrum to help deal with these children even in their homes (Kelley, 2013).
Importance of these services
These services are vital form birth throughout the individual’s lifespan. At school age, services help the child get involved in the society, developing their autonomy and initiative. Research identifies this young age, people with developmental disabilities are important because it enables the child learns how to interact in the community in the absence of their families, which could help children cease from being introverts to “opening up” as they face a myriad experiences (Durham, Brolan, & Mukandi, 2014).
The children’s communication and interpersonal competencies are developed through such services. This is because the services helps the children identify their roles in the community to manage their transition into adulthood. The services empower the children with the role of sex and community perspective of specific gender behavior. The main requirements for adolescents diagnosed with DD includes guidance, monitoring and frequent reminders to enable them to get around with ease and more independently. This is managed effectively through the services provides for DD, which could be a challenging task for the family (McLaughlin, Barr, McIlfatrick, & McConkey, 2014).
The development concern of adults diagnosed with DD includes issue such as intimacy and social isolation. It is a critical time to establish adulthood functions such as employment and home. These life skills and competencies are built on the previous accomplishment during the earlier developmental stages. It also influences the person sense of personal value, understanding that they are different from other people (Kelley, 2013).
Conclusion
For each of the services in Washington, their goal is to provide support to help the caregivers manage the crisis in the community. The services provided by these services, include psychological support, clinical support, and collaboration between the relevant stakeholders. However, there are several challenges facing these services, including language barrier, biasness towards the sensitivity of patients need and lack of adequate resources in the facilities and shortages of healthcare providers resulting to poor quality delivery of services. In fact, most of the adult suffering from DD tends to seek care from their pediatrician, leaving the question on how patients would make the transition to adult care effectively.
References
Durham, J., Brolan, C., & Mukandi, B. (2014). The Convention on the Rights of Persons With Disabilities: A Foundation for Ethical Disability and Health Research in Developing Countries. Am J Public Health, 104(11), 2037-2043. doi:10.2105/ajph.2014.302006
McLaughlin, D., Barr, O., McIlfatrick, S., & McConkey, R. (2014). Developing a best practice model for partnership practice between specialist palliative care and intellectual disability services: A mixed methods study. Palliative Medicine, 28(10), 1213-1221. doi:10.1177/0269216314550373
Ward, RL., Amanda, D., & Freedman, RI. (2010). Uncovering Health Care Inequalities among Adults with intellectual and Developmental disabilities. Health & Social Work 35(4); 280-288
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African American Experiences between 1920 and 1970
African American Experiences between 1920 and 1970
Order Instructions:
Using the below readings, describe the evolution African-American experiences between 1920 and 1970. How did notions of identity and inclusion evolve? Think about how the category of who “Americans” should be, how they should live, and what the role of government changed for African-Americans. You may want to think about how issues of discrimination, economic justice, and identity evolved. You must analyze BOTH documents from at least TWO decades (minimum of four documents).
a. 1920’s (Hughes, Thurman)
b. The 30’s? (Katznelson, Herndon)
c. The 40’s? (Seuss, Engelhardt)
d. The 60’s? (King, Beale)
**Note: It is strongly recommended that you read Coates, “The Case for Reparations” http://www.theatlantic.com/features/archive/2014/05/thecase-for-reparations/361631/. While a bit lengthy, it is engaging, persuasive, and provides substantive details to help you write your essay. If you are struggling to develop an argument, please read this article.
SAMPLE ANSWER
African American Experiences between 1920 and 1970
The African-American population of the United States of America is considered to be a minority group due to their relatively small numeric contribution to the population compared to the larger population. Being a unique group extends beyond their population. The experiences that they have had as a community are also unique and significant. This essay discusses the experiences that the African-American Community had between 1920 and 1970. It is an essay that entails the key elements of social, economic and political lives of African American people in the United States during this 50 year period.
During the 1920s the Jim Crow era had come to an end and African Americans were gradually making an effort to integrate into American society as citizens with equal rights to participate in the economy as well as the political process. The community however faced serious hurdles in this effort and this was especially noted in Mississippi where black families had difficult times as they engaged in farming through the process of share cropping (Hughes, 36). It was anticipated that the proceeds from the sale of harvests would be shared equally but this did not happen. The discrimination against African Americans economically was also being done by the system which unfairly levied taxes on their properties. The lack of adequate education and inability to access legal services condemned many families to suffer silently in poverty while some lost their property which was seized through dubious deals that took place. Towards the end of the 1920s moving into the 1930s African Americans increasingly moved to urban areas and this led to settlements such as Harlem being almost exclusively dominated by black families. The church played a vital role in bringing the community together during this period (Thurman, 1928).
In the 1930s African Americans continued to push for their inclusion in the national economy and this was seen in them seeking employment in urban areas where industry flourished. This in turn brought to light more challenges such as discriminatory labor practices and also the political marginalization of blacks. It is important to note that during this period, the African American electorate began to shift alliances to liberals as opposed to republicans whom they had initially supported. The Civil rights movement has its origins in this political involvement of the African Americans looking for equal rights. The arrests of community leaders who fought for this cause helped to push the plight of African Americans to the national limelight, specifically with reference to the discriminatory policies that existed. The civil rights movement was then known as the Working-Class movement due to its use of labor unions to clamor for equality (Katznelson, 2005; Herndon, 1937).
During the 1940s, the civil rights movement continued to gain momentum but world attention had by then shifted to the Second World War. Close to a million African Americans served in the country’s armed forces and the discriminatory employment policies in play within the country’s labor system were also manifested in the army and navy (Engelhardt, 4). Race was used in the determination of the roles that a black man would be given and this translated to their being assigned tasks that were either subordinate or extremely dangerous. The government’s recognition of a need to desegregate the forces was an indication of a deliberate step to make the labor system more accommodating and fair to African Americans. Social and economic discrimination however continued to rear its head, mainly manifested in unfair treatment of African-Americans who would be subjected to unfair loans and real estate practices (Seuss Cartoons, n.d.).
In the 1950s, racism against this community continued but albeit under the guise of the provision of housing. Government housing projects during this decade almost exclusively took place in neighborhoods dominated by blacks. Violent riots by whites that started in the late 1940s spilled over into the 1950s with black families being forcefully ejected from their homes in the event that they moved into white dominated neighborhoods. The argument that fuelled this antagonism was that the presence of blacks lowered the value of the property. The growing poverty of the African American community began to gain government attention and this led to the proposal of several initiatives that were geared at minimizing its negative impact on the national economy (Seuss Cartoons, n/d/).
During the 1960s, a combination of increased picketing by civil rights leaders and political will led to affirmative action. In 1965 segregation of public schools and other social amenities was banned in the country, the aim being to give blacks equal opportunities. Martin Luther King Jr. came up as the figurehead of the civil rights movement (Beale, 1970). The main issues that this movement combated at the time were police brutality and the denial of voting rights to African Americans by the police force in Montgomery. Demonstrations that were exclusively black were met by brutal anti-riot state troopers while those attended by pockets of white supporters of the plight of African Americans received protection albeit with minimal restrictions. The publicizing of the events in Montgomery compelled the president to deliberately declare the government position which supported voting rights for all. The Southern States of the country saw racism persist despite legislation against it (King, 1965).
