ASSIGNMENT COVER SHEET

ASSIGNMENT COVER SHEET
Electronic
UNIT
NAME OF STUDENT (PRINT CLEARLY)
STUDENT ID. NO.
CODE: MAN3655
Barnard
TITLE: Workplace Learning &
Development
Charlene
10126579
NAME OF LECTURER(s)
DUE DATE
Tara Smith & Jenni Parker
Friday 26 August, 2011
Topic of assignment - Assignment 1 - Job Application & ePortfolio
ePortfolio URL ( eg: http://jennipeportfolio.yolasite.com) so we can access YOUR e-portfolio for marking.
URL = http://charlenebarnardman3655.weebly.com/
Group or tutorial (if applicable)
Course
Campus
On-Campus ____ or Off Campus _x_
I certify that the attached assignment is my own work and that any material drawn from other
sources has been acknowledged.
OFFICE USE ONLY
Copyright in assignments remains my property. I grant permission to the University to make copies of
assignments for assessment, review and/or record keeping purposes. I note that the University
reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an
assignment be required by the University for any purpose other than those mentioned above,
appropriate authorisation will be sought from me on the relevant form.
Submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to
indicate that you have read this form and filled it in completely and that you certify as above. Please
include this page in/with your submission. Any electronic responses to this submission will be sent to
your ECU email address.
Agreement
x
Date
26/08/11
PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS - Refer to the University Admission, Enrolment and Academic
Progress Rule 24 and the ECU Assessment Policy


A student who wishes to defer the submission of an assignment must apply to the lecturer in charge of the relevant unit or
course for an extension of the time within which to submit the assignment.
Where an extension is sought for the submission of an assignment the application must :

be in writing - preferably before the due date; and

set out the grounds on which deferral is sought. ( see ECU Assessment Policy)
http://intranet.ecu.edu.au/__data/assets/pdf_file/0009/20025/assign_ext.pdf

Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. (see 39.5)
ACADEMIC MISCONDUCT Rules (Students)
All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion
from the unit or cancellation of enrolment.
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ASK Job Application
Selection Criteria Response Form
(Maximum 2 pages – type your responses below each criteria)
Selection criteria 1: Justify the need for and importance of, learning and development to
support the achievement of organisational goals.
The Coca-Cola Company’s former head, Robert Woodruff philosophised “The future belongs to
the discontented”; this statement is still well ingrained in the company’s beliefs as they are
continually striving for excellence. As a renowned leader in being a learning organisation, the
success of The Coca-Cola Company largely comes from the knowledge and experience of its
employees (Franco, 2007, page1). Pemberton and Stonehouse, 2000 (cited in NathaiBalkissoon and Pun, 2011) assert that “the organisations that learn fastest and use knowledge
most effectively are most likely to become and remain leaders”. One can conclude that to be
successful in the current economic climate, companies need to make training a priority as
competitive difference and advantage over other organisations is created by employees.
With the continual change in technology it is imperative for an organisation to at least stay
abreast of its competition and that requires the organisation to learn and develop its people
and its systems (Nathai-Balkissoon and Pun, 2011). An example of where this has not
happened is in the retail sector especially in book stores that have not stayed abreast to online
competition and now face structural change throughout the organisation.
For employees, training not only shows them that the company values them enough to invest
in them and their development, it also a powerful motivator directly linked to job satisfaction
(Stone, 2006; Nathai-Balkissoon and Pun, 2011). Through confidence in skills and abilities, staff
could potentially lessen their dependence on management supervision (“Benefits of training
(employee training)”, (n.d).
Franco and Haase (2009) suggest that training can also save the organisation money by making
more efficient workers and not having to rely on recruiting to bring in new skills. Certain types
of training including ethical and diversity training and training about sexual harassment, could
be used as a risk management tool that also improves the company’s image (Stone, 2006).
Training provides many advantages for both the employee and the organisation and in
business as in life if you do not adopt a kaizen philosophy (continually learn and growing) you
run the risk of stagnating and dieing.
Selection criteria 2: Compare and contrast the 4 major learning theories: (Behaviourist,
Cognitivist, Humanist, Constructivist)
The Behaviourist model originates from stimulus and response theory of B.F. Skinner (Hung,
2001). In this learning theory, the learner is conditioned to respond based on a stimulus and is
a passive receptor to information. Behaviourism’s credibility lies in its argument that “since
experiences are private it is impossible for one man to know what experiences another man is
having” (Whiteley,1961, page 165).
Gestalt psychologists were some of the first to criticize Behaviourism for relying on overt
behaviour to explain learning and wanted the scientific community to look at patterns not
isolated events (Lilienfeld, Lynn, Namy, and Woolf, 2010). Cognitive theories explain how
learning and understanding is advanced through actively processing memories of information
and past experiences
Constructivism asserts that learning is an active process where people learn and understand
things through experience and reflection. Glasersfeld (1989: 182; Cited in Paul 2006) builds on
this by saying “knowledge is not passively received but actively built up by the cognizing
subject".
Lastly the humanistic model, similar to the social constructivist model, is largely based on the
work of Abraham Maslow and Carl Rogers. The model focuses predominantly on the idea that
experience is where learning begins and that people act with intention and freedom to choose
one’s own behaviour as opposed to simply reacting to the environment (Lilienfeld, Lynn,
Namy, and Woolf, 2010). With the key focus on self development, self-esteem, self-fulfillment,
and needs are paramount.
The following table explaining the key concepts of the major learning theories was taken from
Hung, 2001 page 284.
Table 1
Key concepts of dominant Learning theories
Behaviorist
Cognitivist
Constructivist
Social
Constructivist
Learning
Stimulus and
response
Transmitting and
processing of
knowledge
strategies
Personal discovery
and
experimentations
Mediation of
different
perspectives
through language
Type of
learning
Memorising and
responding
Memorising and
application of rules
Problem solving in
realistic and
investigative
situations
Collaborative
learning and
problem solving
Instructional
strategies
Present for
practice and
feedback
Plan for cognitive
learning strategies
Provide for active
and self-regulated
learner
Provide for
scaffolds in the
learning process
Key Concepts
Reinforcement
Reproduction and
elaboration
Personal discovery
generally from the
first principles
Discovering
different
perspectives and
shared meanings
References:
Benefits of training (employee training), (n.d). Retrieved from the training. com.au website:
http://training.com.au/pages/menuitem9c775931afa69390f9fa5a1017a62dbc.aspx
Franco, M. and Haase, H. (2009). Entrepreneurship: an organisational learning
approach. Journal of Small Business and Enterprise Development (14626004), 16 (4), 628.
Franco, N. (2007). Training a priority at Coca-Cola. Papua - New Guinea Post – Courier eLibrary.
Web. 20 Aug. 2011
Hung, D. (2001) Theories of learning and computer-mediated instructional technologies.
Edcuational Media International Singapore (1469-5790) 38(4),281. Viewed online:
http://edweb.sdsu.edu/Courses/ED795A/Hung_Theories.pdf
Lilienfeld, S; Lynn, S. J.; Namy, L.L. and Woolf, N. J. (2010). A framework for everyday
thinking. Psychology 1: 24-28
Nathai-Balkissoon, M. and Pun, K. F. (2011). Integrating knowledge management into
organisational learning. The Learning Organization (0969-6474), 18 (3), 203.
Paul, E. (2006). Reflections on theories of learning. ZDM : International Reviews on
Mathematical Education (1615-679X), 38 (1), 3
Stone, R. J. (2006). Managing Human Resources 2nd edition. Queensland, Australia: John Wiley
& Sons Australia Ltd.
Whiteley, C. H. (1961). Behaviourism. Mind (0026-4423), 70 (278), 164.
Job Application Marking Guide (10%)
Unsatisfactory
Satisfactory
