Training and Development Essay Assignment Solution
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Training and Development Week 1
NO PLAGARISM, 100% ORIGINAL WORK, APA FORMAT
BA411 Training and Development Week 1
Extending Learning with the 6D’s
How can the 6Ds you have learned about in the book help evaluate a learning organization?
Read Case in Point 1.2: Extending Learning at Emerson in your text on page 21-22. Based on Emerson’s account, please find an example of an organization which is NOT a learning organization (A good place to look is a business or company who perhaps failed because they didn’t learn, change, adapt, etc.). Compare and contrast the key characteristics of learning organizations at Emerson with your example. How does your example fail to meet the characteristics of a learning organization?
The requirements below must be met for your paper to be accepted and graded:
Write between 1,250 – 1,750 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
Use font size 12 and 1” margins.
Include a cover page and reference page. The word count does not include the title page or reference page.
At least 80% of your paper must be original content/writing.
No more than 20% of your content/information may come from references.
Use at least three references from outside the course material; one reference must be from EBSCOhost. Textbook, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
References must come from sources such as scholarly journals found in EBSCOhost, CNN, online newspapers such as The Wall Street Journal, government websites, etc. Sources such as Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
Below is the case in Point 1.2 Extending Learning at Emerson
When Terrence Donahue accepted the leadership of the Charles F. Knight Learning Center at Emerson, he knew he had big shoes to fill. The former director had been highly respected and greatly admired. The learning organization he had built—which is responsible for leadership training for Emerson worldwide—enjoyed strong support from management and an excellent reputation throughout the company. They embraced the importance of learning transfer. How could Terrence and his team build on those strengths and take learning to an even higher level of excellence?
They decided to use the 6Ds to strengthen their ties to the business, drive learning transfer, and ensure that training delivered business impact. They started spreading the idea of a new finish line; that a leadership development experience isn’t finished until leaders have transferred and applied their new skills and knowledge. The learning Center staff kept repeating the message about business outcomes and began including transfer and achievement phases in program plans and descriptions.
And the message began to stick. “The concept of the new finish line for learning has struck a resonant chord here and across our enterprise,” Terrence told us, “A global manufacturing company like Emerson really understands the concept of manufacturing scrap, so the concept of learning scrap has hit some people like a thunderbolt.”
For example, one of the business unit presidents recorded a video for all supervisors in his company, outlining his expectations of them to drive learning transfer and provide performance support and how he intended to hold them accountable for outcomes. In India, front-line supervisors attending Leading at Emerson 2.0 are so excited about the implementation phase that they are calling their facilitators to share their successes.
In the company’s 2015 Professional Development Learning Guide, the senior vice president for human resources, Michael Rohret, wrote. “We are making a significant investment in your future… don’t become a victim of learning scrap. Attending a workshop and not applying what you learned is a wasted investment. To make sure your learning investments bring a return, we introduced a new finish line for learning.”
The chief financial officer, Frank Dellaquila, embraced the concept immediately, so much so that he agreed to record a video “call to action,” for the company’s flagship program, Leading at Emerson. The video is shown about 90 minutes before the end of the workshop phase of the program. In it, the CFO congratulates participants and explains how the workshop is an investment Emerson has made in a foundation for their careers. He goes on to emphasize that “there is more work to do,” if that investment is to pay dividends. “The value of the training will be measured by what you do with that foundation; that is, what you put to work when you are back to work. The next twelve weeks are actually the most important part of the process.” Coming for the CFO of a $25 billion global corporation, it’s a clear and unambiguous message that learning needs to be converted into action.
“The new finish line and all the components around it continue to receive very strong positive support from senior executives and front-line managers alike,” Terrence said. “It is a delightful situation for us to be in.”
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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