Works Cited
Beale, Frances. “Double jeopardy: To be black and female.” The black woman: An anthology (1970): 90-100.
Engelhardt, Brian “Fighting for the Double V” 1-9
Herndon Angelo, “You Can’t Kill the Working Class” 1937
Hughes, Langston. “The Negro Artist and the Racial Mountain.” 1926.” The Collected Works of Langston Hughes 9 (1773): 31-36.
Katznelson, Ira. When affirmative action was white: An untold history of racial inequality in twentieth-century America. WW Norton & Company, 2005.
King Jr, Martin Luther. “Letter from Birmingham jail.” UC Davis L. Rev. 26 (1992): 835.
Seuss Cartoons
Thurman, Wallace. “Negro Life in New York’s Harlem.” Girard (KS): Haldeman-Julius Company (1928).
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Develop an evaluation plan for your training program, including the following:
• Write two or more of Kirkpatrick’s evaluation levels (reaction, learning, behaviors, and results) into your training program plan.
• Explain how each of the evaluation levels will be measured. For example, will you use a sample questionnaire, an observer checklist, or a test?
• Describe the methodology you would use in the evaluation process. For example, would you use a pre-post training evaluation, a post-training evaluation, or a control group that does not receive the training but serves as a comparison group for evaluation?
• Justify your training program’s evaluation plan.
SAMPLE ANSWER
Developing a Training Evaluation Plan – week 7
Training evaluation process could be divided into 5 main steps: identifying evaluation purposes, selecting evaluation methods, designing tools for evaluation, collecting data, and analysing and reporting results. In this paper, a number of Kirkpatrick’s evaluation levels are described and included into the training program plan. Moreover, how each of these evaluation levels would be measured is explained exhaustively. Lastly, the methodology that would be used in the process of evaluation is described. A justification for the evaluation plan for the training program is provided.
The evaluation levels of Kirkpatrick’s 4 levels of evaluation model that would be utilized are reaction of student, learning, behaviour, and results. Reaction of student level: this level of training evaluation is used in measuring how the trainees reacted to the training. The trainer would obviously want the people being trained to feel that the training was actually a valuable experience. The trainer would also want the trainees to feel good about him, about the topic of the training, about the material’s presentation, and the venue of the training. All in all, measuring reaction is of major importance since it will help the instructor to realize how well the provided training was received by those who were trained (Kirkpatrick & Kirkpatrick, 2015). In addition, measuring reaction will help the instructor in improving the training for those who would be trained in future, including identifying significant topics or areas which are absent from the current training.
This evaluation level would be measured through the use of questionnaires or employee satisfaction surveys; that is, post-training surveys. Moreover, the reaction level could be measured by watching the body language of the trainees throughout the training sessions and getting verbal feedback by asking them directly regarding their experience. After this information is gathered, it would be examined carefully. Next, any changes that could be made would be thought about basing upon the suggestions and feedback from the trainees (Dewhurst et al., 2015). In measuring reaction, the following questions would be addressed: did the trainees think that the training program was successful? Did they think that the training program was actually worth their time? What were the training program’s biggest weaknesses and biggest strengths? Did the training program accommodate the trainees’ personal styles of learning? Did the trainees like the presentation style and the training venue?
Learning level: this level entails the instructor measuring what the people being trained have learned. The instructor will seek to find out how much the trainees’ knowledge has increased on account of the training program. When the training program is planned, the instructor hopefully begins with a listing of particular learning objectives. These learning objectives have to be the basis for the measurement. It would be important for the instructor to remember that depending on these objectives and on whether or not the instructor is interested in changes to attitude, skills, or knowledge, learning could be measured in dissimilar ways. It is of major importance to measure this since knowing what the people being trained are learning and what they are not learning would help in improving training session in the future (Smidt et al., 2011).
This evaluation level would be measured through the use of verbal assessments or interviews. Tests or assessments can be conducted prior to and following the training; pre-tests and post-tests. Observation could also be utilized. In measuring learning, the instructor would begin by identifying what he wants to evaluate for instance changes in attitudes, skills, or knowledge. Wells (2010) reported that it is usually useful to measure these areas both prior to the training program and after it. As such, prior to the commencement of the training, the trainees would have to be tested to establish their attitudes, knowledge, as well as skill levels. The moment the training program is completed, the trainees are tested for the second time to measure what they have learned or gauge learning using verbal assessments and interviews (Wells, 2010).
Behaviour level: this level entails evaluating how far the people being trained have actually changed their behaviour basing upon the training which they received. In particular, this level will look at how the people who were trained apply the information (Kennedy et al., 2014). In essence, it is vital to realize that behaviour could only change if there are favourable conditions. For example, assume that measurement was skipped at the reaction level and behaviour level, and when looking at the behaviour of the trainees, it is determined that no change in behaviour has occurred. As such, the instructor assumes that the people who were trained have not learned anything and that the training program was futile and not effective. Even so, just because there is no behaviour change does not necessarily imply that those who were trained have not learned anything (Griffin, 2014). Maybe their supervisor will not allow them to apply their new knowledge, or perhaps the trainees have learned everything that the instructor taught them, but they lack the desire or are not interested in applying the knowledge themselves.
This evaluation level would be measured by conducting interviews as well as observations over time. Measuring behaviour effectively could be somewhat tricky since it is a longer-term activity which must occur months or weeks following the completion of the initial training. The questions that must be considered are as follows: are the people who were trained aware that they have changed their behaviour? Can they teach their new attitudes, skills, or knowledge to other persons? Did they put any of their new learning to use? (Kirkpatrick & Kirkpatrick, 2015). It would be important to note that behaviour would change only if there are favourable conditions. For example, effective learning could have occurred during the training program but if the culture of the organization is not set up for any behaviour changes, then the people who were trained may be unable to put what they have learned into practice.
Results level: this level entails analyzing the final results of the training program. In essence, this includes outcomes that the instructor or the company has determined to be good for the staff members, for the business, or for the company’s bottom line (Wells, 2010). With regard to measurement, a control group can be utilized. In essence, measures are already in place through regular management systems and reporting. Nonetheless, the challenge is relating to the trainee. Measuring the final outcomes of the training program is the most time consuming and expensive of all the evaluation levels. The main challenges are to identify which final results, benefits, or outcomes are most closely connected to the training program, and developing an effectual way of measuring these results over the long term (Smidt et al., 2011). Depending on the training program’s objectives, some of the outcomes that should be considered include increased sales, higher employee morale, less staff complaints, increased retention of employees, higher quality rating, reduced waste, increased production, and increased customer satisfaction (Wells, 2010).