Very effective
Excellent
Exceptional
Fail
Pass
Credit
Distinction
High Distinction
0
5
6
7
8-10
Selection Criteria 1: Justify the need for and importance of, learning and development to support the
achievement of organisational goals
Does not justify the
importance of L& D
for the achievement
of org. goals.
Very limited
justification (a very
weak argument) of
the importance of
L& D for the
achievement of
org. goals. Paper
is descriptive.
Limited
justification (a
weak argument)
of the importance
of L& D for the
achievement of
org. goals. Paper
is mainly
descriptive.
Fairly strong
justification (evidence
of an argument) of
the importance of L&
D for the
achievement of org.
goals. Selection
Criteria demonstrates
some analysis.
Strong justification (a
strong argument) of the
importance of L& D for
the achievement of org.
goals. Selection Criteria
demonstrates strong
analysis.
Selection Criteria 2: Compare and contrast the 4 major learning theories (Behaviourist, Cognitivist, Humanist,
Constructivist)
Not all learning
theories are
addressed.
All learning
theories are
addressed, but it is
mainly descriptive.
All learning
theories are
addressed.
Some aspects
are compared
and contrasted,
but analysis is
limited.
All learning theories
are addressed. Most
aspects are
compared and
contrasted; there is
evidence of some
analysis.
All learning theories are
very well addressed.
All aspects are
compared and
contrasted; there is
evidence of significant
analysis.
Selection Criteria
demonstrates very
limited evidence of
any academic
research (textbooks
only or poor journal
articles).
Selection Criteria
demonstrates
limited academic
research (1 or 2
journal articles).
Only the basic
aspects are
covered.
Selection Criteria
demonstrates
some research (3
or 4 journal
articles). Most
aspects are
covered.
Selection Criteria
demonstrates
sufficient research (5
or 6 journal articles).
All aspects are
covered.
Selection Criteria
demonstrates the use
of quality research
articles (7+ journal
articles). Justification of
the importance L&D is
clear. Demonstrates a
depth of thought and
insight into the subject.
In-text and End-text
contains many
serious errors.
Referencing is very
poor, and does not
follow ECU
guidelines.
Selection Criteria
presentation is
unprofessional.
In-text and Endtext contains a
number of serious
errors.
Referencing is
poor, and does not
follow ECU
guidelines. Some
aspects of the
Selection Criteria
are professionally
presented.
In-text and Endtext contains
minor errors.
Referencing is
adequate. Not all
ECU guidelines
are followed.
Most aspects of
the Selection
Criteria are
professionally
presented.
In-text and End-text
contains a few very
minor errors.
Referencing is good.
Most ECU
referencing
guidelines are
followed. Selection
Criteria are
professionally
presented.
In-text and End-text
contains no errors.
Referencing is very
good. ECU referencing
guidelines are followed.
Selection Criteria are
very professionally
presented.
Academic Skills
ePortfolio Marking Guide (10%)
Unsatisfactory
Satisfactory
Very effective
Excellent
Exceptional
Fail
Pass
Credit
Distinction
High Distinction
0
5
6
7
8-10
ePortfolio – essential items included
 Home page - introduction
 Blog page – min 2 posts
 About Me page – bio & ECU email
 Job Application page – selection file attached
ePortfolio Design
No images or links
to other resources.
Text is unclear
&/or has serious
punctuation and
spelling errors.
Some images or
links to other
resources.
Some images or
links to other
resources.
Text lacks clarity
&/or has some
punctuation and
spelling errors.
Text is fairly
clear &/or has
some minor
punctuation and
spelling errors.
Many images or links
to other resources
are provided that are
appropriate.
Text is clear, one or
two very minor
errors.
Significant appropriate
Images or links to other
resources are used to
enhance the eportfolio.
Text is clear, exact and
engaging. No errors.
eJournal (blog)
Personal Response to class material, activities and readings
No personal
response is made to
the issues or
concepts raised in
workplace training &
development
Analysis
demonstrates very
limited evidence of
personal response
to the issues or
concepts raised in
workplace training
& development
Analysis conveys
some evidence of
personal
response to the
issues or
concepts raised
in workplace
training &
development
Analysis conveys
evidence of personal
response to the
issues or concepts
raised. Beginning to
reflect on workplace
training &
development in a
different way.
Analysis conveys
extensive evidence of
personal response to
the issues or concepts
raised. Demonstrates
personal growth and
workplace training &
development
awareness.
Demonstrates an
ability to reflect on
most of own work.
Begins to
demonstrate good
meta-cognition and
provides examples
consistently.
Reflects well on all own
work, demonstrates a
range of meta-cognitive
practices and provides
many examples.
Personal growth (preparation of assignments, class activities)
Does not reflect on
own work at all and
no examples are
provided.
Reflects on own
work improvement
on occasion but
limited examples
are provided.
Demonstrates an
ability to reflect on
some of own
work but
examples
provided are
minimal.
Critical Reflection (thinking and linking concepts to the big picture of workplace learning & development)
No reference to
workplace, or
outside of class
learning.
No reflection on
new concepts.
Minimal reference
to workplace, or
outside of class
learning.
Reflects on new
concepts but does
not demonstrate
how it fits in the
bigger picture.
References to
workplace, or
outside of class
learning, but does
not clearly link
theory with real
practice.
Reflects on new
concepts and is
beginning to link
them to the
bigger picture.
Significant references
to workplace, or
outside of class
learning, and is
beginning to link
theory with real
practice.
Clearly reflects on
new concepts and
links new concepts in
the bigger picture.
Significant references
to workplace, or outside
of class learning, and
clearly links theory with
real practice.
Clearly reflects on new
concepts and
demonstrates a clear
understanding of how
this fits in the bigger
picture
Very limited
discussion of your
own learning
and/or problem
solving strategies
used in MAN3655.
Some discussion
of your own
learning and/or
problem solving
strategies used in
MAN3655.
Substantial
discussion of your
own learning and/or
problem solving
strategies used in
MAN3655.
Extensive, reflective
discussion of your own
learning and/or problem
solving strategies used
in MAN3655 including
reference to both the
technical and
workplace learning and
development concepts
covered.
Learning strategies
No discussion of
your own learning
and/or problem
solving strategies
used in MAN3655.