In the process of evaluation, the methodology that would be used is pre-post training evaluation. Conducting pre-post course evaluations of competencies would entail the use of a multi-item assessment which relates to the main content of the training program. The trainee would complete the same self-evaluation at the start of the training program and at the training’s end. A score would then be derived by comparing pre-training evaluation and post-training evaluation. In essence, in the pre-evaluation the trainees would rank themselves in terms of the knowledge and skills they have at the start. At the ending of the training program, they would rank their levels of knowledge and skills post-training (Dewhurst et al., 2015). This would provide 2 self-evaluation data point – before the start of the training program and following the training program. A final report would enable the organization to assess competency gains in particular content areas, both for the organization in general and for employees.
Kennedy et al. (2014) stated that pre-evaluations and post-evaluations are significant in assessing training programs in terms of knowledge improvement of the trainee. The same tests could be utilized for pre-tests and post-tests in comparing scores prior to and following the training respectively. Regarding the justification, the evaluation plan of the training program is important since it would measure the success of the training program. It helps to determine how effective the training program really was. The evaluation helps to develop people. Evaluation is also important to the learner as it is critical to the confidence of the learner.
Conclusion
To sum up, Kirkpatrick’s evaluation levels included into the training program plan are reaction of the trainee, learning, behaviour, and results. Post-training surveys and questionnaire would be used to measure reactions. Learning level would be measured by using verbal assessments or interviews. Behaviour level would be measured by conducting interviews as well as observations over time. Results level would be measured using a control group. The training evaluation is important since it would measure the success and effectiveness of the training program.
References
Dewhurst, D., Harris, M., Foster-Bohm, G., & Odell, G. (2015). Applying the kirkpatrick model to a coaching program. Training & Development (1839-8561), 42(2), 14-15.
Griffin, R. (2014). Donald Kirkpatrick (1924-2014). Training Journal. pp. 10-12.
Kennedy, P. E., Chyung, S. Y., Winiecki, D. J., & Brinkerhoff, R. O. (2014). Training professionals’ usage and understanding of Kirkpatrick’s Level 3 and Level 4 evaluations. International Journal Of Training & Development, 18(1), 1-21. https://www.doi:10.1111/ijtd.12023
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2015). Creating a post-training evaluation plan. Training & Development (1839-8561), 42(2), 12-13.
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2011). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal Of Intellectual & Developmental Disability, 34(3), 266-274.
Wells, J. B. (2010). How Rigorous Should Your Training Evaluation Be?. Corrections Today, 70(5), 116-118.
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Designing a training program to train managers on using the new ERP system
Order Instructions:
Identify the general training topic you have selected for your training program (1–2 pages). Create your training scenario based on the topic you have selected. Include the following:
A general description of the training topic.
Why this training is needed.
Who is to be trained.
How many are being trained.
Develop a training needs analysis for your topic (3–4 pages). For the purposes of this project, you are not expected to actually conduct the training needs analysis (TNA). Instead, create the following information as if it is based on a TNA.
Identify what the trainees should know or be able to do after they have completed the training program. Research your topic to determine what you want your trainees to learn. Your sources might be anything from an Internet search for data, to a meeting with subject matter experts (SMEs) who are good at the task involved. For example, if you training topic is how to tile a wall, you might search the Internet for do-it-yourself instructions, or you might consult with a specialist at a home improvement store.
Summarize the results of your research or provide a set of the questions you would ask SMEs if you were to meet with them.
Identify what the trainees know or what they can do before the training.
Create a sample survey, a questionnaire, a set of interview questions, or an observation checklist. Include this in your assignment submission as a separate attachment.
Develop training objectives for your training program (1–2 pages). Create 3–5 specific training objectives for your topic.
Create your objectives based on what you have determined the trainees should know (or be able to do) after attending the training program.
Design a training program for your topic (3–4 pages). Define each of the following aspects and explain why you made the choices you did.
How long will the training program be?
Will there be one or more training sessions?
Will those who facilitate the training be internal or external instructors?
Where will the training program be held?
How will learners be motivated to learn?
Who is the intended audience for the training?
SAMPLE ANSWER
Designing a training program to train managers on using the new ERP system
Staff members who are well trained are of major importance to the company’s success and development. Training of employees is fruitful to both the members of staff and the employers. It is worth mentioning that integrating professional development and training could foster greater job satisfaction, which can result in employee loyalty as well as higher productivity (Moore, 2015). In this paper, the training topic is described exhaustively. The rationale for the training, who would be trained, and the number of trainees that would be trained is described. Moreover, a training needs analysis is developed in this paper and what the trainees should be capable of doing or should know following the completion of the training is discussed. Specific training objectives for the training program are described basing upon what has been determined the trainees need to know or be able to do following the completion of the training program. Lastly, a training program is developed for training employees of the firm to properly utilize the recently implemented ERP system.
General topic: Training managers to properly utilize the implemented ERP system
The organization – name not disclosed – is a manufacturing company involved in the manufacturing of pharmaceutical products and devices for health care organizations. Recently, this manufacturing firm implemented an Enterprise Resource Planning (ERP) system in order to achieve lean manufacturing, reduce costs of materials, and offer better customer care service. Training is needed since it would be very difficult to maximize the potential of the Enterprise Resource Planning solution without providing training to managers on how to utilize the software properly. Crisostomo (2010) reported that businesses could improve efficiency and profits with an ERP system, but is imperative for managers and/or staffs to get appropriate training for the company to recognize benefits of the software solution fully. The ERP software solution could make the work life easier at the company, but the workers first need to properly understand how this software functions. The upfront costs of implementing an ERP solution could be really high. However, when the user base understands the system, it would not be long before the company sees large returns on its investments. Enterprise Resource Planning software could enable the company to solve problems and overcome difficulties. Even so, it is very important to make sure that the workforce receives proper training for the implementation of the ERP to be successful (Powell, Riezebos & Strandhagen, 2013). If the workforce does not get adequate coaching, they may resist implementation of the ERP.
A total of 8 of the company’s managers would be trained. These are those IT users who would be using the ERP system often in their day-to-day work tasks in the business organization; they are the ERP users. In essence, simply implementing the new business management software would not increase efficiency at the firm; it is the combination of the Enterprise Resource Planning solution and knowing how to utilize the system right. If the users do not totally understand how to utilize this new system, then efficiency would not be achieved and the investment may be considered by others as wasted (Crisostomo, 2010).
Training needs analysis (TNA)
TNA basically entails assessing training requirements of a given grouping in terms of the following: professional and educational background of trainees; their number; their existing competence level; as well as the desired skill or behaviour level acquired at the end of the training (Sung & Choi, 2014). Effective training is dependent upon knowing what is actually required – for the department, the individual staff member, and the company altogether. With the need for cost-effective solutions and limited budgets, Moore (2015) noted that every organization should make certain that resources invested in training of staffs are targeted at areas in which training and development is required and there is a guarantee of a positive return on investment (ROI). In the anonymous company that is focused in this paper, examining what the training needs are is an important requirement for successful training programme. Merely training managers might overlook priority needs or may cover areas which are in fact needless. TNA allows companies to direct their resources into the areas in which they would contribute the most to the development of employees thereby improving morale as well as performance of the organization.
Basing on the TNA, what the trainees in the unnamed company which recently implemented a new ERP software system should be able to know and/or do after they have completed the training program is how they can use the ERP system. It is notable that the core feature of all Enterprise Resource Planning software is essentially a common database which supports many functions utilized by various business units (Crisostomo, 2010). At the company, this implies that members of staff in various divisions for instance sales and accounting can depend upon the same information for their specific needs. Enterprise Resource Planning systems also provide some level of synchronized automation and reporting. Rather than forcing managers to maintain separate spreadsheets and databases that need to be combined manually to produce reports, they should be able to use the ERP software in pulling reports from one system. For example, with sales orders flowing into the fiscal system automatically devoid of any manual re-keying, the company’s staffs in the order management department at the end of the training should be able to process order in a more accurate and quick way, and staffs in the finance department should be able to close the books faster (Powell, Riezebos & Strandhagen, 2013). Furthermore, the ERP system would have features such as a dashboard and a portal that should allow ERP users at the company to quickly understand the performance of the business on key metrics.
After the training session, the managers should know how to use the company’s ERP system to carry out business and financial planning functions that were previously done by smaller standalone applications. They should be able to use the ERP solution in managing financials and reporting around activities like manufacturing planning and execution, shipping logistics, sales forecasting, accounting, as well as customer care and support (Powell, Riezebos & Strandhagen, 2013). In addition, after the training, the managers should be able to use the real-time picture of the company’s fiscal status as provided by the ERP system in planning for orders and profitability. The users after the training should know that the ERP system can be utilized in tracking orders from receipt through production and shipment so as to better understand the levels of inventory, shipment lead times, as well as production bottlenecks.
Additionally, ERP users at the company should know how the ERP solutions can help them carry out their work tasks in a more efficient way by breaking down hurdles between business units. They should also know that the ERP solutions link systems across the company to share information amongst various departments, streamline workflow, and offer insight into the company’s operations (Leaman, 2014). Furthermore, ERP users and staff members at the company after the training should know that the ERP software stores all data of the company in one, relational database. Workers should be able to input the data and access this data through a number of modules which are intended particularly for every functional area.
Managers and ERP users should also know that storing all of an organization’s data inside one relational database would make it possible to write queries and produce reports which provide senior managers with a sense of how the business organization is performing and where they may make improvements in business process to save funds and increase revenue and profitability. After the training program, users should be able to access the ERP system on tablets and smartphones. It is notable that the company implemented an ERP solution that can be accessed not just from desktops. It actually allows the users to be productive on their tablets and smartphones yet ensuring that sensitive information remains secure. After the training the ERP users should know that the ERP system could be utilized in managing employee information across many business units and in so doing making it much simpler to track years of service as well as qualification for benefits (Powell, Riezebos & Strandhagen, 2013). The users should also know that the ERP software provides increased visibility of the process of order fulfilment from start to ending which will help the company to decrease work-in-progress inventory as well as finished goods inventory. Furthermore, after the conclusion of the training program, the ERP users should be able to utilize the ERP system in forecasting the demand for the company’s product and in ordering the needed raw materials. They should also be able to utilize it to establish production schedules, to allocate costs, to track inventory, and to project key fiscal measures (Crisostomo, 2010). A sample questionnaire (Appendix 1) is created that would be used to find out what the trainees know or are able to do as a result of the training.
Specific training objectives
The objectives for the training are based upon what has been determined the trainees should know or should be able to do after attending the training program. It is assumed that the training would be completed on September 3, 2015. Each of the objectives described below should be achieved by September 3, 2015. Objective 1: train ERP users on how to use the ERP solution in managing financials and reporting around activities like manufacturing planning and execution, shipping logistics, sales forecasting, accounting, as well as customer care and support by September 3, 2015. Objective 2: ERP users in the company to be able to use the real-time picture of the company’s fiscal status as provided by the Enterprise Resource Planning software solution in planning for orders and profitability. Objective 3: ERP users in the company’s order management department should be able to use this new system to process order more accurately and quickly. Objective 4: the users should know that the ERP system can be used in forecasting the demand for the company’s product and in ordering the needed raw materials. They should also know that the ERP software solution can be used to establish production schedules, to allocate costs, to track inventory, and to project key fiscal measures. Objective 5: the users should have the capability of using features of the company’s ERP system for instance the portal and dashboard to quickly understand the performance of the company on key metrics?
Training program for the topic
The training would last for a period of 4 weeks. This training period is somewhat lengthy in order to allow the managers who would be trained to gain an extensive understanding of the business management system, how to utilize this ERP properly and rightly, and how to maintain it since the vendor, which is SAP from Germany, would not be there to maintain the system all the time. After the 4 weeks of training, the managers should have a very good understanding of how to utilize this system and they should even be able to train other people on how to use this software solution.
The training sessions would be held multiple times hence it would not just be a single session. Given that the ERP software solution is an extensive system with much functionality, the trainees cannot be taught about the entire system and its functionalities in just a single session. As such, multiple training sessions would be held so that the trainees are taught a few aspects and functions of the ERP system per session. A total of 4 training sessions would be held, one training session per week. When the company spends a significant amount of its budget on an Enterprise Resource Planning solution, the top managers want to see result. In order to achieve the goals the company specified originally when buying the ERP solution, it is important to develop a training program that would help the company’s employees learn the new technology and even master it (Kashi, 2014). Those who would facilitate the training sessions would be external instructors.
To ensure that the company’s managers get the most out of the Enterprise Resource Planning solution, the following would be kept in mind: (i) holding instructor-led courses – the employer cannot expect its workforce and managers to merely understand the new system. Instead, external instructors would hold learning sessions for the managers. In these training sessions, every trainee would demonstrate her or his proficiency in Enterprise Resource Planning tools. (ii) Leverage virtual workshop: with current technology, classroom learning is not the only way that the managers could be trained on innovative software. As such, the other way that managers can be taught is by means of virtual workshops. Using these solutions, the managers can utilize their laptops, tablets, as well as smartphones in accessing educational content (Dunlap, 2015). As such, the training program would be held in a classroom room as well as through virtual workshops. (iii) Monitor progress of learners: it would be important to ensure that the learners are making progress in their training. Taking this into account, it would be critical to look at how the trainees are moving along with their training sessions (Sung & Choi, 2014).
Given that this would be an instructor-led training program, it would occur inside a training room which could be a conference room, a classroom or an office. One or more external instructors would teach material or skills to the group of 8 managers – the trainees – through the use of discussions, demonstrations, presentations, and lectures. Dunlap (2015) reported that instructor-led training is commonly utilized in instructing a group and enables the trainer to deliver several trainee-hours of training per hour of the trainer’s time. It is notable that the training could even be one-on-one, although this could be costly. In essence, using instructor-led training is especially beneficial when the material is complex or new such as in this case where the company has implemented a complex ERP software solution: here, to have an external trainer on hand to demonstrate concepts and answer questions could significantly enhance the learning experience of the trainee (Kashi, 2014). The intended audience of the training are managers of the company who would actually be the users of the new ERP software solution.
Motivation to learn is of major importance. The trainees should feel that they are going to benefit from the training. Learners would be motivated to learn by being told where they would apply the information. Leaman (2014) reported that learners often retain what is pertinent to them and what they need to do their work tasks. If the learners see where they would apply the information, they are likely to get motivated to learn better. Learners learn best by doing including active participation in the process of learning. Every trainee does not learn the same way. Therefore, the learners would also be motivated to learn by using various techniques of presenting material as this would provide dissimilar ways of learning such as hands-on experience, verbal discussion, and visual materials. Furthermore, short sessions would be used as these are most effective. Specific, timely and relevant feedback would also be given. Trainees like to get feedback on their capability of applying what they have learned from the training program (Moore, 2015). The learners would be evaluated and informed of their progress. Delivering the training sessions would also include methods like humour and methods that are corresponding to the different individual styles of learning to help connect.
References
Crisostomo, D. T. (2010). Management attributes of implementing an erp system in the public sector. Journal Of International Business Research, 7(S2), 1-15.
Dunlap, M. (2015). 5 Keys to an Effective Training and Development Program. Journal Of Financial Planning, 28(1), 20-21.
Kashi, K. (2014). Employees Training and Development: What Competencies Should be Developed the Most?. Proceedings Of The European Conference On Management, Leadership & Governance, 452-459.
Moore, P. (2015). The learning investment: A whole new approach. New Zealand Management, 64(5), 18-23.
Powell, D., Riezebos, J., & Strandhagen, J. O. (2013). Lean production and ERP systems in small- and medium-sized enterprises: ERP support for pull production. International Journal Of Production Research, 51(2), 395-409. https://www.doi:10.1080/00207543.2011.645954
Sung, S. Y., & Choi, J. N. (2014). Do organizations spend wisely on employees? Effects of training and development investments on learning and innovation in organizations. Journal Of Organizational Behavior, 35(3), 393-412. https://www.doi:10.1002/job.1897
Appendix 1: Questionnaire to determine what the trainees know and can do after attending the training program
Questionnaire to determine what the trainees have learned and/or are able to do after attending the training program
1. After attending the training program, are you able to use the ERP solution in managing financials and reporting around activities like manufacturing planning and execution, shipping logistics, sales forecasting, accounting, as well as customer care and support?
□ Yes □ No □ Not sure
2. Can you use the real-time picture of the company’s fiscal status as provided by the ERP system in planning for orders and profitability?
□ Yes □ No □ Not sure
3. Do you work in the order management department?
□ Yes □ No □ Not sure
4. If your answer in 3 above is Yes, are you able to process order more accurately and quickly as a result of the training?
5. Do you know that the ERP system can be used in forecasting the demand for the company’s product and in ordering the needed raw materials?
□ Yes □ No □ Not sure
6. Do you know that the ERP software solution can be used to establish production schedules, to allocate costs, to track inventory, and to project key fiscal measures?
□ Yes □ No □ Not sure
7. Are you able to use features of the company’s ERP system for instance the portal and dashboard to quickly understand the performance of the company on key metrics?
□ Yes □ No □ Not sure
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The areas that I define as my strong points or strengths include those proficiencies that I marked 4; that is, I strongly agree. These include the following: I have the awareness of the issues and needs that relate to English language learners and I am actually conversant in the strategies for supporting their learning; and I fashion a learning community wherein individual dissimilarities are respected. Moreover, it includes the proficiency that I utilize educational approaches which are sensitive to the many experiences of learners and which address dissimilar learning and performance styles.
The areas that I define as needing improvements are basically those ones which I agree with, albeit not strongly; that is, areas which I marked 3. These include the proficiency that I have a thorough understanding of uniqueness in learning; I appreciate and could recognize dissimilarities in approaches to learning and performance, including dissimilar performance modes and styles of learning, and I am able to facilitate instruction which helps utilize the strengths of students as the starting point for growth. Other areas in which I need improvement include the following proficiencies: I understand the way in which the learning of students is influenced by individual experiences, prior learning, talents, in addition to culture, language, community and family values. I identify, design, and support instruction appropriate to the learners’ development stages, styles of learning, needs and strengths; and that I know how and when to access suitable resources or services to meet exceptional learning needs.
Effective educators have the responsibility of meeting the educational needs of a more and more diverse student population. My dispositions, attitudes, and values have been changed as regards equitability and the belief that every student is able to learn in that I now hold a mindset in which I believe that instructional design, behaviours, interaction patterns, activities, as well as expectations should be equitable and fair for every learner. Regarding the classroom climate, the class should be inviting and its decorations must actually reflect the images of every learner (Chamberlain, 2011). The focus has to be on active participation of the learners. Learning activities reflect the commitment of the educator to providing equitable access for all learners to the opportunity to achieve academically, vocationally, and socially. In a classroom with students from diverse populations, the educator has high positive expectations for every learner.
Educators should strive to meet the individual learning needs of every child. During the lessons, educators should remember the many ways that kids learn. Therefore, daily activities and presentations should provide all learners with opportunities of receiving instruction in dissimilar modalities. Each child should be given opportunities for demonstrating their understanding in ways which let them to utilize their strengths whilst working to improve their weak points (Blanchett & Shealey, 2013). In a diverse classroom, assessment is invariable and is helpful to both the educator and the learner. It tells both of them what is actually needed in order to make the next instruction responsive and meaningful to the needs of the learner.
Furthermore, in a diverse classroom: learners are assessed in many ways; achievement of learners is defined by individual growth and not on reliance on one, preset goal; the role of the educator is one of a facilitator, mentor, coach and fellow learner since the classroom is student-centred; and several resources are employed besides textbooks (Obiakor & Rotatori, 2014). Additionally, syllabus is developed around skill mastery as well as authentic, thoughtful problems to solve. The instruction provided is guided by an understanding of several kinds of intelligence; and every learner is encouraged to see himself/herself as a capable learner and is held answerable to that responsibility and belief. This would be carried out within a climate which values learning diversity whilst continuing to improve every student’s ability to learn. In a class with a varied student population, learners are provided with a lot of opportunity for using metacognition as a tool for improving their capacity to learn, and educators do not utilize lecture as their main teaching method since the teaching is just occasionally student passive/teacher active (Smith-Collins, 2011).
In addition, this has impacted the social, intellectual, engagement, motivation as well as personal development of my students in that they are active, and not passive and are equally responsible for acquiring their education. For example, the learners are actively involved in the learning and they share in classroom decision-making process and have a choice and voice in their educational environment. Moreover, more of their learning needs are met, and they have been able to see how satisfying learning can really be. They have also been inspired to be better than they were. Furthermore, the students are beginning to acquire the necessary knowledge, attitudes and skills which they would require to be successful in the interdependent and pluralistic world wherein they would live and work as adults. Specific examples of these competencies include being cross-culturally competent and multilingual.
To continue to grow and improve in reaching every student, several action items would be put into practice to ensure that every learner receives equitable opportunities to achieve. These are illustrated in the table below:
Action step
Monitoring progress
1
Ensure active participation of students by involving them in classroom decision-making by December 12, 2015
Set milestones to reach by a particular date
2
Provide instructional design, interaction patterns, activities, as well as expectations that are equitable and fair for every learner by December 15, 2016
Set milestones to reach by a particular date
3
Provide many resources in the classroom besides textbook by January 20, 2016
Set milestones to reach by a particular date
4
Create a learning environment which supports positive interracial contact by January 20, 2016
Set milestones to reach by a particular date
5
Create a curriculum which is varied in pedagogy and multicultural in content by February 10, 2016
Set milestones to reach by a particular date
6
Design instruction which is appropriate to students’ phases of development, learning styles, needs and strengths by March 1, 2016
Set milestones to reach by a particular date
References
Blanchett, W. J., & Shealey, M. W. (2013). Responding to the Needs of Ethnically and Culturally Diverse Learners with Exceptionalities and Their Families. Multiple Voices For Ethnically Diverse Exceptional Learners, 13(2), 1-3.
Chamberlain, S. P. (2011). Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention In School & Clinic, 40(4), 195-211.
Assignment Instructions Write an analysis of your chosen article that includes the following:
• Describe the essential objectives of the selected article.
• Explain how the article supports your knowledge of training and development.
SAMPLE ANSWER
Articles on training and development
Introduction
Many organizations today are offering training and development to their employees as an investment to their business functions since it scales up the productivity levels of its employees. It has been determined that companies that undertake such efforts motivate their employees to be confident in their various work positions who in turn remain the assets to the company. This paper, therefore, seeks to determine the essence of training and development n a contemporary work setting.
Essential Objectives of the Selected Article
According to (Nadda, Rahimi, Dadwal, & Bhan Singh, 2014), the human resource management functions have been considered as the most significant elements of an organization strategy. Organizations seeking to achieve success in their operations need to acquire and invest in the development of employees. This can be done through the initiations of training and development that is treated as the most essential element in HRM.
Nadda, et al. states that adequately trained manpower is considered as the highest valuable asset within an organization, with particular reference to the hospitality industry. This Human Resource practice is one of the efficient tools that may have positive effects on the performance of employees that would ensure that employees utilize all the available resources, a factor that would create a competitive advantage for the organization.
Training and development have a direct relationship with the performance levels of each and every employee in an organization in different ways. Training and development increase the abilities and skills of an employee, a factor that leads to the improvement of productivity as well us reducing the instances of job dissatisfaction (Nadda, et al). Through training and development, several elements such as communication, problem solving, reliability and validity in an employee are essentially nurtured, a factor that ensures employees are effective in their functions. This article therefore emphasizes on the need for organizations to consider trainings and development as an approach of increasing productivity levels of employees.
The Articles Support of My Knowledge
This article clearly supports my knowledge on the need and importance of training since it has come to my knowledge that the companies that offer their employees good paying jobs and also give them room to advance their productivity levels have turned out to be successful in their operations.
Through training and development, it has been evident that employees are capacitated to do extremely well in their prospective work areas, as well as advance their skills in their desired fields (Nadda, et al). In accordance with my view, it is significant that organizations develop training and development programs that allow employees to grow their productivity levels, a factor that would translate to the increase in profitability levels of an organization.
Training in my view should also be considered as a key motivational approach that can allow employees to extend and develop their areas of interests and their anticipations within a workstation. A lack of trained and developed employee base would, therefore, cost an organization millions through petty faults that can be avoided through training (Nadda, et al). Out of this, the performance levels of an organization are likely to increase, a factor that would translate to a maximized achieved objective.
Conclusion
Companies that undertake training and development initiatives motivate their employees to be confident in their various work positions who in turn remain the assets to the company. Through training and development, it has been evident that employees are capacitated to do extremely well in their prospective work areas, as well as advance their skills in their desired fields. It is therefore essential for organizations to consider training their personnel’s in order to improve their skill levels.
References
Nadda, V., Rahimi, R., Dadwal, S., & Bhan Singh, U. (2014). Impact of HR Practices on Employee’s Performance: Case of UK Hotel Industry. Journal of Hospitality & Tourism, 12(2), 88-111.
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It is a complaint against manager behavior. Please proofread my attachment. do your best to stay close to my initial idea in letter. I know you can do better that I did. There is no APA style or reference.
Thanks,
SAMPLE ANSWER
Letter of complaint against manager’s behavior
Name:
Date:
Re: Complaint about meeting held at Long Pine on Saturday, 07/11/2015
To: E M, Manager
Dear Exxx,
As per our company’s policies and procedures about chain of command, I am sending this letter to express the disappointment I encountered during the meeting held on Saturday. I was intimidated, harassed and bullied.
What were the occurrences? First, I received an early phone call from Ms. Rana, the Team Leader, informing me about the meeting.
The actual meeting.
The hand-in of write up.
My accidental encounter with Shawn on Friday July 01, 2015.
The early phone call from Ms. Rana. The latter called me at 8:25 AM, when I was at work at long Pine group home. When I picked up the phone, I introduced myself. Ms. Rana asked me if she was on speakerphone and I replied ‘yes’. She asked to turn it off, which I did. However, I told Mrs Rana that I could not hear her properly without the speakerphone. The sound of her voice was inaudible and seemed like it was coming from far away. She asked me to go upstairs in the office, which I did.
She said to me in an intimidating voice, “I checked your time sheet. You clocked in late this morning.” I accepted that I had come in late and explained further that I had left my house earlier to be at work on time. I added that it was actually raining hard, there were road constructions on weekend and that I could not control the flow of traffic. I could not go over the speeding limit because of being 5 minutes late.
She went on saying that my write-up was coming today. She reminded me that I went to see Shawn to complain about 15 minutes’ grace period policy and that Shawn had gone over it with me and discussed with me about my being late at work in the past. I told Ms. Rana that Shawn didn’t discuss with me about my lateness. She insisted that Shawn said so and that I was going to be issued a write-up for that reason. I told her that the write-up was either pay back, intimidation, and harassment because I had gone to meet with Shawn.
The actual meeting.
On the same day, Saturday 07/11/15 at 2PM, Ms. Rana and you, Ms. Esi, entered inside the Long Pine group home. I was sitting upstairs finishing the medication book. You both went in the office, locked the door behind you and commenced laughing loud. After 20 minutes, at 2:25 PM, you opened the office door and said, “Rosita, we need to talk to you.” I promptly stopped working on the medications inventory. Ms. Esi, you said to me that I need to bring a chair with me, which I did. The setting of the meeting was hostile and intimidating. Chairs were placed like people seated in a commercial bus. I asked you, Ms. Esi, about who was going to conduct the meeting and who parties to the meeting were. You replied that you were the one conducting the meeting and all of us were part of the meeting. I raised my concern that Ms. Rana was seating behind your back and I was unable to view her. You said, “I am sorry about that.” You made a room to accommodate everyone. Ms. Rana angrily said to me that I am not to tell her how she needs to conduct her meeting.
The hand-in of write-up letter moment.
Mr. Esi, you said to me, “This is your write-up because you came late today and you failed to call me, the weekend on call manager that you were running late.” You added that the letter also includes supporting documents of my time sheet showing the times I was late coming to work since April of 2015. You said that it is a company’s policy that we have to abide by and that although many staff members still think that they still have 15 minutes grace period, it does not exist anymore. After that, you handed me the write-up, which was in the white envelope. I took it and glanced at it rapidly and saw that the write-up was not either signed by you or Ms. Rana. I said to you that the letter was not valid because it was not signed by either of you. I asked you the whereabouts of the original document that we all had to sign and acknowledge the content of the letter. You replied to me that now we don’t do that anymore. We (the Company) don’t do that. What you do presently is just give staff a document without signature and you do not have to sign it off for acknowledgement. I asked you to inform me when you started this practice. Ms. Rana said to me, “Shawn already has the copy of this letter on file.” I said to her I could not sign off a document by hear-say. I also said that if I couldn’t see the original document of this letter, which was going onto my personal file, I couldn’t take the letter and acknowledge it. Ms. Rana said to me, “Who are you to tell me what I need to do. I will do whatever I want.”
Once Ms. Rana took the letter from realized that my assessments about the write-up were valid, she confined herself in one of the corners of the office between the safe and the TV and rapidly signed off the document. I politely asked her not to sign off the letter. She told me not to go closer to her in an intimidating and bullying voice. Then she told you, “Esi quickly sign here.” Ms. Esi, you took the letter, placed it on the office table on top of the calendar and signed it off. I turned towards you and said, “Ms. Esi, what type of game are you two playing?” Right after that incident of signing off, Ms. Rana faxed the document to the office. That is the letter that was destined to me, which I refused to take because it wasn’t signed off by none of the managers. It was about 2:40 PM. I asked you, Ms. Esi, “Why am I being harassed?” You said that no one had harassed me. And this morning, Ms. Rana harassed me again. She asked me not to even repeat it. Esi was on the other line listening to the conversation. You, Esi replied to me with a surprised facial expression and said: this morning over the phone? Suddenly Ms. Rana stood up and came near where I was seating directly on my face and invading my private space. I asked her twice: “Madam please go back to your place and have a seat.” She refused. She said the meeting is over and that I should leave to go look after the clients/recipients. And that was the end of the meeting.
My accidental encounter.
Mr. Shawn is the Executive Director of the company. On Friday, 07/01/2015, at 2:30 PM, I went to the office to drop off the discharge notice from the doctor of my working complications due to an accident that occurred when I was at work leading to shoulder pains. I didn’t plan to see either Shawn or the HR manger. The purpose of my visit again was to drop off the doctor’s discharge notice. From our conversation, I asked Mr. Shawn about the unexpected check amount paid to me. I recalled Ms. Esi calling me in Mars and telling me that if I had any questions about work complications and their payment, I should feel free to ask Shawn and per Rana’s request.
Based on the occurrences stated above, I strongly believe that I have been harassed, intimidated, put down, and bullied. Also, I did not know and I was not made aware that there was another individual listening to the phone conversation. This is a serious violation.
I humbly ask you to look into this matter. I hope to hearing from you soon.
Sincerely,
XXXX
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For this assignment you write a paper covering answers to assigned problems in Lessons 22 and 23 of your course text.
Lesson 22: problems 1–4 (page 150)
Lesson 23: problems 1–5 (page 155)
Your paper should be written using APA 6th edition guidelines. There is a sample paper on page 41 of the Publication Manual which you may use as a reference.
Your paper must meet the following requirements:
Include explanation and justification of all answers. (Answers to some questions can be found in back of text to use as frame of reference)
Include an APA Results section for each problem set. (There is an example on page 167 of the course text)
Include presentation, discussion and explanation of all figures and tables
Include only the critical elements of your SPSS output
Include a properly formatted H10 (null) and H1a (alternate) hypothesis which cover all possible situations related to a problem
Include an examination of statistical testing to the null using the statement “fail to reject” or “accept”. (Notice the language is always related to the null hypothesis)
Include not only the results of the testing, but the steps you took to conduct the test via SPSS.
Additionally, you must provide a table to demonstrate that portion of the assignment
SAMPLE ANSWER
Annotated bibliography
Galliers, R., & Currie, W. (2011).The Oxford Handbook of Management Information Systems. Oxford: OUP Oxford.
Scope-Management Information Systems play a crucial role in the accounting, operations, decision-making, competitive advantage, and organization’s operations. The Oxford Handbook of Management Information Systems discusses in broad the increasing complexity of the systems in relation to strategic, managerial, organizational and managerial issues. The book is classified into four broad categories i.e. the background to the topic, theoretical and methodology in use, issues to do with ethics and rethinking MIS in a broader way.
Purpose and methodology-The purpose of the book is the discussion of the increasing complexity in MIS. It employs a multi-disciplinary approach in the discussion of MIS.
Underlying assumptions-It assumes that no individual has a perfect knowledge about the future trends when it comes to issues to do with MIS. The book however offers a vivid explanation about the MIS scenario enabling the reader to understand all the concepts with ease.
The limitation is that, it does not offer the reader an opportunity to get practical examples in MIS as most of the coverage is theoretical. Opportunities for further learning are present as the learner understands how the future facets will shape the accounting process.
Jinnette, J. (2010). The relevance of intangible assets in the context of the managerial accounting decision making process.
Scope-The book offers an in-depth analysis of how intangible assets affect the MIS process. It assumes that every organization has two sets of assets i.e. the tangible assets and the intangible assets. The book broadly discusses how the various intangible assets need to be treated in the control and planning process. The research process provided the relevant data in the writing of the book.
The limitation is that it does not give the relationship that exists between the accounting of the intangible assets and the other facets of the organization such as the human resource. Individual understanding is that, the facets are interrelated.
.Libby, R., Libby, P., & Short, D. (2011).Financial accounting. New York: McGraw-Hill/Irwin.
Scope-the financial position is related with the working of MIS. The book set out to explain the relationship that exists between financial accounting and Managerial accounting. The approach that the book use is research across the existing research works. A considerable amount of data gathered led to the publication of the book. The key assumption is that, financial accounting is a feeder program of managerial accounting. It therefore acts as the main control agent in accounting.
Compared to other sources evidenced earlier, it is more detailed in providing the comparison between financial accounting and managerial accounting. The limitation is that, it does not address how the changing cases in the field of finance will affect the accounting process. Further studies can be conducted in the analysis of the various cost items in the accounting process.
Mancini, D., Vaassen, E., &Dameri, R. (2013).Accounting information systems for decision making. Berlin: Springer.
The book clearly details how accounting information available to the management will shape up the process of decision making. The purpose of the book that was written entirely through research is to smoothen decision making by getting accounts right as well as aligning the management. The key assumption is that, for perfect decisions to be made there is perfect information flow. The limitation is that, the systems discussed are not well situated for the rapid changes occurring in the management sector. Studies can be done in the are to align the existing systems so that they are well suited for future action.
Lambert, R. (2012).Financial literacy for managers. New York: Wharton Digital Press.
The managers are given detailed information on how to run the organization in a convenient manner by observing a clear rule of not spending beyond their means.It offers managers the key lessons on effective finance management. It was also written through research. It assumes that an organization is controlled by a set of both internal and external factors. It has no control over its’ external factors but it can control the internal factors, finance being one of them. It is important as it sheds light on the methods through which financial literacy can enhance decision making.
McNair, C. (2013). Value creation in management accounting. New York: Business Expert Press.
The control process is discussed as a means by which the management needs to produce a certain value within the whole organization. It places on emphasize on value creation among managers. Research enabled the writing of the book. The assumption is that, value created by financial factors is not entirely by the management, the management need to combine a set of both innovative and solution seeking means.
Lu, J., Jain, L., & Zhang, G. (2012).Handbook on decision making. Heidelberg: Springer.
The book provides managers with the key guidelines in making their day to decisions within the organization. It provides an enabling environment to the management for effective decision making. The book was entirely written through research. The assumption is that, an organization uses the top-down approach in decision making.
Libby, R., Libby, P., & Short, D. (2011).Financial accounting. New York: McGraw-Hill/Irwin.
Finance is one of the key concepts that are necessary for effective control of the organization. The need for managers to understand financial accounting, so that they can handle matters to do with control is well covered by the book. Research by the writers was the methodology that enabled writing of the book. The key assumption is that, financial accounting is a feeder program of managerial accounting. It therefore acts as the main control agent in accounting.
Compared to other sources evidenced earlier, it is more detailed in providing the comparison between financial accounting and managerial accounting. The limitation is that, it does not address how the changing cases in the field of finance will affect the accounting process. Further studies can be conducted in the analysis of the various cost items in the accounting process.
Afzal, W. (2012).Management of information organizations. Oxford, UK: Chandos Pub.
The book places emphasize on the importance of managers getting the information concept within the organization right. Managers are given effective information on how to manage information within the organization during the control process. The research process enabled the writers to write the book. The assumption is that, information within an organization can assume both the vertical and horizontal means of flow.
Pham, K. (2012). Linear-Quadratic Controls in Risk-Averse Decision Making. New York: Springer.
The book majorly centers on the importance managers derive by keenly analyzing the decisions they make under a risky situation.The book articulates for the importance of individuals not being risk averse in the process of decision making. Research was essential in the process of writing the book. The assumption is that, risky situations are not admired by most of the decision makers. It offers important lessons on why managers need to be risk takers for effective decision making. Further analysis can be done in aligning the current state in line with the future prospects which are usually risky.
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The assignment is to read the following three scenarios. Using the concepts and skills learned in class, students will have to identify the strategy and methods to achieve the goal of the scenario. The course material and prior assessments will serve as building blocks to the final assessment. The Final Project is valued at 30 points
Content requirements: Your report should include the following:
•An Introduction that explains the purpose of the paper
•Your assessment of the assignment from the Commissioner
•A detailed description of your strategy and method(s) to achieve the assigned goals
•A “References” section, in which you cite the course instructional materials and other sources, using APA citation format
NOTE: Your report of each Assignment should be supported by a minimum of one (1) outside resource (not the course instructional materials) for a total of not less than three (3) outside resources for the Final Project.
Project Assignment
You are the Director of Programs for a large state correctional system. The Commissioner comes to you with three (3) projects. Each project has specific goals. Unfortunately, achievement of these goals cannot require an increase in the systems’ administrative or operational budget. Specifically precluded are any increases in staffing or allotment for new equipment.
Assignment 1
With few exceptions, every inmate in the system is destined to return to the community. Successful transition from institutional life to community-based supervision is dependent upon the pre-reentry program the inmate will complete prior to parole. The goal is to develop a detailed outline of the instructional curriculum for inmates eligible for the transition and reentry program and a plan to coordinate the training of staff members, both inside the institutions and in the Division of Parole.
Assignment 2
The life blood of every correctional system is its budget. In order to plan for future budget needs, the Commissioner must be able to project future priorities for the correctional systems over the next decade. As Program Director your assigned goal is to identify the emerging and driving forces over the next ten years that the system will need to manage in order to continue to be effective? This projection must include what priorities will need to be set, and what changes will need to be made in staffing, technology, training, and management and supervision to meet these new challenges.
Assignment 3
Within the Commissioner’s correctional system a large medium security prison is nearing completion. This institution will house 1,000 male inmates transferred in from around the state. The transferees have already been identified. All are convicted felons and their projected average length of institutional incarceration is approximately 37 months. As the Programs Director your goal is to identify which traditional correctional programs should be replicated in the new institution as well as any new programs to meet the needs of these offenders. Describe each program, the eligibility criteria for inmates (if any), and the intended outcomes.
SAMPLE ANSWER
Administration Scenario
Assignment 1
The reentry curriculum will involve: ensuring immediate access to shelter, clothing and food, providing ex-offenders with access to faith-based mentoring and support, helping them to acquire personal identification card and driver’s license, access to dental and/or medical care, provision of mental health services and substance abuse treatment, and helping them to develop career-wise and to acquire vocational training. All staff members will be trained on these aspects in order to ensure effective supervision of the ex-offenders (Porporino, 2010).
Assignment 2
Despite the fact that corrections consist of their own special requirements, there is need to improve information-sharing, social media monitoring, staff training, and automated translation tools. This will help to ensure effectiveness of the institutions for the next 10 years. The policymakers also need to change the practices and policies of the institutions in order to establish and develop incentives as well as other mechanisms for shaping behavior. There is also need for research and analysis in order to develop new knowledge for guiding practice in regards to improvement of working groups and acquisition of technologies that have the ability of addressing the complexities of institutional and community settings.
Assignment 3
The decision as to whether an offender should be allowed parole is made by the court. Offenders who qualify to be released on parole get automatic attention of the Parole Board and receive consideration at the right time (Alabama Dept of Corrections). The Board is notified of the inmate through a community corrections officer who presents it with a parole assessment report. When inmates are brought to the correctional institutional, correctional specialists employ various tools for purposes of assessing each inmate. This helps to ensure that every inmate is placed in the right program at the right time.
Porporino, F. J. (2010). Bringing sense and sensitivity to corrections: From programmes to ‘fix’offenders to services to support desistance. What else works? Creative work with offenders, 61-85.
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